One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown tha...One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity.展开更多
Learner beliefs of language learning are of critical importance to the success or failure of any student＇s efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language...Learner beliefs of language learning are of critical importance to the success or failure of any student＇s efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language learning have been reviewed and summarized. The learner beliefs in Chinese context are also discussed. It is suggested that it is premature to determine learner beliefs in Chinese context and to conclude that cultural differences have great influences on learner beliefs. More researches need to be conducted by means of more various research methodolozies.展开更多
Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a revi...Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.展开更多
Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about la...Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.展开更多
Learners themselves are playing an essential role in foreign language learning. ＂To teach＂ is not enough for foreign language teachers, and what is more important for them is to help the learners construct correct l...Learners themselves are playing an essential role in foreign language learning. ＂To teach＂ is not enough for foreign language teachers, and what is more important for them is to help the learners construct correct learning beliefs and instruct them how to learn. Based on the questionnaire, this paper sums up the leading deviations in English learning and makes corresponding proposals of how to help students construct correct learning beliefs.展开更多
The paper discusses learner autonomy and its importance in foreign language learning. While human beings are born with a tendency to autonomy, the traditional textbooks and teaching methods hold back the depth, speed ...The paper discusses learner autonomy and its importance in foreign language learning. While human beings are born with a tendency to autonomy, the traditional textbooks and teaching methods hold back the depth, speed and extent of the learn?ers. With it, learners may use this in-born tendency, plus the help from teachers and other learners, to improve the quality of for?eign language education.展开更多
In this paper, the author will mainly focus on analysis about the differences between characteristics of older learners and young learners in learning second/foreign language.
This paper reports findings from a longitudinal qualitative study that investigated the use of children＇s literature for Taiwan Residents University English as a Foreign Language （EFL） students＇ reading. During th...This paper reports findings from a longitudinal qualitative study that investigated the use of children＇s literature for Taiwan Residents University English as a Foreign Language （EFL） students＇ reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children＇s picture storybook or children＇s novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher＇s guidance. General findings of the 17 participants were presented in three categories： （1） vocabulary acquisition, （2） common comprehension problems, and （3） common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that （1） these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and （2） they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.展开更多
This paper reports a small-scale study of needs analysis of leamers of Turkish as a foreign language at University of Florida. Needs analysis is described in the context of foreign language learning as ＂a systematic ...This paper reports a small-scale study of needs analysis of leamers of Turkish as a foreign language at University of Florida. Needs analysis is described in the context of foreign language learning as ＂a systematic and ongoing process of gathering information about students＇ needs and preferences, interpreting the information and then making course decisions in order to meet those needs＂ （Graves, 2000, p. 74）. Because foreign language instruction has become much more learner-centered in recent years, needs analysis is a must for effective learning processes to occur （LONG, 1999, 2005; Kikuchi ＆ Apple, 2006）. In this context, the purpose of this pilot study is to gather information about the students＇ needs in learning Turkish at Center for European Studies, where less commonly taught languages, including Czech, Greek, Hungarian and Polish are offered. Drawing on interview data compiled from a number of studies （Tarone ＆ Yule, 1989; LI ＆ Richards, 1995）, the findings indicate that the students＇ needs may be grouped under four categories including their linguistic needs, their objectives in learning Turkish, learning resources, psychological and sociological factors that may impact their learning experiences. In the light of the interview findings, certain suggestions as to how to teach Turkish effectively are made.展开更多
The rapid development of information and communication technology in recent years is associated with a corresponding growth in interest in computer-mediated communication(CMC)-synchronous CMC and asynchronous CMC.Amon...The rapid development of information and communication technology in recent years is associated with a corresponding growth in interest in computer-mediated communication(CMC)-synchronous CMC and asynchronous CMC.Among asynchronous CMC,email communication has attracted more attention of researchers in the field of foreign language learning.This paper will review studies which investigate one aspect of the advantages of email communication-an active environment for foreign language learning.展开更多
At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in...At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in current language teaching and provides some solutions.展开更多
This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in ...This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language） as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.展开更多
This paper intends to make a comparative study of the vocabulary strategies used in 1st and 2nd foreign language by English majors. Quantitative data are collected from 74 English majors who are learning French as the...This paper intends to make a comparative study of the vocabulary strategies used in 1st and 2nd foreign language by English majors. Quantitative data are collected from 74 English majors who are learning French as their 2nd foreign language, using a questionnaire designed mainly on the basis of O'Malley and Chamot's classifications of learning strategies. The subjects' beliefs in vocabulary learning are also investigated through the questionnaire. Findings show that vocabulary strategies used in 1st foreign language could influence, to a certain extent, their counterparts in 2nd foreign language, but significant differences still exist in many vocabulary strategies employed by the subjects in 1st and 2nd foreign language learning. Reasons for the differences are also analyzed in the paper. Finally, feasible measures are proposed to improve 2nd foreign language learning and teaching in Chinese universities.展开更多
文摘One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity.
文摘Learner beliefs of language learning are of critical importance to the success or failure of any student＇s efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language learning have been reviewed and summarized. The learner beliefs in Chinese context are also discussed. It is suggested that it is premature to determine learner beliefs in Chinese context and to conclude that cultural differences have great influences on learner beliefs. More researches need to be conducted by means of more various research methodolozies.
文摘Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.
文摘Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.
文摘Learners themselves are playing an essential role in foreign language learning. ＂To teach＂ is not enough for foreign language teachers, and what is more important for them is to help the learners construct correct learning beliefs and instruct them how to learn. Based on the questionnaire, this paper sums up the leading deviations in English learning and makes corresponding proposals of how to help students construct correct learning beliefs.
文摘The paper discusses learner autonomy and its importance in foreign language learning. While human beings are born with a tendency to autonomy, the traditional textbooks and teaching methods hold back the depth, speed and extent of the learn?ers. With it, learners may use this in-born tendency, plus the help from teachers and other learners, to improve the quality of for?eign language education.
文摘In this paper, the author will mainly focus on analysis about the differences between characteristics of older learners and young learners in learning second/foreign language.
文摘This paper reports findings from a longitudinal qualitative study that investigated the use of children＇s literature for Taiwan Residents University English as a Foreign Language （EFL） students＇ reading. During the course of their sophomore year, 17 students participated and each student held two to seven individual reading sessions, to which they brought a self-selected children＇s picture storybook or children＇s novel they had finished reading on their own and orally read it to the researcher. Their oral reading and the discussion of each book with the researcher were audio recorded. To gain insight into the reading progress, these oral data were categorized and analyzed in terms of mispronunciation patterns, misunderstanding of vocabulary, misinterpretation of sentence or passage, and researcher＇s guidance. General findings of the 17 participants were presented in three categories： （1） vocabulary acquisition, （2） common comprehension problems, and （3） common pronunciation problems. Further analysis of two motivated students who read five to seven books revealed that （1） these two EFL learners gradually developed conscious awareness of their own pronunciation and comprehension errors and （2） they progressively acquired better competence to apply the pronunciation tips and reading comprehension techniques provided by the researcher during previous sessions. These findings and corresponding implications are discussed and further research suggestions are made.
文摘This paper reports a small-scale study of needs analysis of leamers of Turkish as a foreign language at University of Florida. Needs analysis is described in the context of foreign language learning as ＂a systematic and ongoing process of gathering information about students＇ needs and preferences, interpreting the information and then making course decisions in order to meet those needs＂ （Graves, 2000, p. 74）. Because foreign language instruction has become much more learner-centered in recent years, needs analysis is a must for effective learning processes to occur （LONG, 1999, 2005; Kikuchi ＆ Apple, 2006）. In this context, the purpose of this pilot study is to gather information about the students＇ needs in learning Turkish at Center for European Studies, where less commonly taught languages, including Czech, Greek, Hungarian and Polish are offered. Drawing on interview data compiled from a number of studies （Tarone ＆ Yule, 1989; LI ＆ Richards, 1995）, the findings indicate that the students＇ needs may be grouped under four categories including their linguistic needs, their objectives in learning Turkish, learning resources, psychological and sociological factors that may impact their learning experiences. In the light of the interview findings, certain suggestions as to how to teach Turkish effectively are made.
文摘The rapid development of information and communication technology in recent years is associated with a corresponding growth in interest in computer-mediated communication(CMC)-synchronous CMC and asynchronous CMC.Among asynchronous CMC,email communication has attracted more attention of researchers in the field of foreign language learning.This paper will review studies which investigate one aspect of the advantages of email communication-an active environment for foreign language learning.
文摘At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in current language teaching and provides some solutions.
文摘This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language） as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.
文摘This paper intends to make a comparative study of the vocabulary strategies used in 1st and 2nd foreign language by English majors. Quantitative data are collected from 74 English majors who are learning French as their 2nd foreign language, using a questionnaire designed mainly on the basis of O'Malley and Chamot's classifications of learning strategies. The subjects' beliefs in vocabulary learning are also investigated through the questionnaire. Findings show that vocabulary strategies used in 1st foreign language could influence, to a certain extent, their counterparts in 2nd foreign language, but significant differences still exist in many vocabulary strategies employed by the subjects in 1st and 2nd foreign language learning. Reasons for the differences are also analyzed in the paper. Finally, feasible measures are proposed to improve 2nd foreign language learning and teaching in Chinese universities.
