Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college student...Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.展开更多
Rather than looking at variables like grammatical feature type,proficiency,and L1 as separate,we must start to view them as interrelated and codependent.In this way,educators may finally learn how to maximize the effe...Rather than looking at variables like grammatical feature type,proficiency,and L1 as separate,we must start to view them as interrelated and codependent.In this way,educators may finally learn how to maximize the effect of corrective feedback(CF).A meta-analysis of 13 studies was conducted to examine four styles of CF(implicit prompt,implicit reformulation,explicit prompt,and explicit reformulation)along with the following variables:grammatical feature type,L1 similarity(with Mandarin Chinese),and proficiency level.Results suggest that effect size is highly dependent upon the grammatical feature targeted.Explicit feedback appears to have a scaffolding effect for more semantically or syntactically complex grammatical features.Implicit reformulations(recasts)also provide scaffolding,yielding larger effect sizes than implicit prompts when used with L1 dissimilar features that are more semantically or syntactically complex.展开更多
AIM To elucidate the role of STAT3 in hepatocarcinogenesis and biliary ductular proliferation following chronic liver injury. METHODS We investigated thioacetamide(TAA)-induced liver injury, compensatory hepatocyte pr...AIM To elucidate the role of STAT3 in hepatocarcinogenesis and biliary ductular proliferation following chronic liver injury. METHODS We investigated thioacetamide(TAA)-induced liver injury, compensatory hepatocyte proliferation, and hepatocellular carcinoma(HCC) development in hepatic STAT3-deficient mice. In addition, we evaluated TAAinduced biliary ductular proliferation and analyzed the activation of sex determining region Y-box9(SOX9) and Yes-associated protein(YAP), which regulate the transdifferentiation of hepatocytes to cholangiocytes.RESULTS Both compensatory hepatocyte proliferation and HCC formation were significantly decreased in hepatic STAT3-deficient mice as compared with control mice. STAT3 deficiency resulted in augmentation of hepatic necrosis and fibrosis. On the other hand, biliary ductular proliferation increased in hepatic STAT3-deficient livers as compared with control livers. SOX9 and YAP were upregulated in hepatic STAT3-deficient hepatocytes.CONCLUSION STAT3 may regulate hepatocyte proliferation as well as transdifferentiation into cholangiocytes and serve as a therapeutic target for HCC inhibition and biliary regeneration.展开更多
This paper figures out the problems the Chinese students often meet with when they try to obtain the English language ability. In order to assist my students crack down on such problems, I take up the approach of givi...This paper figures out the problems the Chinese students often meet with when they try to obtain the English language ability. In order to assist my students crack down on such problems, I take up the approach of giving them opportunities to play the active roles in English reading activity and requiring them to write reading response journals and to have frequent discussions in the reading class. The approach aims at improving the students＇ ability and getting them to be trained and improved effectively in the language skills concerned. The approach has come out with remarkable achievements. My understanding is that the process of learning a foreign language is a process indeed of accumulation, including both the language and culture knowledge. The accumulation can be gained by means of reading a lot, thus improving the students＇ language competence, enlarging their cultural and language field of vision on the western world. We teachers play the function of bridge leading the students to succeed in mastering and applying English as a practical tool in their life and work to come. This paper introduces what I have been trying to assist my students in solving their problems through my teaching practice during the past years.展开更多
In China, it is widely believed that teacher feedback plays a crucial role in EFL writing course, exerting a great impact on the improvement of Chinese EFL students＇ writing abilities so that teachers have been requi...In China, it is widely believed that teacher feedback plays a crucial role in EFL writing course, exerting a great impact on the improvement of Chinese EFL students＇ writing abilities so that teachers have been required to deliver feedback on students＇ writings. Teachers, consequently, spare no pains to give feedback, expecting their students would make progress in their writing, but it seems that things go contrary to their wishes. Although there are various complicated factors contributing to the situation, one of the important factors lies in the teachers, a number of whom do not grasp a systematic and effective mechanism of delivering feedback on EFL student writing. Much importance has been attached to Chinese EFL student writing, however, rare attention has been paid to conducting research on concrete ways of delivering feedback on Chinese EFL student writing in China. Therefore, this paper serves to fill the gap, mainly devoting itself to exploring concrete methods of delivering teacher feedback on EFL student writing.展开更多
Since the process writing was raised in the L2 writing in 1970s, the feedback has been an important part of teaching. A range of researchers have investigated the effect of different types of error feedback to find wh...Since the process writing was raised in the L2 writing in 1970s, the feedback has been an important part of teaching. A range of researchers have investigated the effect of different types of error feedback to find whether the feedback can help L2 writers improve the accuracy of their writing. Similar to the previously discussed question, they have also reached rather controversial conclusions. Most often, these studies have categorized corrective feedback as either direct or indirect. To explore the effects of corrective feedback in L2 writing, the paper investigated the types of feedback given to 30 college students of Tianhe College in Guangdong province. The study improved that correction feedback can improve accuracy in student writing.展开更多
文摘Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.
文摘Rather than looking at variables like grammatical feature type,proficiency,and L1 as separate,we must start to view them as interrelated and codependent.In this way,educators may finally learn how to maximize the effect of corrective feedback(CF).A meta-analysis of 13 studies was conducted to examine four styles of CF(implicit prompt,implicit reformulation,explicit prompt,and explicit reformulation)along with the following variables:grammatical feature type,L1 similarity(with Mandarin Chinese),and proficiency level.Results suggest that effect size is highly dependent upon the grammatical feature targeted.Explicit feedback appears to have a scaffolding effect for more semantically or syntactically complex grammatical features.Implicit reformulations(recasts)also provide scaffolding,yielding larger effect sizes than implicit prompts when used with L1 dissimilar features that are more semantically or syntactically complex.
基金Supported by JSp S Grant-in-Aid for Scientific Research(C)No.16K09385 to Torimura T
文摘AIM To elucidate the role of STAT3 in hepatocarcinogenesis and biliary ductular proliferation following chronic liver injury. METHODS We investigated thioacetamide(TAA)-induced liver injury, compensatory hepatocyte proliferation, and hepatocellular carcinoma(HCC) development in hepatic STAT3-deficient mice. In addition, we evaluated TAAinduced biliary ductular proliferation and analyzed the activation of sex determining region Y-box9(SOX9) and Yes-associated protein(YAP), which regulate the transdifferentiation of hepatocytes to cholangiocytes.RESULTS Both compensatory hepatocyte proliferation and HCC formation were significantly decreased in hepatic STAT3-deficient mice as compared with control mice. STAT3 deficiency resulted in augmentation of hepatic necrosis and fibrosis. On the other hand, biliary ductular proliferation increased in hepatic STAT3-deficient livers as compared with control livers. SOX9 and YAP were upregulated in hepatic STAT3-deficient hepatocytes.CONCLUSION STAT3 may regulate hepatocyte proliferation as well as transdifferentiation into cholangiocytes and serve as a therapeutic target for HCC inhibition and biliary regeneration.
文摘This paper figures out the problems the Chinese students often meet with when they try to obtain the English language ability. In order to assist my students crack down on such problems, I take up the approach of giving them opportunities to play the active roles in English reading activity and requiring them to write reading response journals and to have frequent discussions in the reading class. The approach aims at improving the students＇ ability and getting them to be trained and improved effectively in the language skills concerned. The approach has come out with remarkable achievements. My understanding is that the process of learning a foreign language is a process indeed of accumulation, including both the language and culture knowledge. The accumulation can be gained by means of reading a lot, thus improving the students＇ language competence, enlarging their cultural and language field of vision on the western world. We teachers play the function of bridge leading the students to succeed in mastering and applying English as a practical tool in their life and work to come. This paper introduces what I have been trying to assist my students in solving their problems through my teaching practice during the past years.
文摘In China, it is widely believed that teacher feedback plays a crucial role in EFL writing course, exerting a great impact on the improvement of Chinese EFL students＇ writing abilities so that teachers have been required to deliver feedback on students＇ writings. Teachers, consequently, spare no pains to give feedback, expecting their students would make progress in their writing, but it seems that things go contrary to their wishes. Although there are various complicated factors contributing to the situation, one of the important factors lies in the teachers, a number of whom do not grasp a systematic and effective mechanism of delivering feedback on EFL student writing. Much importance has been attached to Chinese EFL student writing, however, rare attention has been paid to conducting research on concrete ways of delivering feedback on Chinese EFL student writing in China. Therefore, this paper serves to fill the gap, mainly devoting itself to exploring concrete methods of delivering teacher feedback on EFL student writing.
文摘Since the process writing was raised in the L2 writing in 1970s, the feedback has been an important part of teaching. A range of researchers have investigated the effect of different types of error feedback to find whether the feedback can help L2 writers improve the accuracy of their writing. Similar to the previously discussed question, they have also reached rather controversial conclusions. Most often, these studies have categorized corrective feedback as either direct or indirect. To explore the effects of corrective feedback in L2 writing, the paper investigated the types of feedback given to 30 college students of Tianhe College in Guangdong province. The study improved that correction feedback can improve accuracy in student writing.
