While illustrating the process and the essence of listening and analyzing various subjective and objective barriers in listening, the author tries to show that English learners can improve their quality of listening c...While illustrating the process and the essence of listening and analyzing various subjective and objective barriers in listening, the author tries to show that English learners can improve their quality of listening comprehension by transferring the negative elements to the positive ones.展开更多
This paper is a report of an empirical study of the 'washback' effects of CET-4 on College English teaching and learning in three ordinary teachers' colleges. The results of the study show that, in the fir...This paper is a report of an empirical study of the 'washback' effects of CET-4 on College English teaching and learning in three ordinary teachers' colleges. The results of the study show that, in the first three and half terms, college English teachers can basically develop students' competence in listening, speaking, reading and writing under the guidance of College English Curriculum Requirements (2004), and the influence of CET-4 on College English teaching is not very great; that, in test preparation classes, the skills trained, activities conducted and materials used are solely consistent with those required in CET-4 and the normal teaching is broken; that the nature of the impact of CET-4 on a variety of aspects of College English teaching and learning is both positive and negative, but there are more positive than negative effects; that CET-4 can, to some degree, promote the teaching and learning of College English; and that, according to the implementation of College English Curriculum Requirements (2004) and CET reform, there is an obvious increase in the time spent on listening, speaking, reading and writing in classes, especially listening and speaking.展开更多
The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 ...The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 non-English majored EFL learners at Prince of Songkla University (PSU) in Thailand and South China Agricultural University (SCAU). It was found that the passive recognition vocabulary sizes of PSU and SCAU students were above 3,000 word families when their one-year Foundation English course ended. With regard to active recall vocabulary sizes, PSU students had 1,118 and SCAU students had 1,456 word families. Significant correlations were found between passive recognition and active recall vocabularies of PSU students (.625) and their SCAU counterparts (.619). However, correlations between passive recognition vocabulary size and free active written vocabulary size were different in the two learning contexts with a slightly significant positive correlation for SCAU students (.232) and no significant correlation for PSU learners.展开更多
文摘While illustrating the process and the essence of listening and analyzing various subjective and objective barriers in listening, the author tries to show that English learners can improve their quality of listening comprehension by transferring the negative elements to the positive ones.
基金The work has been sponsored by the Project of Anhui University Top-quality Courses -College English( No.JIAOMIGAO[2004] 70) .
文摘This paper is a report of an empirical study of the 'washback' effects of CET-4 on College English teaching and learning in three ordinary teachers' colleges. The results of the study show that, in the first three and half terms, college English teachers can basically develop students' competence in listening, speaking, reading and writing under the guidance of College English Curriculum Requirements (2004), and the influence of CET-4 on College English teaching is not very great; that, in test preparation classes, the skills trained, activities conducted and materials used are solely consistent with those required in CET-4 and the normal teaching is broken; that the nature of the impact of CET-4 on a variety of aspects of College English teaching and learning is both positive and negative, but there are more positive than negative effects; that CET-4 can, to some degree, promote the teaching and learning of College English; and that, according to the implementation of College English Curriculum Requirements (2004) and CET reform, there is an obvious increase in the time spent on listening, speaking, reading and writing in classes, especially listening and speaking.
文摘The present study investigates relationships between three modalities of vocabulary knowledge (passive recognition, active recall and free active written) within two different learning contexts. Participants were 142 non-English majored EFL learners at Prince of Songkla University (PSU) in Thailand and South China Agricultural University (SCAU). It was found that the passive recognition vocabulary sizes of PSU and SCAU students were above 3,000 word families when their one-year Foundation English course ended. With regard to active recall vocabulary sizes, PSU students had 1,118 and SCAU students had 1,456 word families. Significant correlations were found between passive recognition and active recall vocabularies of PSU students (.625) and their SCAU counterparts (.619). However, correlations between passive recognition vocabulary size and free active written vocabulary size were different in the two learning contexts with a slightly significant positive correlation for SCAU students (.232) and no significant correlation for PSU learners.
