Test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while...Test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while a too high or too low level of test anxiety will influence students’ academic performance and their cognitive abilities. Most present researches are focused on secondary school students or on the final exam of a specific school. Few researches on college students and standard tests can be found. Therefore, the researcher took 255 college students as samples to investigate the test anxiety level of non-English majors, their attitudes towards different test tasks (ATDTT) and the correlation between them. The results of the research are as follows: Firstly, the students from non-English majors are at the lower of a moderate test anxiety level in CET-4 and there is no significant gender difference. Secondly, among the four sections in CET-4, students are most positive in writing, less positive in translation and reading, and the least positive in listening. Thirdly, students’ ATDTT in CET-4 are negatively correlated with total test anxiety, cognitive anxiety and emotional anxiety. The researcher hopes this research can offer some help to teachers and students in need.展开更多
This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking pr...This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking process in English writing is based on two theories:critical period hypothesis and translanguaging.The results of the study indicate that translanguaging has a positive impact on the English CET-4 writing of learners who lack proficiency in English.For those learners who lack proficiency in the second language,translanguaging is an effective auxiliary tool for them to complete AEW.展开更多
To improve students＇ reading skill through VMQ4R-EIM and to reflect the English instructional process implemented by the teacher in the secondary school, and finally the teacher can introspect his English instruction...To improve students＇ reading skill through VMQ4R-EIM and to reflect the English instructional process implemented by the teacher in the secondary school, and finally the teacher can introspect his English instructional activities, there are 40 students as the research subjects of this CAR （classroom action research） and it used spriral method from Kemmis and McTaggart with four stages （plan, action, observation, reflection）. The research result showed that there was significant reading skill improvement to secondary school students. In the first cycle, the student＇s reading skill improved to 62% and the observation result reached to 65%. In the second cycle, the student reading skill improved to 97% and the observation result reached to 95%. The VMQ4R-EIM can improve secondary school students＇ reading skill. The research implication is the VMQ4R-EIM that is one way to be implemented by the English teacher in order to improve and make the students motivated and active in attending the instructional process展开更多
背景说明《牛津初中英语》8A Unit 4 Reading第一课时在整个单元中有着承上启下的作用。在这一课时里,首先要求学生阅读有关大熊猫的文章,试着从上下文猜测词义,再学习生词;然后引导学生通读全文,找出文中的关键词和要点,教会学生从整...背景说明《牛津初中英语》8A Unit 4 Reading第一课时在整个单元中有着承上启下的作用。在这一课时里,首先要求学生阅读有关大熊猫的文章,试着从上下文猜测词义,再学习生词;然后引导学生通读全文,找出文中的关键词和要点,教会学生从整体上把握全文;最后通过泛读、跳读、精读,培养学生的阅读能力,让学生总结文章的大意以及作者的写作意图。此外,通过文章学习了解大熊猫的成长过程及面临的困难,展开更多
PQ4R, based on the theory of information processing, stands for the six steps in reading. The paper analyses the purpose and application of each step of PQ4R, aiming at improving students' English reading ability.
文摘Test anxiety, which means individuals show excessive worry, nervousness and anxiety in examination contexts, is becoming a more and more common phenomenon. A moderate level of test anxiety will motivate students while a too high or too low level of test anxiety will influence students’ academic performance and their cognitive abilities. Most present researches are focused on secondary school students or on the final exam of a specific school. Few researches on college students and standard tests can be found. Therefore, the researcher took 255 college students as samples to investigate the test anxiety level of non-English majors, their attitudes towards different test tasks (ATDTT) and the correlation between them. The results of the research are as follows: Firstly, the students from non-English majors are at the lower of a moderate test anxiety level in CET-4 and there is no significant gender difference. Secondly, among the four sections in CET-4, students are most positive in writing, less positive in translation and reading, and the least positive in listening. Thirdly, students’ ATDTT in CET-4 are negatively correlated with total test anxiety, cognitive anxiety and emotional anxiety. The researcher hopes this research can offer some help to teachers and students in need.
文摘This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking process in English writing is based on two theories:critical period hypothesis and translanguaging.The results of the study indicate that translanguaging has a positive impact on the English CET-4 writing of learners who lack proficiency in English.For those learners who lack proficiency in the second language,translanguaging is an effective auxiliary tool for them to complete AEW.
文摘To improve students＇ reading skill through VMQ4R-EIM and to reflect the English instructional process implemented by the teacher in the secondary school, and finally the teacher can introspect his English instructional activities, there are 40 students as the research subjects of this CAR （classroom action research） and it used spriral method from Kemmis and McTaggart with four stages （plan, action, observation, reflection）. The research result showed that there was significant reading skill improvement to secondary school students. In the first cycle, the student＇s reading skill improved to 62% and the observation result reached to 65%. In the second cycle, the student reading skill improved to 97% and the observation result reached to 95%. The VMQ4R-EIM can improve secondary school students＇ reading skill. The research implication is the VMQ4R-EIM that is one way to be implemented by the English teacher in order to improve and make the students motivated and active in attending the instructional process
文摘背景说明《牛津初中英语》8A Unit 4 Reading第一课时在整个单元中有着承上启下的作用。在这一课时里,首先要求学生阅读有关大熊猫的文章,试着从上下文猜测词义,再学习生词;然后引导学生通读全文,找出文中的关键词和要点,教会学生从整体上把握全文;最后通过泛读、跳读、精读,培养学生的阅读能力,让学生总结文章的大意以及作者的写作意图。此外,通过文章学习了解大熊猫的成长过程及面临的困难,
文摘PQ4R, based on the theory of information processing, stands for the six steps in reading. The paper analyses the purpose and application of each step of PQ4R, aiming at improving students' English reading ability.
