(一) 应用语言学在论及语言教学时,有一条基本原则:教师在制定教学计划之前,心须充分了解学生的情况。英国著名语言教学专家哈默(Jeremy Harmer)先生指出,“Before the teacher can start toconsider planning his classes he needs to ...(一) 应用语言学在论及语言教学时,有一条基本原则:教师在制定教学计划之前,心须充分了解学生的情况。英国著名语言教学专家哈默(Jeremy Harmer)先生指出,“Before the teacher can start toconsider planning his classes he needs to know a considerableamount about three main areas:they are the profession,theinstitu(?)ion,and the students。”(教师在开始考虑教学计划之前,他需要大量了解三个主要方面的情况:它们是职业、学校和学生。)“The teacher needs to know who the students are.what展开更多
This study aims at investigating the effects of the pre-task planning mode on listening comprehension of Chinese EFL （English as a foreign language） learners as well as students＇ opinions towards the pre-task plann...This study aims at investigating the effects of the pre-task planning mode on listening comprehension of Chinese EFL （English as a foreign language） learners as well as students＇ opinions towards the pre-task planning mode Three step~., namely, concept mapping, strategic planning, as well as rehearsal, are employed in the pre-task planning mode in the present study. There are altogether 40 second-year English majors participated in the present study, and they are randomly assigned into the experimental group and the control group. The instruments employed in the present study to achieve the research purposes include the listening comprehension test, the teacher＇s log, the students＇ opinion questionnaires, the students＇ open-ended questionnaires, and the semi-structured interviews. Research findings revealed that there were significant main effects on the listening comprehen,;ion of Chinese EFL learners after the training by the pre-task planning mode. Moreover, the students held positive attitudes towards the pre-task planning mode展开更多
By means of interviews with some demotivated students in English learning and questionnaires among 16 teachers of English and 170 non-English majors, this study identifies six latent variables and 18 observable variab...By means of interviews with some demotivated students in English learning and questionnaires among 16 teachers of English and 170 non-English majors, this study identifies six latent variables and 18 observable variables that result in demotivation in English teaming. Then a causal model of demotivation in English teaming is constructed. Relationships within the model are examined through analysis of Moment Structures analysis. It is found that learning environment, valence, learning purposes, interest in English, and anxiety had direct effects on demotivation in English learning. Besides, the interactions among the variables also affect demotivation in English learning.展开更多
Autonomous learning has been attracting more and more attention in the field of second language teaching and learning since it was put forward. In order to get a better understanding about autonomous learning competen...Autonomous learning has been attracting more and more attention in the field of second language teaching and learning since it was put forward. In order to get a better understanding about autonomous learning competence of freshmen of English major in university, this investigation was conducted in the form of questionnaire and was analyzed according to the data collected. The investigation found that autonomous learning competence of freshmen is poor and worrying. Freshmen have strong motivation for English learning, but they keep old learning habit and more rely on teachers. They are incapable of employing metacognitive strategies in their language learning and are not good at utilizing related learning resources available to them. All these deficiencies hinder improvement of them. So they are in great need of fostering the competence of automous learning.展开更多
This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Ch...This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors＇ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.展开更多
Based on burnout theories and published researches in this field, a survey is done on non-majors＇ college English learning burnout through the methods of questionnaire and interview. A considerable degree of burnout ...Based on burnout theories and published researches in this field, a survey is done on non-majors＇ college English learning burnout through the methods of questionnaire and interview. A considerable degree of burnout is found among freshmen, sophomores, and juniors, regardless of gender, though there are gender differences in different aspects of learning burnout. Insights are drawn from the research data involving such aspects as learner autonomy, teaching style, curriculum design, rapport, modernized facilities, employment awareness, and so on, with an aim to suggest some strategies to overcome learning burnout and improve students＇ language competence. Future research might extend the present study to English majors and attempt a comparison in between.展开更多
This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating Englis...This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Both qualitative and quantitative methods are adopted to analyze the data collected through interviews, teaching logs, as well as anonymous questionnaires and a summative assessment. Results show that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. As a result, conceivable progress has been made in learners＇ performance. Possible recommendations of incorporating periodic rotation within the class, adding certain teacher-led instruction, and informal evaluation with group members, are raised at the end of the paper to help further improve the teaching/learning outcome of the flipped classroom approach.展开更多
This paper illustrates the language-learning-supporting features of a monolingual English learner＇s dictionary, the Macmillan English Dictionary for Advanced Learners （ 2002 ） , a product of ＂ a learner-based phil...This paper illustrates the language-learning-supporting features of a monolingual English learner＇s dictionary, the Macmillan English Dictionary for Advanced Learners （ 2002 ） , a product of ＂ a learner-based philosophy. ＂ It gives a detailed mapping of the user-friendliness of the dictionary in question and points out that MEDAL is helpful to learners of English mainly because it answers both their decoding and encoding needs. To further explore the potential of a good learner＇s dictionary, the current author also discusses the role of an English teacher in helping his/her students to make better use of the dictionary, and consequently ensures the supportiveness of MEDAL in the language learning process.展开更多
文摘(一) 应用语言学在论及语言教学时,有一条基本原则:教师在制定教学计划之前,心须充分了解学生的情况。英国著名语言教学专家哈默(Jeremy Harmer)先生指出,“Before the teacher can start toconsider planning his classes he needs to know a considerableamount about three main areas:they are the profession,theinstitu(?)ion,and the students。”(教师在开始考虑教学计划之前,他需要大量了解三个主要方面的情况:它们是职业、学校和学生。)“The teacher needs to know who the students are.what
文摘This study aims at investigating the effects of the pre-task planning mode on listening comprehension of Chinese EFL （English as a foreign language） learners as well as students＇ opinions towards the pre-task planning mode Three step~., namely, concept mapping, strategic planning, as well as rehearsal, are employed in the pre-task planning mode in the present study. There are altogether 40 second-year English majors participated in the present study, and they are randomly assigned into the experimental group and the control group. The instruments employed in the present study to achieve the research purposes include the listening comprehension test, the teacher＇s log, the students＇ opinion questionnaires, the students＇ open-ended questionnaires, and the semi-structured interviews. Research findings revealed that there were significant main effects on the listening comprehen,;ion of Chinese EFL learners after the training by the pre-task planning mode. Moreover, the students held positive attitudes towards the pre-task planning mode
文摘By means of interviews with some demotivated students in English learning and questionnaires among 16 teachers of English and 170 non-English majors, this study identifies six latent variables and 18 observable variables that result in demotivation in English teaming. Then a causal model of demotivation in English teaming is constructed. Relationships within the model are examined through analysis of Moment Structures analysis. It is found that learning environment, valence, learning purposes, interest in English, and anxiety had direct effects on demotivation in English learning. Besides, the interactions among the variables also affect demotivation in English learning.
文摘Autonomous learning has been attracting more and more attention in the field of second language teaching and learning since it was put forward. In order to get a better understanding about autonomous learning competence of freshmen of English major in university, this investigation was conducted in the form of questionnaire and was analyzed according to the data collected. The investigation found that autonomous learning competence of freshmen is poor and worrying. Freshmen have strong motivation for English learning, but they keep old learning habit and more rely on teachers. They are incapable of employing metacognitive strategies in their language learning and are not good at utilizing related learning resources available to them. All these deficiencies hinder improvement of them. So they are in great need of fostering the competence of automous learning.
文摘This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors＇ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.
文摘Based on burnout theories and published researches in this field, a survey is done on non-majors＇ college English learning burnout through the methods of questionnaire and interview. A considerable degree of burnout is found among freshmen, sophomores, and juniors, regardless of gender, though there are gender differences in different aspects of learning burnout. Insights are drawn from the research data involving such aspects as learner autonomy, teaching style, curriculum design, rapport, modernized facilities, employment awareness, and so on, with an aim to suggest some strategies to overcome learning burnout and improve students＇ language competence. Future research might extend the present study to English majors and attempt a comparison in between.
文摘This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Both qualitative and quantitative methods are adopted to analyze the data collected through interviews, teaching logs, as well as anonymous questionnaires and a summative assessment. Results show that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. As a result, conceivable progress has been made in learners＇ performance. Possible recommendations of incorporating periodic rotation within the class, adding certain teacher-led instruction, and informal evaluation with group members, are raised at the end of the paper to help further improve the teaching/learning outcome of the flipped classroom approach.
文摘This paper illustrates the language-learning-supporting features of a monolingual English learner＇s dictionary, the Macmillan English Dictionary for Advanced Learners （ 2002 ） , a product of ＂ a learner-based philosophy. ＂ It gives a detailed mapping of the user-friendliness of the dictionary in question and points out that MEDAL is helpful to learners of English mainly because it answers both their decoding and encoding needs. To further explore the potential of a good learner＇s dictionary, the current author also discusses the role of an English teacher in helping his/her students to make better use of the dictionary, and consequently ensures the supportiveness of MEDAL in the language learning process.
