The study is to explore the test anxiety of three university English teachers in their collaborative learning community when they do their visiting scholar program.The research questions are about the representations ...The study is to explore the test anxiety of three university English teachers in their collaborative learning community when they do their visiting scholar program.The research questions are about the representations of test anxiety of the college English teacher collaborative learning community as visiting scholars,and the interaction between anxiety and their collaborative learning.The main data collection includes deep interview,field observation,online chatting,etc.The research finds that at the three stages of their learning,the participant shows various representations of test anxiety from cognitive,affective and behavioral perspectives,and collaborative learning community facilitates the participant have better execution in learning,more pressure released and much cognitive enhancement achieved.In contrast,lack of collaborative learning environment in her working university and the specific anxiety for marriage in female participant are two additional findings in the study,which may prove the positive effect of collaborative learning on anxiety from another point of view.展开更多
Among the current reform measures undertaken in Chinese K-12 education, to adopt New Curricula and to improve ICT application in teaching are both decisive, however, the lack of qualified trainers is handicapping the ...Among the current reform measures undertaken in Chinese K-12 education, to adopt New Curricula and to improve ICT application in teaching are both decisive, however, the lack of qualified trainers is handicapping the professional development of over 10 millions in-service teachers. One of eChina - UK projects in collaboration between universities from both sides is designed to develop virtual learning community ( VLC) among in-service teachers and explore from pedagogic perspective how to conduct VLC. In accordance with reflective learning and collaborative learning, three online learning modules have been jointly created by Chinese and UK educational specialists, and one unit from each module has been piloted by a group of senior teachers. Through analyzing the processes of course design and pilot, supported by quantitative and qualitative research into the experiences of pilot participants, the paper identifies some core factors influencing the quality of VLC and suggests that more attention should be given to the interactive learning process within VLC rather than to create well-structured learning materials before hand. It has also analyzed VLC as a promising approach to support professional development of in-service teachers from the perspective of continuous improvement process. There is much to be researched into the approach of VLC.展开更多
This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies throug...This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.展开更多
'Learner autonomy is an achievement,attained inter-relationally between the learner and the teacher'(1)Therefore,the role of the instructor often plays a crucial role in fostering autonomous learning regarding...'Learner autonomy is an achievement,attained inter-relationally between the learner and the teacher'(1)Therefore,the role of the instructor often plays a crucial role in fostering autonomous learning regarding the teachers’ instructive language,activity design,choice of material, etc. However, mismatched philosophy of language learning often exists among students and instructors,which hinders the success of promoting learning autonomy.This paper looks at learning activities in a Chinese language class for international students in a Chinese university,and the formation of the students’ autonomous learning. It examines the problems that occurred during class,and the teacher’s later modification of activities. Based on the student-student and student-teacher interactions during the class,the paper touches upon issues arising from the observation of class activities, which include self-perception of identity in the target language speech communities,learning motivation,and effective language learning strategies. These issues all contribute to the formation of learner autonomy.The paper concludes that as a co-collaborator in the process of autonomous learning,the role of teacher in fostering learner autonomy is to implement a teacher-learner co-constructive dialogue to approach learners’ perception of who they are in the speech community of the target language, why learning the language, and what constitutes good language learning.展开更多
基金The author wishes to acknowledge support from English Language and Literature,a Key Program in Gauangdong Province(GDTX170109),2017The Research Team in South China Buisiness College:The Association Project of Comparative Study of English and Chinese in the New Era(2017-298).
文摘The study is to explore the test anxiety of three university English teachers in their collaborative learning community when they do their visiting scholar program.The research questions are about the representations of test anxiety of the college English teacher collaborative learning community as visiting scholars,and the interaction between anxiety and their collaborative learning.The main data collection includes deep interview,field observation,online chatting,etc.The research finds that at the three stages of their learning,the participant shows various representations of test anxiety from cognitive,affective and behavioral perspectives,and collaborative learning community facilitates the participant have better execution in learning,more pressure released and much cognitive enhancement achieved.In contrast,lack of collaborative learning environment in her working university and the specific anxiety for marriage in female participant are two additional findings in the study,which may prove the positive effect of collaborative learning on anxiety from another point of view.
文摘Among the current reform measures undertaken in Chinese K-12 education, to adopt New Curricula and to improve ICT application in teaching are both decisive, however, the lack of qualified trainers is handicapping the professional development of over 10 millions in-service teachers. One of eChina - UK projects in collaboration between universities from both sides is designed to develop virtual learning community ( VLC) among in-service teachers and explore from pedagogic perspective how to conduct VLC. In accordance with reflective learning and collaborative learning, three online learning modules have been jointly created by Chinese and UK educational specialists, and one unit from each module has been piloted by a group of senior teachers. Through analyzing the processes of course design and pilot, supported by quantitative and qualitative research into the experiences of pilot participants, the paper identifies some core factors influencing the quality of VLC and suggests that more attention should be given to the interactive learning process within VLC rather than to create well-structured learning materials before hand. It has also analyzed VLC as a promising approach to support professional development of in-service teachers from the perspective of continuous improvement process. There is much to be researched into the approach of VLC.
文摘This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.
基金supported by the project of Research on Educating Excellent Foreign Language Teachers in the New Era supported by China National Social Science Foundation (19BYY220)。
文摘'Learner autonomy is an achievement,attained inter-relationally between the learner and the teacher'(1)Therefore,the role of the instructor often plays a crucial role in fostering autonomous learning regarding the teachers’ instructive language,activity design,choice of material, etc. However, mismatched philosophy of language learning often exists among students and instructors,which hinders the success of promoting learning autonomy.This paper looks at learning activities in a Chinese language class for international students in a Chinese university,and the formation of the students’ autonomous learning. It examines the problems that occurred during class,and the teacher’s later modification of activities. Based on the student-student and student-teacher interactions during the class,the paper touches upon issues arising from the observation of class activities, which include self-perception of identity in the target language speech communities,learning motivation,and effective language learning strategies. These issues all contribute to the formation of learner autonomy.The paper concludes that as a co-collaborator in the process of autonomous learning,the role of teacher in fostering learner autonomy is to implement a teacher-learner co-constructive dialogue to approach learners’ perception of who they are in the speech community of the target language, why learning the language, and what constitutes good language learning.
