人机对话智能测评系统对农村初中生词汇学习的作用研究

在新课改如火如荼的推行下,中小学生的英语学习已经被提高到了一定的高度,各学校对英语学科的要求也越来越高,但是,在农村和偏远地区,这里的英语学习存在一定环境和氛围上的缺陷。幸运的是,如今互联网 背景发展地越来越好,人工智能的研究也得到了一定的突破和大范围的使用。本文将从人机对话的智能测评系统入手,对农村初中生词汇学习的作用进行探讨和研究。

Orthographic,Semantic,and Contextual Influences on Initial Processing and Learning of Novel Words During Reading:Evidence From Eye Movements

This study investigates how orthographic,semantic and contextual variables—including word length,concreteness,and contextual support—impact on the processing and learning of new words in a second language(L2)when first encountered during reading.Students learning English as a foreign language(EFL)were recruited to read sentences for comprehension,embedded with unfamiliar L2 words that occurred once.Immediately after this,they received a form recognition test,a meaning recall test,and a meaning recognition test.Eye-movement data showed significant effects of word length on both early and late processing of novel words,along with effects of concreteness only on late-processing eye-tracking measures.Informative contexts were read slower than neutral contexts,yet contextual support did not show any direct influence on the processing of novel words.Interestingly,initial learning of abstract words was better than concrete words in terms of form and meaning recognition.Attentional processing of novel L2 words,operationalized by total reading time,positively predicted L2 learners’recognition of new orthographic forms.Taken together,these results suggest:1)orthographic,semantic and contextual factors play distinct roles for initial processing and learning of novel words;2)online processing of novel words contributes to L2 learners’initial knowledge of unfamiliar lexical items acquired from reading.

The Role of Lexis in Developing EFL Learners＇ Speaking Skill

EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners＇ speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students＇ inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 （second language） vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.

Attention Strategy Training Affecting Second Language Vocabulary Acquisition of College Students

This paper analyzes attention theory in the cognitive psychology and introduces second language vocabulary acquisition. The filter theory and attention resource theory in the attention theory points out that attention has a key effect on the learner＇s cognitive vocabulary learning by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The fact proves that enhancing attention in input could promote students＇ vocabulary acquisition and help them form efficient vocabulary learning strategy suitable for their levels of proficiency.

A Study on the Teaching of Lexical Phrases in Non-English Majors＇ Argumentative Writing

Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative classroom activities and neglects the systematic study of linguistic knowledge. Both of them cannot meet the requirements of improving the non-English major students＇ argumentative writing scores. So based on the Lexical Approach theory, taking the College English Integrated Course 4 （LI, 2003） as the main teaching material and lexical phrases as teaching and learning units, this study explores the effectiveness of the Lexical Approach in improving non-English major students＇ argumentative writing through classroom activities of input, absorption, and output of lexical phrases. The results show that lexical phrases have more effects on students＇ English competence than single words. They can help to improve the argumentative writing scores and cultivate an interest in learning English independently.

An Empirical Study of the Influence of Attention Strategy Training on Second Language Vocabulary Acquisition

This paper presents the results of a 14-week attention strategy training of 174 college freshmen. It illustrates the promoting function of attention in second language vocabulary acquisition by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The results show that enhancing attention in input could promote students＇ vocabulary acquisition and help them form vocabulary learning strategy suitable for their levels of proficiency.