This paper explores agency fluctuations and identity transformations in Chinese English-majors and how they are related to the process of English learning. By tracing a group of students for four years in a Chinese un...This paper explores agency fluctuations and identity transformations in Chinese English-majors and how they are related to the process of English learning. By tracing a group of students for four years in a Chinese university and conducting qualitative analyses to their oral narrations of learning experiences at different periods, the study has found that most participants started and ended their university life at relatively high levels of agency, with inevitable ups and downs in between. Agency fluctuations in the learners are the result of their identity positioning and repositioning within a complex and ever-changing context. Concordant or conflicting identities may co-exist within an individual learner and keep changing across different situations. Learner identities will cause increase or reduction in their investment in English learning, while their learning experience will in turn reinforce or undermine their identities. The study sheds light on the intricate relationships between agency, identity and language learning and therefore has important implications for English learning and teaching in China.展开更多
This paper talks about the research of application of collaborative learning to non-English majors in Dalian University, First of all, the paper gives a brief review of the theoretical background of collaborative lear...This paper talks about the research of application of collaborative learning to non-English majors in Dalian University, First of all, the paper gives a brief review of the theoretical background of collaborative learning. Next, it states the reasons why collaborative learning is ineffective in China and points out the necessity to apply the approach to non-English majors in China. Then, exemplifications of the application of classroom collaboration and extracurricular collaborative activities to non-English majors in our university are given. Finally, research findings are presented.展开更多
Reading strategies are different from identifying the words, but a kind of metacognitive activity based on the monitoring mode. This paper will explore Chinese English learners＇ text reading strategies according to t...Reading strategies are different from identifying the words, but a kind of metacognitive activity based on the monitoring mode. This paper will explore Chinese English learners＇ text reading strategies according to the cognitive process of the reading, hoping for providing some suggestions and references for Chinese college students to learn English well and improve the text reading ability.展开更多
The evaluation model which is dominated by formative evaluation can help the teacher diagnose the teaching activity in the process of students learning and timely find the problems, which can timely correct and contro...The evaluation model which is dominated by formative evaluation can help the teacher diagnose the teaching activity in the process of students learning and timely find the problems, which can timely correct and control the teaching and learning strategies. The questionnaire survey, oral English test, experimental research design and practice prove that establishing a dynamically professional oral English formative evaluation based on student behavior not only has good backwash effect, ensure the enthusiasm and interest of students learning oral English, but also can enhance the autonomic learning awareness and ability of students and improve the cooperative learning and communicative ability of students, which greatly improve the learning effect of students.展开更多
The purpose of this paper is to claim the effectiveness of applying CS (Communication Strategy) theories to the English oral communication classes. Communication strategies will help EFL (English as Foreign Language) ...The purpose of this paper is to claim the effectiveness of applying CS (Communication Strategy) theories to the English oral communication classes. Communication strategies will help EFL (English as Foreign Language) students to communicate with insufficient grammatical competence. In this paper, we consider the underlying theories on communicative competence first. Then we discuss the communication strategies as components of communicative competence. And finally we talk about how we can apply CS theories to the actual EFL classes in China.展开更多
The article is to get some feedbacks from students on the efficiency of the E-Dorm practice in improving their oral ability and factors influencing their oral development. Empirical evidence provided by the survey ind...The article is to get some feedbacks from students on the efficiency of the E-Dorm practice in improving their oral ability and factors influencing their oral development. Empirical evidence provided by the survey indicate that college students' low proficiency in speaking is due to the traditional teaching method and students' attitudes to oral English practice play an important role in their engagement in the practice, and above all, E-Dorm practice proves to be an satisfying way to enhance students' oral ability by creating a more natural language setting for students after class and forcing teachers to use a new-brand communicative competence approach in class. At last, the author gives some suggestions for researchers to achieve an ideal goal in this field.展开更多
文摘This paper explores agency fluctuations and identity transformations in Chinese English-majors and how they are related to the process of English learning. By tracing a group of students for four years in a Chinese university and conducting qualitative analyses to their oral narrations of learning experiences at different periods, the study has found that most participants started and ended their university life at relatively high levels of agency, with inevitable ups and downs in between. Agency fluctuations in the learners are the result of their identity positioning and repositioning within a complex and ever-changing context. Concordant or conflicting identities may co-exist within an individual learner and keep changing across different situations. Learner identities will cause increase or reduction in their investment in English learning, while their learning experience will in turn reinforce or undermine their identities. The study sheds light on the intricate relationships between agency, identity and language learning and therefore has important implications for English learning and teaching in China.
文摘This paper talks about the research of application of collaborative learning to non-English majors in Dalian University, First of all, the paper gives a brief review of the theoretical background of collaborative learning. Next, it states the reasons why collaborative learning is ineffective in China and points out the necessity to apply the approach to non-English majors in China. Then, exemplifications of the application of classroom collaboration and extracurricular collaborative activities to non-English majors in our university are given. Finally, research findings are presented.
文摘Reading strategies are different from identifying the words, but a kind of metacognitive activity based on the monitoring mode. This paper will explore Chinese English learners＇ text reading strategies according to the cognitive process of the reading, hoping for providing some suggestions and references for Chinese college students to learn English well and improve the text reading ability.
文摘The evaluation model which is dominated by formative evaluation can help the teacher diagnose the teaching activity in the process of students learning and timely find the problems, which can timely correct and control the teaching and learning strategies. The questionnaire survey, oral English test, experimental research design and practice prove that establishing a dynamically professional oral English formative evaluation based on student behavior not only has good backwash effect, ensure the enthusiasm and interest of students learning oral English, but also can enhance the autonomic learning awareness and ability of students and improve the cooperative learning and communicative ability of students, which greatly improve the learning effect of students.
文摘The purpose of this paper is to claim the effectiveness of applying CS (Communication Strategy) theories to the English oral communication classes. Communication strategies will help EFL (English as Foreign Language) students to communicate with insufficient grammatical competence. In this paper, we consider the underlying theories on communicative competence first. Then we discuss the communication strategies as components of communicative competence. And finally we talk about how we can apply CS theories to the actual EFL classes in China.
文摘The article is to get some feedbacks from students on the efficiency of the E-Dorm practice in improving their oral ability and factors influencing their oral development. Empirical evidence provided by the survey indicate that college students' low proficiency in speaking is due to the traditional teaching method and students' attitudes to oral English practice play an important role in their engagement in the practice, and above all, E-Dorm practice proves to be an satisfying way to enhance students' oral ability by creating a more natural language setting for students after class and forcing teachers to use a new-brand communicative competence approach in class. At last, the author gives some suggestions for researchers to achieve an ideal goal in this field.
