校园英语角:促进学生大学英语学习的重要途径

校园英语角能为学生提供学习英语的环境,有利于激发学生对英语的兴趣,增强学生对英语的自信心,而从整体上促进学生大学英语的学习。

语音加工技能在汉语为母语个体英语学习中的作用

语音加工技能是英语为母语个体读写能力发展的核心技能,在汉语为母语个体的英语学习中也具有重要意义,不仅如此,汉语加工与学习经验对学习者英语语音加工技能发展及其作用也具有显著的影响,因此,我国英语教学及其研究应当更充分地关注语音加工技能的发展,系统考察学习者语音加工技能的发展与口语词汇、学习起始年龄与学习方式的关系,深入探讨语音加工技能训练的作用与条件,研制有效的训练方案,加深对英语学习内在过程的认识,并为促进英语学习和教学提供科学依据。

外语学习风格探究——评《ESL/EFL英语课堂上的学习风格》

外语教学研究者对外语学习者的主体地位和个体差异方面表示出强烈的兴趣,学生个体差异中的学习风格直接影响到整个学习过程,对学习者学习表现有着持续、积极的作用。对教师而言,进行教育研究和开展个性化教学,注重学生个人特点,了解和研究学生的学习风格是十分关键的。因此,开展外语学习风格的研究,对推进真正意义上的以学生为中心和个性化教学,使有差异的学习风格的学生适应相应的教学环境来获得满意的教学效果有积极的作用.

论同义词的类型差异对学习英语词汇的重要性

目前无论是英语专业的学生还是非英语专业的学生在英语学习的过程中都被同样一个问题困扰着,那就是如何有效的学习词汇。这里的"有效"主要是指对于同义词的掌握。由于词汇在外语学习过程中是一个基础,就好比修一栋楼房砖头是基本的材料。如果没有一定的词汇量,那么就直接影响到学生的阅读理解、听力理解、写作。而这其中很重要的一点就是如何区分同义词,正确掌握它们的差异。任何一个语言的词汇库都是由词汇之间的各种关系联系在一起,形成语义场,最终形成一个有机联系的网络。因此,词汇之间存在着各种各样的关系(同义、反义等)。而同义词所形成的语义场是学生学习词汇意义的一个难点,因为它们在表层很相似。这样对于英语词汇的学习就造成了障碍。

基于核心素养理念下高中英语阅读课堂创新性教学实践分析

高中学生的核心素质对他们的未来成长是不可或缺的,高中英文阅读课堂的学习不仅仅提高他们的英文读写技能的提高,使学生们掌握更多的英文基础知识,更主要的是培养他们的英文读写兴趣,使孩子们可以在生活中运用英文,培养英语沟通技巧等,通过英文阅读课堂内容的教学培养他们的核心素质。为了可以有效地对高中英语阅读课堂加以探索,推动学生的基本素质落地,我们当前高中英语阅读课堂开展了实践性探索。

从英语字母的起源谈词汇的记忆

随着全球化的不断加深,英语的学习成为越来越广泛的需求。词汇作为语言的基础,在英语的学习中起着重要作用。而词汇的记忆一直都是困扰着英语学习者的一大难题。传统的词汇记忆方法如死记硬背等低效且易忘,因此词汇的记忆需要用科学的方法。很多学者已就此做了大量的研究,如归类法、联想法、构词法等,但很少有从字母的起源探讨词汇的记忆,因此本文将对此进行研究,以期为词汇的记忆提供一种行之有效的方法,帮助更多的英语学习者克服词汇难关。

交互式教学模式在英语课堂中的应用

交互式教学法是以主要以学生为中心的教学方法,老师在课堂中起到一个主导作用,以师生交流的互动形式进行教学。英语不仅仅是靠背单词就能学好的,它更加注重运用,多说多听多练也是很重要的,将交互式教学法用在英语课堂中能极大的帮助学生们张开口,有利于让学生们主动的参与到课堂互动中来从而增强学生的英语综合能力,同时也有利于师生之间的相互沟通及相互学习。

On L2 English Learners’Formulaic Language Use and Spoken English Fluency

This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA(canonical correlation analysis) was conducted to examine the correlations between two sets of fluency variables(dependent variables) and linguistic variables of English formulaic language use(independent variables). The fluency variable set consists of:(1)temporal indices such as SR(speech rate), AR(articulation rate), MLR(mean length of run), and PTR(phonation time ratio);(2) linguistic variables of English formulaic language like F2 R(twoword formulaic sequences/run ratio, B3 R(three-word lexical bundles/run ratio), and B4 R(fourword lexical bundles/run ratio). These are calculated according to the frequency of the English formulaic language in the speech samples of the participants(n = 86) across three academic levels.The results indicate that the learners’ spoken English fluency is highly related to their use of English formulaic language. Its limitations and future research directions are also discussed.

Teaching Translation From the Perspective of Skopos Theory

Translation for language teaching is different from general translation which is characterized with Faithfulness, Expressiveness, and Elegance. The differences lie in vocabulary, structure, and discourse. The extreme emphasis of translation skills will make it hard to learn certain language elements for the English learners. The paper makes an analysis on the three levels of translation for language teaching from the perspective of Skopos Theory, aiming at drawing attention from the translation teachers to care more about students＇ demands of learning language elements through translation.

Agency Fluctuations and Identity Transformations in Chinese English-Majors on Their Learning Trajectories

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.

Jigsaw Strategy as a Cooperative Learning Technique:Focusing on the Language Learners

拼图式教学法是一种合作学习的技巧。自从此教学法创立以来,研究者和教师们一直在不同层次和不同学科的课堂上以各种各样的方式研究它。然而,本研究不同于以往的研究,其目的在于探索在大学英语课堂上能否成功地运用拼图式教学,将听、读、重复、背诵、复述以及写融为一体(即L+4R+W),完成教学任务。课堂实施拼图式教学实验后,研究者进行了问卷调查,分析了调查结果,并提出相关的看法。在英语作为外语的课堂上实施拼图式教学策略可以使语言学习者成为课堂的中心,使语言学习成为学习者之间相互依赖而不是彼此独立的活动。本研究得出的结论是:拼图式教学策略不仅是英语作为外语的课堂上以语言学习者为中心来完成学习任务的有用技巧,而且是督促学生参与课堂活动、调动学生学习热情的一种有效方式。

COMPREHENSION OF L2 IDIOMS BY CHINESE EFL LEARNERS——EFFECTS OF IDIOM TYPE AND PROFICIENCY LEVEL

The study investigates: (1) how different idiom types, classified on the basis of a cross-linguistic comparison of Chinese and English idioms in terms of conceptual basis, affect English idiom comprehension as revealed from both the general performance and the on-line processing strategies adopted by Chinese EFL learners at different proficiency levels, and (2) to what extent can the observed learner behavior be accounted for within the theoretical framework of idiom comprehension. The study has provided empirical evidence for the configuration hypothesis of idiom comprehension.