This paper argues that the present vocabulary teaching needs reorienting so as to achieve a more systematic and principled vocabulary teaching suitable for China＇s non-English majors. The author then tries to propose...This paper argues that the present vocabulary teaching needs reorienting so as to achieve a more systematic and principled vocabulary teaching suitable for China＇s non-English majors. The author then tries to propose a new model of vocabulary teaching, which consists of explicit instruction, incidental learning and strategy training.展开更多
This paper examines the effect on rates of achievement of the interaction of student gender and school socioeconomic status, using ordinary least squares and probit regressions. The data used is school achievement by ...This paper examines the effect on rates of achievement of the interaction of student gender and school socioeconomic status, using ordinary least squares and probit regressions. The data used is school achievement by students taking externally assessed accounting standards in their final year at New Zealand secondary schools, and covers the period 2004 to 2008. The paper concludes that the interaction of gender and school decile have a significant impact on achievement rates for Maori, Pacific Island and Asian girls relative to Maori, Pacific Island and Asian boys in low decile schools. A secondary contribution of this paper is to demonstrate that comparing the achievement of gender or socioeconomic status groups in isolation is insufficient when examining academic performance and evaluating subject curriculum. Interactions between variables need to be considered, whether they be gender and decile as this paper examines, or other variables not examined within this paper.展开更多
文摘This paper argues that the present vocabulary teaching needs reorienting so as to achieve a more systematic and principled vocabulary teaching suitable for China＇s non-English majors. The author then tries to propose a new model of vocabulary teaching, which consists of explicit instruction, incidental learning and strategy training.
文摘This paper examines the effect on rates of achievement of the interaction of student gender and school socioeconomic status, using ordinary least squares and probit regressions. The data used is school achievement by students taking externally assessed accounting standards in their final year at New Zealand secondary schools, and covers the period 2004 to 2008. The paper concludes that the interaction of gender and school decile have a significant impact on achievement rates for Maori, Pacific Island and Asian girls relative to Maori, Pacific Island and Asian boys in low decile schools. A secondary contribution of this paper is to demonstrate that comparing the achievement of gender or socioeconomic status groups in isolation is insufficient when examining academic performance and evaluating subject curriculum. Interactions between variables need to be considered, whether they be gender and decile as this paper examines, or other variables not examined within this paper.
