The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire...The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire. The subjects in the experiment is a group of 80 students randomly selected from the Grade Three at a senior high school in Yili. The questionnaire I presents that the students are on the close level of English listening. They are divided into Experimental Group and Control Group. The Scaffolding Instructional Model will be used on the Experimental Group and Control Group will take the traditional teaching method. After four weeks two groups will attend the listening post-test and questionnaire II. According to the analysis of experimental data, the Experimental Group would get better listening comprehension grades than the Control Group.展开更多
EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English p...EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching展开更多
Let G be a second countable locally compact groupoid with Haar system {λu}, H be a closed subgroupoid containing Go with Haar system {λuH}. T.Masuda introduced the C*-Groupoid dynamic system (G, A, α) and its reduc...Let G be a second countable locally compact groupoid with Haar system {λu}, H be a closed subgroupoid containing Go with Haar system {λuH}. T.Masuda introduced the C*-Groupoid dynamic system (G, A, α) and its reduced crossed product Cr.d(G, A) in [2], where A is a C*-algebra, α is the homomorphism G→Aut(A). In this paper the author introduces the C*-groupoid dynamic systems (H, A, α|H) and (H\G2, A, α) induced by (G, A, α) and proves that C~*red(H, A) and C~*red(H\G2, A) are strongly Morita equivalent. Moreover the induced representation from C~*red(H, A) to C~*red(G, A) is got.展开更多
文摘The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire. The subjects in the experiment is a group of 80 students randomly selected from the Grade Three at a senior high school in Yili. The questionnaire I presents that the students are on the close level of English listening. They are divided into Experimental Group and Control Group. The Scaffolding Instructional Model will be used on the Experimental Group and Control Group will take the traditional teaching method. After four weeks two groups will attend the listening post-test and questionnaire II. According to the analysis of experimental data, the Experimental Group would get better listening comprehension grades than the Control Group.
文摘EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching
文摘Let G be a second countable locally compact groupoid with Haar system {λu}, H be a closed subgroupoid containing Go with Haar system {λuH}. T.Masuda introduced the C*-Groupoid dynamic system (G, A, α) and its reduced crossed product Cr.d(G, A) in [2], where A is a C*-algebra, α is the homomorphism G→Aut(A). In this paper the author introduces the C*-groupoid dynamic systems (H, A, α|H) and (H\G2, A, α) induced by (G, A, α) and proves that C~*red(H, A) and C~*red(H\G2, A) are strongly Morita equivalent. Moreover the induced representation from C~*red(H, A) to C~*red(G, A) is got.
