From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth gra...From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.展开更多
This study set out to explore non-English major postgraduates’use of motivational regulation strategies in English learning.Subjects for this study were 156 Chinese postgraduates studying in a national teacher educat...This study set out to explore non-English major postgraduates’use of motivational regulation strategies in English learning.Subjects for this study were 156 Chinese postgraduates studying in a national teacher education university in central China.A self-reported questionnaire and individual semi-structured interviews were complementarily employed to gather data.The non-English major postgraduates were found to have adopted ten types of strategy to regulate their motivation for learning English,but that these strategies were used infrequently.It was also found that despite the general absence of significant difference,the few that could be ascertained were associated with gender,specialty,and grade.The results suggest a need to provide motivation regulation strategies training,and nurture students’intrinsic English learning motivation through curricular,instructional and assessment reforms.展开更多
文摘From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.
基金This work was supported by the National Social Science Fund of China(No.17BYY094).
文摘This study set out to explore non-English major postgraduates’use of motivational regulation strategies in English learning.Subjects for this study were 156 Chinese postgraduates studying in a national teacher education university in central China.A self-reported questionnaire and individual semi-structured interviews were complementarily employed to gather data.The non-English major postgraduates were found to have adopted ten types of strategy to regulate their motivation for learning English,but that these strategies were used infrequently.It was also found that despite the general absence of significant difference,the few that could be ascertained were associated with gender,specialty,and grade.The results suggest a need to provide motivation regulation strategies training,and nurture students’intrinsic English learning motivation through curricular,instructional and assessment reforms.
