在英文名著读后教学中践行英语学习活动观,有助于促进核心素养的有效形成。本文以英文名著The Adventures of Huckleberry Finn读后教学活动设计为例,探究了在英文名著读后教学中落实英语学习活动观的有效策略,并指出了活动设计时要开...在英文名著读后教学中践行英语学习活动观,有助于促进核心素养的有效形成。本文以英文名著The Adventures of Huckleberry Finn读后教学活动设计为例,探究了在英文名著读后教学中落实英语学习活动观的有效策略,并指出了活动设计时要开展主题探究、关注人物分析、鼓励多元思维、展示阅读产出等。展开更多
分析初中英语写作教学存在的问题,提出读后仿写五步教学法。以广州沪教牛津《英语》七年级(下)Unit 2 Reading France is calling为例,探究读后仿写五步教学法的具体运用,提出基于语篇主题,设置写作情境;立足语篇分析,整合写作素材;结...分析初中英语写作教学存在的问题,提出读后仿写五步教学法。以广州沪教牛津《英语》七年级(下)Unit 2 Reading France is calling为例,探究读后仿写五步教学法的具体运用,提出基于语篇主题,设置写作情境;立足语篇分析,整合写作素材;结合话题拓展,丰富写作内容;回归写作情境,引导迁移创新;借力讲评反馈,共享写作成果等措施,并反思读后仿写五步教学法对提高初中生英语写作能力的促进作用。展开更多
Alignment effect in language research refers to the social cognition process in which people cooperate,adjust,and adapt to each other in interaction.Through empirical study,this paper explores alignment effect in the ...Alignment effect in language research refers to the social cognition process in which people cooperate,adjust,and adapt to each other in interaction.Through empirical study,this paper explores alignment effect in the continuation task of translation(CTOT)and its possible influence on learning of English as foreign languge(EFL).The study was carried out by means of a CTOT.Participants were chosen from non-English major freshmen of similar capacity from a university in Guangzhou.They were divided into two groups,the experimental group(EG)and the control group(CG),with 13 students each.The students in EG were asked to carefully read some English-Chinese bilingual material.Then,the 26 participants were tasked with translating the paragraphs,which followed from Chinese into English.After that,they were asked to write down the words and expressions which they found difficult.Some of the participants were interviewed one month later for a deeper understanding of their memories of the vocabulary and their opinions on the CTOT.The data were analyzed by direct comparison and non-parametric test.The results showed that vocabulary alignment does occur in CTOT.The EG members tended to take advantage of words that appeared in the bilingual reading text.If multiple words from the reading appeared,with the same contextual meaning,they tended to choose the repeated words.As for influence of vocabulary alignment on EFL learning,it seemed that CTOT could not improve the quality of the translation itself,but could assist short-term vocabulary learning though no significant help to long-term vocabulary learning was revealed.The findings of this study provide support and explanation for some features and effects of CTOT,an important form of CT.However,the nature of CTOT itself,and its role in EFL learning deserve further research.展开更多
文摘在英文名著读后教学中践行英语学习活动观,有助于促进核心素养的有效形成。本文以英文名著The Adventures of Huckleberry Finn读后教学活动设计为例,探究了在英文名著读后教学中落实英语学习活动观的有效策略,并指出了活动设计时要开展主题探究、关注人物分析、鼓励多元思维、展示阅读产出等。
文摘分析初中英语写作教学存在的问题,提出读后仿写五步教学法。以广州沪教牛津《英语》七年级(下)Unit 2 Reading France is calling为例,探究读后仿写五步教学法的具体运用,提出基于语篇主题,设置写作情境;立足语篇分析,整合写作素材;结合话题拓展,丰富写作内容;回归写作情境,引导迁移创新;借力讲评反馈,共享写作成果等措施,并反思读后仿写五步教学法对提高初中生英语写作能力的促进作用。
文摘Alignment effect in language research refers to the social cognition process in which people cooperate,adjust,and adapt to each other in interaction.Through empirical study,this paper explores alignment effect in the continuation task of translation(CTOT)and its possible influence on learning of English as foreign languge(EFL).The study was carried out by means of a CTOT.Participants were chosen from non-English major freshmen of similar capacity from a university in Guangzhou.They were divided into two groups,the experimental group(EG)and the control group(CG),with 13 students each.The students in EG were asked to carefully read some English-Chinese bilingual material.Then,the 26 participants were tasked with translating the paragraphs,which followed from Chinese into English.After that,they were asked to write down the words and expressions which they found difficult.Some of the participants were interviewed one month later for a deeper understanding of their memories of the vocabulary and their opinions on the CTOT.The data were analyzed by direct comparison and non-parametric test.The results showed that vocabulary alignment does occur in CTOT.The EG members tended to take advantage of words that appeared in the bilingual reading text.If multiple words from the reading appeared,with the same contextual meaning,they tended to choose the repeated words.As for influence of vocabulary alignment on EFL learning,it seemed that CTOT could not improve the quality of the translation itself,but could assist short-term vocabulary learning though no significant help to long-term vocabulary learning was revealed.The findings of this study provide support and explanation for some features and effects of CTOT,an important form of CT.However,the nature of CTOT itself,and its role in EFL learning deserve further research.
