The Model of Open and Distance Learning for Teaching Indonesian Through Socio-Cultural Approach and Psychological Aspects to Students of Indonesian for Foreign

This study aims to find out the effect of the model of ODL （Open and Distance Learning） for teaching Indonesian for foreign and whether this model of ODL implements socio-cultural and psychological approaches. The students＇ learning of Indonesian for foreign is in so many aspects that it must be considered from both psychological aspects of students＇ language and cultural aspects. The research was carried out on foreign students＇ studying Indonesian language. The research method used action research. ODL model developed this concerning how the students are anxious in foreign language learning and language use in accordance with Indonesian culture. The model of ODL for teaching foreign Indonesian uses the Internet facilities such as email, Skype, VolP, Google Talk, circulating document with comments, chat, forum, CD, audio-video, stream media player, and e-learning system. Based on the results of this study which is that students study the model ODL for teaching Indonesian through socio-cultural approach and psychological aspects and students of Indonesian for foreign improve their ability to use the Indonesian language, students are able to converse fluently in Indonesian in accordance with Indonesian culture

The Experience of Setting up a New Learning Environment Model in Management Education： Challenges and Frustrations

The aim of this paper is to describe and to reflect on the experience of the authors in setting up a new model of learning environment in management education in a University in Brazil, which was initially called Management Practice Laboratory （MPL）. The MPL environment was conceived as a physical and conceptual space where students could learn and practice the principles and techniques of working in organizations in its three levels operational, tactical, and strategic. The foundations of the project come from social constructivist perspective on learning, from experiential learning literature and from researches that call for a new epistemological ground in management learning. In this paper, the authors will stress some challenges and frustrations with the project since these could be helpful to those interested in similar initiatives. Due to limited space, only two challenges will be stressed： （1） the construction of legitimacy for the project; and （2） the persistent dissonance between theory and practice. The authors conclude that there is room for innovation in the way management is taught and learned in universities since one shows courage to overcome the challenges and frustrations one will certainly deal with

教师与学生对动机策略的认识及其对学生英语成绩的影响

本研究基于社会教育模型及动机策略理论,采用问卷调查和英语测试检验两个年级的中国英语教师和学习者对于动机策略使用的认识差异及其使用对于学生学习动机和英语成绩的影响。同时,还尝试对Gardner的社会教育模型进行验证。结果显示:教师和学生对于动机策略使用的认识不存在显著差异,教师对于动机策略使用的认识与学生的学习动机和学习成绩不显著相关,而学生对于动机策略使用的认识在一定程度上与其学习动机和英语成绩相关。同时,研究表明,在社会教育模型中,只有学习动机和焦虑对学习成绩有直接影响,其他因素都是通过学习动机产生影响。

中美英三国大学生外语学习动机对比研究

本研究基于社会教育模型,考察了中美英三国大学生文化生活融入、对文化的兴趣、对目的语本族语者的态度、语言学习兴趣及个人发展5种外语学习动机的异同。结果显示:中美英大学生在文化生活融入、对目的语本族语者的态度、语言学习兴趣及个人发展维度差异显著,对文化的兴趣差异不显著。差异成因与历史地理、经济、文化和语言政策等文化生态环境差异密切相关。本研究对不同社会文化环境和母语背景下的外语学习动机模型修正具有建设性意义。