On the Cognition of Second Language Mental Lexicon and Teaching Chinese as a Foreign Language

Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.

A Study on the Compilation of Dictionaries for Teaching Chinese as a Foreign Language Based on the Second Language Acquisition Theory

This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Chinese to foreign language dictionary,dictionaries for the preparation of certain exams,learner’s dictionaries for reviewing errors,dictionaries with multimedia and dictionaries built via the Internet..In all,one of the key factors for dictionary compilation is the professionalism of editors and writers.The training of the people involved is vital,which would contribute to setting up a better order of the market.Acknowledgements should also be given to achievements in dictionary compilation.Revisions and polishing are required to improve the dictionaries on the market that have already won the acclaim so as to put their influence to the best display.

Differences between the Characteristics of Adults and Children as Second/Foreign Language Learners

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.

EFL Teaching Guided by Krashen's Hypotheses in Second Language Acquisition Theory

Based on discussion of the second language acquisition theories,the thesis aims at improving foreign language teaching,and states the implications on our teaching ideas,and what we teachers should do in our EFL practice.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

Second Foreign Language Learning

With the process of economic and cultural globalization,the number of second foreign language learners has soared in recent years.Second foreign language learning has been an obvious trend in our times.This essay is devoted to exploring the causes of the phenomenon,the status of our second foreign language learning,the gains,the obstacles and their possible reasons during the learning process of the second-foreign-language learning.This essay falls into a questionnaire and four chapters in the body part.The questionnaire aims to help us find out the current status and the influence of second foreign language learning,the learners' attitude to learning and the material,the practical methods of learning the second foreign language.

The Implementation and Evaluation of Training Course for Chinese as Second Language E-Teacher

In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.

The Effects of Foreign Language Motivation in Second Language Acquisition

Foreign language motivation is regarded as one source of individual differences in second language acquisition. Learning motivation is a dynamic mechanism which gives rise to learning activities. Learners' motivation is a decisive factor for the success of second language acquisition.

CONSCLOUSNESS—RAISING OR EXPLICIT INSTRUCTION?——A REVIEW OF CELCE—MURCIA'S“GRAMMAR PEDAGOGY IN SECOND AND FOREIGN LANGUAGE TEACHING”

Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful language learning of whatever kind comes out only when what isto be learned can be meaningfully related to something that is already known.Learning,inother words,must take place within some kind of familiar context or framework——an ex-tension of the familiar to the unfamiliar,if you will.The natural question to raise,then,iswhat such"frameworks"——and ones familiar to the learner——we might identify for thelearning of second/foreign language grammar.In what way,we are entitled to ask,wouldgrammatical consciousness—raising fit into this roughly—drawn,very general picture of lan-

基于CiteSpace的我国外语课堂话语研究文献计量分析(2003-2022)

借助可视化软件CiteSpace,对2003—2022年CNKI数据库中我国外语课堂话语相关研究的发展脉络、高产作者和机构、研究热点、研究前沿进行计量分析。研究发现:国内外语课堂话语研究呈现阶段性特征,大致可分为缓慢发展期、快速增长期、下降期及稳步发展期四个阶段;王健、刘永兵、张莲、徐锦芬等发文量2篇及以上者为该领域的核心作者。发文量较多的机构以师范类和外语类高等院校为主,北京外国语大学是近两年该领域研究的重要阵地;研究热点集中在五个方面,分别是课堂话语总体性研究、聚焦反馈和提问语的课堂话语微观研究、关注课堂互动和意义协商的话语研究、课堂话语影响教育教学的研究及基于信息技术的课堂话语研究;多模态、课堂互动及翻转课堂等话题为研究前沿。以上结果同时表明:现有研究存在研究主体间缺乏合作、我国本土化的研究理论有待创新、运用语料库和科学实验方法的研究有待加强、课堂话语研究与外语教师教育和专业化发展“脱节”等问题。

Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health

The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process.Simply said,emotional factors play a key role in improving the quality of language teaching and learning.Furthermore,these emotional factors also promote the well-being of language teachers and learners and place them in a suitable mental condition.In view of the favorable impact of emotional factors on the mental health of language teachers and learners,many educational scholars around the world have studied these factors,their background,and their pedagogical consequences.Nonetheless,the majority of previous studies have employed traditional research methods in assessing these variables and their influences on language teachers’and learners’mental health.Because of the complex and dynamic quality of emotional factors,traditional research approaches often fail to evaluate these factors and their dynamic,non-linear connections with teachers’and learners’mental health and well-being.Accordingly,some novel research approaches are required to measure the dynamicity and complexity of emotional factors in language education settings.To address this call,the current state-of-the-art conceptual article seeks to provide new insights for investigating emotional factors and their potential impact on language teachers’and learners’mental states.This study also intends to offer a comprehensive list of emerging methods that take into account the complex and dynamic nature of emotional variables.Finally,the study outlines the potential implications of this review for educational researchers.

Development of Content-based Instruction and Its Advantages over the Traditional Language Teaching Approaches in FL/L2 Education

Since the approach of content-based instruction (CBI) has been widely applied in all kinds of learning contexts in thepast twenty years, there has been a great amount of discussions about its potential benefits for second language (L2) and foreign lan-guage (FL) learning. This paper reviews the literature as well as research about CBI, focusing on its development and characteris-tics. Pedagogical implications for classroom teachers to achieve the balance between language instructions and content teaching areexplored as well.

关于Krashen第二语言习得理论的五个假设及相关思考

美国语言学家Krashen提出了关于第二语言习得的5个理论假设。这5个理论假设具有内在的逻辑层次,即以习得—学习假设为基础和前提,以输入假设为中心,以自然顺序假设为具体操作指导,以监控假设和情感过滤假设为辅助。它为对外汉语教学提供了可借鉴的理论基础和很多启发,如何更好地利用它为对外汉语教学服务,还需要对外汉语工作者在教学实践中进行摸索。

Krashen的习得/学得假说及其意义

人们对Krashen的习得与学得假说批评多赞成少。从“第二语言”和“外语”两个术语的区别以及此假说所适用的范围可以看出,此假说主要涉及语言的规则系统即语法,应给予肯定;全面、准确地认识习得与学得假说,对于更好地认识外语学习的本质具有积极意义。

Krashen语言输入假说与外语教学实践

在众多二语习得理论中,极具影响力的是美国语言学家克拉申的语言输入假说。语言输入假说指出学习者需要的是大量的、可理解的、有趣的语言输入。在具体外语教学实践中,教师应注重语言输入的数量和质量;同时注重教学策略的改变,增加知识趣味性,提高学生积极性,从而取得最佳的教学效果。

Krashen的第二语言习得理论与外语教学

Krashen的第二语言习得理论由五个假说构成:习得-学习假说、监控假说、输入假说、情感过滤假说以及自然顺序假说。该理论启发我们在外语教学过程中应当注意创造自然语言交际环境,注重可理解输入,并努力营造宽松和谐的教学氛围,以降低学生的"情感障碍",最终促进学生吸收"可理解输入"的最大化。

浅谈Podcast技术在英语教学中的应用

学生英语口语表达能力的培养是目前我国英语教学的薄弱环节,这与造就和培养符合21世纪社会要求的高素质外语人才构成了矛盾。在英语教学在引入Podcast技术,利用现代网络技术的集成性、交互性等优势为学生的学习服务,能够激发学生的学习兴趣,培养了他们的创新能力,促进他们自主学习,为他们的发展创造了有利的条件。

Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

过渡语(Interlanguage)浅析

过渡语是介于母语和第二语言 /外语之间的一种连续体。学习者的过渡语各有不同。即使这样 ,过渡语仍体现出系统变化和规律发展的特点。过渡语体现了母语对二语 /外语的深刻影响 ,和其遵循一定习得顺序和发展过程的特征。过渡语的最终发展呈现两极简化趋势 :交际流利性的简化和表达准确性的简化。

Observation of UK schools and perspective of TEFL classroom in ChinaElia publis se nos fecris. Faucienatque

In this paper, 3 different foreign/second language-learning classrooms will be presented. There will be a comparison between those classes and TEFL classes in China, including background of different education systems and different teaching methodologies and approaches. In the end, some suggestions will be given to Chinese TEFL classes. The aim is mainly to show the differences between language teaching and learning in the UK and in China, and also to give people a chance to think deeply over the current TEFL teaching and learning in China.