The new curriculum standard points out that affection is one of the most important goals of fundamental education. The non-target language environment is easier to cause the affective change of middle school students ...The new curriculum standard points out that affection is one of the most important goals of fundamental education. The non-target language environment is easier to cause the affective change of middle school students who are changeable in their affective state. Based on the affective filter hypothesis, this paper deals with the adjustment to affective factors in English learning by using Internet English Curriculum Resource, such as attitude and motivation, anxiety and inhibition, self-esteem and self-confidence. At last, some suggestions are offered to judge Internet English Curriculum Resource.展开更多
This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students＇ English learning. It mainly deals with the English listening on the basis of metcognition, the practice of...This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students＇ English learning. It mainly deals with the English listening on the basis of metcognition, the practice of cognitive linguistics in oral English learning, the practice of cognitive linguistics in English reading, the learning strategy of English writing on the basis of cognitive linguistics and the practice of cognitive linguistics in English translation. The paper draws the conclusion that in any aspects of English learning, i.e. listening, speaking, reading, writing and translating, cognitive linguistics could be practiced. When cognitive linguistics is applied in English learning, the learners can break through the bottlenecks of college English study.展开更多
The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English clas...The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes.Our paper focuses on the use of mobile-phone-based educational software known as“English Fun Dubbing”(EFD)and its advantages in terms of teaching and learning phonetics and oral English in the college classroom.The starting point was a needs analysis which revealed the lack of practice regarding English speaking.In this study,an action research method was adopted,involving 40 second-year students,who employed“classroom teaching+English Fun Dubbing”model as the intervention.Extensive examples from this model were used to build up a picture of the blended learning processes at work.Several imitation tasks,a conversational activity and a speech-delivering task were designed and implemented.Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’oral performance.It is our aim to develop the present project to incorporate oral proficiency.The main results of this action research were reflected in the adjustments in the pedagogical treatment,the changes in the role of the teacher and the student,and the shifts in the students’attitudes towards their learning process.展开更多
The paper deals with temporal and narrative properties of Ian McEwan＇s （2001） and Joe Wright＇s （2007） Atonement. In order to show continuity with his other works, four of McEwan＇s novels--The lnnocent （1990）,...The paper deals with temporal and narrative properties of Ian McEwan＇s （2001） and Joe Wright＇s （2007） Atonement. In order to show continuity with his other works, four of McEwan＇s novels--The lnnocent （1990）, Amsterdam （1999）, Saturday （2006）, and On Chesil Beach （2008）, have been analyzed before elaborating the novel and film adaptation of Atonement （2007）. Apart from the narratological analysis, McEwan＇s layered works lend themselves to different kinds of readings, and the authors have used the theoretical notions of Immanuel Kant （1952） as well as concepts derived from the postmodem philosophical movement. The aim of the paper is to show how the chronotopical and intertextual nature of the literary original finds a worthy equivalent in the film version, proving the feasibility of a successful intermedial transfer of a complex narrative structure展开更多
This paper tries to explore the effect of question-generation reading strategy on the reading comprehension of Iranian intermediate EFL （English as a Foreign Language） learners. Since the researchers did not have an...This paper tries to explore the effect of question-generation reading strategy on the reading comprehension of Iranian intermediate EFL （English as a Foreign Language） learners. Since the researchers did not have any control over randomization of students and it was considered as one of the features of experimental method, this study is not a true experimental method. This method is called Intact Group Study. In this research there were experimental and control groups. The age range of the learners in both groups was between 19 to 22; the age range difference was so limited that we could neglect the difference concem. The number of students in both groups was closely the same. One of these groups received question-generation reading strategy instruction and the other group---control group--did not receive this instruction. Participants in both groups studied a task-based course book called New Interchange 3 by Richards （2005）. They studied the last eight units of this book during a whole term. The instruction was the same for both groups except for the reading parts. Participants in experimental group were taught how to generate questions as being linked to the main ideas of the text they were reading. They were also given feedback on the correctness of the questions they generated. Then they answered the follow-up questions However, participants in control group received a traditional method of reading for comprehension; they read the text on their own and answered the follow-up questions. Of course both groups enjoyed a warm-up before reading each text. The statistical independent group T-test of the reading comprehension posttest showed that participants in the experimental group performed better than the students in the control group展开更多
Spelling error corpora can be collected from students＇ written essays, homework, dictations, translations, tests and lecture notes. Spelling errors can be classified into whole word errors, faulty graphemes and fault...Spelling error corpora can be collected from students＇ written essays, homework, dictations, translations, tests and lecture notes. Spelling errors can be classified into whole word errors, faulty graphemes and faulty phonemes in which graphemes are deleted, added, reversed or substituted. They can be used for identifying phonological and orthographic problems; spelling strategies that EFL students use in spelling English; spelling error causes or sources and relationship between spelling and decoding weaknesses. The paper gives examples of spelling errors and shows how spelling errors are quantified. Recommendations for remediation are also given.展开更多
Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors＇ writings. To improve their writing proficiency, the writing course should have real-life purposes, b...Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors＇ writings. To improve their writing proficiency, the writing course should have real-life purposes, balance between real and display writing, between product and process approaches, vary writing activities, train strategies in improving coherence, balance the content of feedback and use various forms of feedback.展开更多
This study was conducted to investigate the influence of the L 1 （first language） （Arabic） on learning ESL （English as a second language） in Jordanian schools, and its relation to education policy. The sample of...This study was conducted to investigate the influence of the L 1 （first language） （Arabic） on learning ESL （English as a second language） in Jordanian schools, and its relation to education policy. The sample of the study consisted of 266 high school graduates Jordanian students in the academic year 2013-2014. A translation test consisted of 24 items and divided to eight areas was constructed to arrive at the objectives of the study. The study concluded that the percentage of total errors committed by the study sample in all areas exceeds percentage of correct answers （wrong answers is 52.48＇%, correct answers is 47.52%）, and the students committed more transfer errors in the types of verb to be, addition to, andpassive voice than other types of errors as a result of the effect of the L1.展开更多
文摘The new curriculum standard points out that affection is one of the most important goals of fundamental education. The non-target language environment is easier to cause the affective change of middle school students who are changeable in their affective state. Based on the affective filter hypothesis, this paper deals with the adjustment to affective factors in English learning by using Internet English Curriculum Resource, such as attitude and motivation, anxiety and inhibition, self-esteem and self-confidence. At last, some suggestions are offered to judge Internet English Curriculum Resource.
文摘This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students＇ English learning. It mainly deals with the English listening on the basis of metcognition, the practice of cognitive linguistics in oral English learning, the practice of cognitive linguistics in English reading, the learning strategy of English writing on the basis of cognitive linguistics and the practice of cognitive linguistics in English translation. The paper draws the conclusion that in any aspects of English learning, i.e. listening, speaking, reading, writing and translating, cognitive linguistics could be practiced. When cognitive linguistics is applied in English learning, the learners can break through the bottlenecks of college English study.
文摘The present paper is a response to the current problematic situation of oral English teaching at the tertiary level in China and the increasing popularity of web-based mobile oral English learning in oral English classes.Our paper focuses on the use of mobile-phone-based educational software known as“English Fun Dubbing”(EFD)and its advantages in terms of teaching and learning phonetics and oral English in the college classroom.The starting point was a needs analysis which revealed the lack of practice regarding English speaking.In this study,an action research method was adopted,involving 40 second-year students,who employed“classroom teaching+English Fun Dubbing”model as the intervention.Extensive examples from this model were used to build up a picture of the blended learning processes at work.Several imitation tasks,a conversational activity and a speech-delivering task were designed and implemented.Direct observation and the results of the questionnaire survey provided the evidence of the improvement in the students’oral performance.It is our aim to develop the present project to incorporate oral proficiency.The main results of this action research were reflected in the adjustments in the pedagogical treatment,the changes in the role of the teacher and the student,and the shifts in the students’attitudes towards their learning process.
文摘The paper deals with temporal and narrative properties of Ian McEwan＇s （2001） and Joe Wright＇s （2007） Atonement. In order to show continuity with his other works, four of McEwan＇s novels--The lnnocent （1990）, Amsterdam （1999）, Saturday （2006）, and On Chesil Beach （2008）, have been analyzed before elaborating the novel and film adaptation of Atonement （2007）. Apart from the narratological analysis, McEwan＇s layered works lend themselves to different kinds of readings, and the authors have used the theoretical notions of Immanuel Kant （1952） as well as concepts derived from the postmodem philosophical movement. The aim of the paper is to show how the chronotopical and intertextual nature of the literary original finds a worthy equivalent in the film version, proving the feasibility of a successful intermedial transfer of a complex narrative structure
文摘This paper tries to explore the effect of question-generation reading strategy on the reading comprehension of Iranian intermediate EFL （English as a Foreign Language） learners. Since the researchers did not have any control over randomization of students and it was considered as one of the features of experimental method, this study is not a true experimental method. This method is called Intact Group Study. In this research there were experimental and control groups. The age range of the learners in both groups was between 19 to 22; the age range difference was so limited that we could neglect the difference concem. The number of students in both groups was closely the same. One of these groups received question-generation reading strategy instruction and the other group---control group--did not receive this instruction. Participants in both groups studied a task-based course book called New Interchange 3 by Richards （2005）. They studied the last eight units of this book during a whole term. The instruction was the same for both groups except for the reading parts. Participants in experimental group were taught how to generate questions as being linked to the main ideas of the text they were reading. They were also given feedback on the correctness of the questions they generated. Then they answered the follow-up questions However, participants in control group received a traditional method of reading for comprehension; they read the text on their own and answered the follow-up questions. Of course both groups enjoyed a warm-up before reading each text. The statistical independent group T-test of the reading comprehension posttest showed that participants in the experimental group performed better than the students in the control group
文摘Spelling error corpora can be collected from students＇ written essays, homework, dictations, translations, tests and lecture notes. Spelling errors can be classified into whole word errors, faulty graphemes and faulty phonemes in which graphemes are deleted, added, reversed or substituted. They can be used for identifying phonological and orthographic problems; spelling strategies that EFL students use in spelling English; spelling error causes or sources and relationship between spelling and decoding weaknesses. The paper gives examples of spelling errors and shows how spelling errors are quantified. Recommendations for remediation are also given.
文摘Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors＇ writings. To improve their writing proficiency, the writing course should have real-life purposes, balance between real and display writing, between product and process approaches, vary writing activities, train strategies in improving coherence, balance the content of feedback and use various forms of feedback.
文摘This study was conducted to investigate the influence of the L 1 （first language） （Arabic） on learning ESL （English as a second language） in Jordanian schools, and its relation to education policy. The sample of the study consisted of 266 high school graduates Jordanian students in the academic year 2013-2014. A translation test consisted of 24 items and divided to eight areas was constructed to arrive at the objectives of the study. The study concluded that the percentage of total errors committed by the study sample in all areas exceeds percentage of correct answers （wrong answers is 52.48＇%, correct answers is 47.52%）, and the students committed more transfer errors in the types of verb to be, addition to, andpassive voice than other types of errors as a result of the effect of the L1.
