EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English p...EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching展开更多
Words are the basic material of language. Vocabulary is one of the important standards for measuring English levels. Mastering a certain amount of vocabulary is the key to learning English well. However, the obstructi...Words are the basic material of language. Vocabulary is one of the important standards for measuring English levels. Mastering a certain amount of vocabulary is the key to learning English well. However, the obstructions of learning vocabulary still exist. According to students＇ psychological features, the author discusses fresh and flexible ways of English vocabulary teaching. It makes vocabulary teaching vivid and easy to understand and memorize. This paper discusses some methods that how the teachers learn to teach words and how the students learn to grasp words, which based on the importance and the current situation of vocabulary teaching in middle school.展开更多
Curriculum is one of important factors which contribute to improving learner＇s ability and potency in education. Curriculum used in school has a purpose to make learners be active and creative persons. It is an educa...Curriculum is one of important factors which contribute to improving learner＇s ability and potency in education. Curriculum used in school has a purpose to make learners be active and creative persons. It is an education plan that emphasizes the competency of learners. Indonesia, through its Ministry of Education, implements 2013 Curriculum officially that reflects the competency of learners. This curriculum is actually similar with competence-based curriculum which concentrates on learners. In senior high school level, English becomes one of the subjects of final national examination and also this is the last level for learners before they continue their study to university. International oriented school is a school that applies English as a second language and also a school cooperates with or uses international standard curriculum. Reflecting learning and teaching English in senior high school especially in the international oriented school is very important and needs special attention. This research investigates the implementation of curriculum in the international oriented senior high school in Yogyakarta. From the research, it is known that the school officially does not implement 2013 Curriculum. However, ACT （Assessment Certificate Test） curriculum and the values of the school automatically reflect the 2013 Curriculum because the school empowering implementation of competency-based curriculum in learning process that focuses on learner-centered learning, facilitating assessments of process of learning and fostering learners＇ autonomy through the curriculum is reflected in the school essentially in the programs and activities.展开更多
This empirical study investigates the differences in strategy use between advanced and intermediate Chinese EFL learners when processing unfamiliar English idioms. The results show that (1) a variety of strategies are...This empirical study investigates the differences in strategy use between advanced and intermediate Chinese EFL learners when processing unfamiliar English idioms. The results show that (1) a variety of strategies are used when subjects initially process unfamiliar English idioms; (2) the subjects across proficiency levels vary in the overall frequencies with which they employ strategies as well as in the particular types of strategies they use to process unfamiliar EFL idioms initially; (3) guessing strategies are the highest-ranking category among both the advanced and the intermediate level subjects. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English idioms.展开更多
文摘EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching
文摘Words are the basic material of language. Vocabulary is one of the important standards for measuring English levels. Mastering a certain amount of vocabulary is the key to learning English well. However, the obstructions of learning vocabulary still exist. According to students＇ psychological features, the author discusses fresh and flexible ways of English vocabulary teaching. It makes vocabulary teaching vivid and easy to understand and memorize. This paper discusses some methods that how the teachers learn to teach words and how the students learn to grasp words, which based on the importance and the current situation of vocabulary teaching in middle school.
文摘Curriculum is one of important factors which contribute to improving learner＇s ability and potency in education. Curriculum used in school has a purpose to make learners be active and creative persons. It is an education plan that emphasizes the competency of learners. Indonesia, through its Ministry of Education, implements 2013 Curriculum officially that reflects the competency of learners. This curriculum is actually similar with competence-based curriculum which concentrates on learners. In senior high school level, English becomes one of the subjects of final national examination and also this is the last level for learners before they continue their study to university. International oriented school is a school that applies English as a second language and also a school cooperates with or uses international standard curriculum. Reflecting learning and teaching English in senior high school especially in the international oriented school is very important and needs special attention. This research investigates the implementation of curriculum in the international oriented senior high school in Yogyakarta. From the research, it is known that the school officially does not implement 2013 Curriculum. However, ACT （Assessment Certificate Test） curriculum and the values of the school automatically reflect the 2013 Curriculum because the school empowering implementation of competency-based curriculum in learning process that focuses on learner-centered learning, facilitating assessments of process of learning and fostering learners＇ autonomy through the curriculum is reflected in the school essentially in the programs and activities.
文摘This empirical study investigates the differences in strategy use between advanced and intermediate Chinese EFL learners when processing unfamiliar English idioms. The results show that (1) a variety of strategies are used when subjects initially process unfamiliar English idioms; (2) the subjects across proficiency levels vary in the overall frequencies with which they employ strategies as well as in the particular types of strategies they use to process unfamiliar EFL idioms initially; (3) guessing strategies are the highest-ranking category among both the advanced and the intermediate level subjects. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English idioms.
