This qualitative-dominant mixed study used content analysis, interviews, and survey to examine if first-year university undergraduates taking English language academic writing courses consider prior knowledge from hig...This qualitative-dominant mixed study used content analysis, interviews, and survey to examine if first-year university undergraduates taking English language academic writing courses consider prior knowledge from high school English language five-paragraph essay writing style helpful. Sample included 67 first year university undergraduates. All the 67 students considered prior knowledge of the high school five-paragraph essay writing style helpful. They believed that it facilitated a transfer of learning in the first-year university undergraduate academic writing course. However, only 15 out of the respondents, who reported that prior knowledge of the high school English language five-paragraph essay writing style was helpful, also reported that they are level-appropriate competent in the first-year university undergraduate English language academic writing courses after one academic year. As such, essay-writing in high school offers students some foundation-knowledge to succeed in academic writing in universities. Further findings showed that students often delve into essay or academic writing without proper planning. Thus, it is recommended that universities introduce a bridge course specifically to address academic deficiency in reading and writing for all first year undergraduates upon admission into the university.展开更多
Acquaintance with learners' cultural frame of reference can help second language teachers adjust and extend patterns of communication and create the optimal classroom conditions for acquisition of target language....Acquaintance with learners' cultural frame of reference can help second language teachers adjust and extend patterns of communication and create the optimal classroom conditions for acquisition of target language. This paper concentrates on reviewing diverse motivational, cognitive, and communicative styles; exploring their respective common patterns that arc grounded in the Chinese cultural and social and educational context; and examining the implications these three important components have for oral English teachers to work out ways to promote communication.展开更多
For effective second language learning, the compatibility between the learners' learning preferences and teachers' instructional approaches in classroom learning activities is of crucial importance. However, t...For effective second language learning, the compatibility between the learners' learning preferences and teachers' instructional approaches in classroom learning activities is of crucial importance. However, there is some incongruity in between in the college EFL classroom in China, which has very much hindered students' language learning progress. Based on statistical survey and classroom observations, the paper examines the general differences in college students' learning preferences, presents some findings on the various conflicting situations, and discusses its implications for second language learning and teaching.展开更多
This study investigates Chinese elementary, middle, and high school students＇ L2 perceptual learning styles, imagination, ideal L2 self, and motivated L2 behavior. A perceptual learning style and L2 learning motivati...This study investigates Chinese elementary, middle, and high school students＇ L2 perceptual learning styles, imagination, ideal L2 self, and motivated L2 behavior. A perceptual learning style and L2 learning motivation questionnaire was administered to 1,667 students from elementary to high school. Statistical results revealed that Chinese elementary, middle, and high school students were more in favor of a visual learning style in comparison to their auditory and kinesthetic learning styles. This visually oriented style was significantly correlated with their ideal L2 self and motivated L2 behavior. The sequential regression analysis results indicated that the ideal L2 self and visual learning style were the most meaningful predictors for Chinese students＇ motivated L2 behavior. This study suggests that teachers need to help students create and maintain their ideal L2 self and facilitate their L2 learning motivation by providing more adequate visual teaching materials.展开更多
文摘This qualitative-dominant mixed study used content analysis, interviews, and survey to examine if first-year university undergraduates taking English language academic writing courses consider prior knowledge from high school English language five-paragraph essay writing style helpful. Sample included 67 first year university undergraduates. All the 67 students considered prior knowledge of the high school five-paragraph essay writing style helpful. They believed that it facilitated a transfer of learning in the first-year university undergraduate academic writing course. However, only 15 out of the respondents, who reported that prior knowledge of the high school English language five-paragraph essay writing style was helpful, also reported that they are level-appropriate competent in the first-year university undergraduate English language academic writing courses after one academic year. As such, essay-writing in high school offers students some foundation-knowledge to succeed in academic writing in universities. Further findings showed that students often delve into essay or academic writing without proper planning. Thus, it is recommended that universities introduce a bridge course specifically to address academic deficiency in reading and writing for all first year undergraduates upon admission into the university.
文摘Acquaintance with learners' cultural frame of reference can help second language teachers adjust and extend patterns of communication and create the optimal classroom conditions for acquisition of target language. This paper concentrates on reviewing diverse motivational, cognitive, and communicative styles; exploring their respective common patterns that arc grounded in the Chinese cultural and social and educational context; and examining the implications these three important components have for oral English teachers to work out ways to promote communication.
基金Research on the Refor med Teaching and Learning in the 21st Century Project issued by the Education Commitee of Heilongjiang Province 2006
文摘For effective second language learning, the compatibility between the learners' learning preferences and teachers' instructional approaches in classroom learning activities is of crucial importance. However, there is some incongruity in between in the college EFL classroom in China, which has very much hindered students' language learning progress. Based on statistical survey and classroom observations, the paper examines the general differences in college students' learning preferences, presents some findings on the various conflicting situations, and discusses its implications for second language learning and teaching.
文摘This study investigates Chinese elementary, middle, and high school students＇ L2 perceptual learning styles, imagination, ideal L2 self, and motivated L2 behavior. A perceptual learning style and L2 learning motivation questionnaire was administered to 1,667 students from elementary to high school. Statistical results revealed that Chinese elementary, middle, and high school students were more in favor of a visual learning style in comparison to their auditory and kinesthetic learning styles. This visually oriented style was significantly correlated with their ideal L2 self and motivated L2 behavior. The sequential regression analysis results indicated that the ideal L2 self and visual learning style were the most meaningful predictors for Chinese students＇ motivated L2 behavior. This study suggests that teachers need to help students create and maintain their ideal L2 self and facilitate their L2 learning motivation by providing more adequate visual teaching materials.
