Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.

Application of Student-centered Learning Approach to English Listening and Speaking Class in Vocational Schools

Student-centered learning approach is focused on the students' demands and interests.Applying student-centered approach puts forward higher requirement to English teachers.This article first analyzes the theory of student-centered learning approach and compares teacher-centered approach with it.Based on the research information and teaching experience,the author summarizes four strategies about how to apply student-centered learning approach to English listening and speaking class in vocational schools.

The Role of Lexis in Developing EFL Learners＇ Speaking Skill

EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners＇ speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students＇ inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 （second language） vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.

The Effect of Reading Aloud on English Speaking Ability

English speaking ability is one of the most direct ways and standards to judge whether one’s English is good or not.How to improve English speaking ability is always a heated topic among English learners.Many educators have examined that reading English aloud has been attested to be an effective method of learning English,especially improving English speaking ability.This paper,through a questionnaire survey,is to analyze the relationship between students’oral English outcome and their reading aloud,followed by the reasons why reading aloud affects English speaking ability,attempting to find out effective strategies to help English learners to improve their English speaking ability.

A Practical Classroom Teaching Method on An Introduction of Cultures and Societies of English-speaking Countries

An Introduction of Cultures and Societies of English-speaking Countries is a required university course for English majors to provide background knowledge in China.The traditional teaching mode,focusing on presenting cultural background knowledge by purely input information,has some limitations,especially for the class more than 60 students.If we combine the Task-based Teaching method with the Cooperative Learning method to teach this course,we can at fully attract students to actively join the classroom teaching,transferring it from inputting knowledge to fostering the students' competence on self-studying and practices.

PBL(Project-based Learning)教学模式在高职英语自主学习课程中的应用研究

本文采用行动研究的方法,以武汉职业技术学院的英语听说过级自主学习课程为例,探讨如何在自主学习课程中应用PBL的教学模式改进自主学习课程的考核方式,提高学生的自主学习能力和意识。文章首先分析了自主学习课程在实施过程中遇到的问题,详细描述了PBL教学模式的总体设计构想和具体的实施步骤,并对实施的结果进行了讨论。经过统计和问卷调查结果发现,应用PBL模式后,实验班的学生的学习兴趣有了很大的提高,有利于培养他们的自主学习能力和合作精神。同时,试验前后的听力测试表明,实验班听力成绩较对照班也有了显著的提高。可见,PBL模式的应用能在一定程度上改进目前在自主学习课程中所遇到的一些问题。

A Listening and Speaking Lesson Design for EFL Undergraduates in China

Freshmen and sophomores in universities of China usually have Listening and Speaking class.A two-period listening and speaking lesson is designed by taking full use of the teaching material and taking the modern listening and speaking teaching theories into consideration.

基于移动学习模式的独立学院大学英语听说教学改革实践探究——以“VOA Special English”为例

"微媒体时代"背景下,将移动学习模式引入到独立学院的大学英语教学,可以培养符合时代发展需求的高素质应用型综合人才。学生利用碎片化时间,利用"VOA Special English"手机App进行移动学习最新的新闻英语听力,练习口语表达。该软件的互动性、时效性及纯正规范的发音能激发学生学习兴趣,培养学生自主学习能力,从而提高学生综合听说能力。

基于SPOC和学习通平台的“英语演讲”课程混合教学模式研究

在建构主义、系统化教学、任务型教学法和问题型教学法的理论基础上,设计并实践了以学习通平台为基础、基于校本位SPOC的英语演讲混合教学模式。该模式弥补了单纯网络教学或单纯课堂教学的不足,综合了教学目标、教学环节与内容、互动方式、评价方式等方面,将学习通平台贯穿课前、课中、课后全过程,最大化发挥信息技术优势,有效提高教学效率,强调学生参与和输出,突出英语演讲课堂的实践性,进而提升教学效果。

English Public Speaking and the Cultivation of Talents for Chinese College Students

This essay explores key issues and developments in the growth of English public speaking as a course in Chinese higher education. Growing initially out of interest generated by national speech competitions, English public speaking has become a sought-after subject because of its value in today＇s globalized world. Focusing on English as a working language, it strengthens core skills and competencies not just in oral communication, but also in writing, listening, critical thinking, intercultural communicative competence, and overall English proficiency. Grounded in the Western discipline of rhetoric, it is being localized in China through creative adaptation by teachers and students alike.

同伴监控影响大学英语“视听说”自主学习效果的实证研究

本研究探究了大学英语视听说自主学习中同伴监控对提高学习效果的有效性。研究以非英语专业大一两个班为实验班和对照班,两个班分别在实验前(前测)和实验后(后测)进行了听说测试,实验持续14周,实验结束后,研究人员将前、后测成绩录入计算机,运用SPSS对相关变量进行统计分析,并抽取14名实验班学生进行访谈,结果表明,教师指导、同伴监控下的实验班的自主学习效果显著,但也存在一些问题。

课程思政视域下大学英语视听说课程跨文化交际教学模式探究

培养跨文化交际能力已经是当前大学英语教育的主要目标之一。本文以大学英语视听说课程为例,旨在深入探讨如何在课程思政领域下,通过过线上线下的混合教学模式,有效培养学生的家国情怀、思辨能力以及跨文化交际技巧。同时,本文也将集中讨论如何针对课程的教学效果与学生评价进行反思和优化,以推动教学与学习效果的持续提升并提高学生参与各类社会实践与跨文化交流活动的积极性,从而为实现有效的跨文化交流开辟新的途径。

基于网络的英语视听说合作学习策略研究与实践——英语视听说国家精品课程建设例析

本文以英语视听说国家精品课程为实例,研究如何在网络环境下英语视听说教学中实施合作学习策略,将合作性的学习方式引入课堂教学的各个环节,使学生通过体验、实践、讨论、合作、探究等方式,发展听、说、读、写的综合语言运用能力;力求通过转变教学观念、改善教学方法与手段,创设各种合作学习活动,促使学生互相学习、互相帮助,发展合作精神,达到个性与群体性协同发展。

多媒体学习理论视角下英语多媒体学习资源设计框架——基于学龄前儿童英语听说APP的实证研究

随着各种智能终端的普及,APP的应用也越来越为广泛,其中教育类的APP,尤其是英语听说APP,产品层出不穷。该文从梅耶的多媒体学习理论出发,对目前市场上的学龄前儿童英语听说APP进行分析,评测其是否符合多媒体学习原则。研究发现,目前的学龄前儿童英语听说APP在多媒体原则、通道原则、空间接近原则、时间接近原则、声音原则、冗余原则、图像原则这7个原则体现得较好;而在一致性原则、强调原则、分割原则、预训练原则、拟人化原则和对话式原则等6个原则方面较为欠缺。研究还发现,针对于学龄前儿童英语听说APP,分割原则和预训练原则的要求可以有所降低。最后,该文结合梅耶的多媒体学习理论以及对APP的内容分析,提出了英语多媒体学习资源的设计框架。

泛在学习环境下信息化大学英语口语课程建设

当前大学英语口语教学在教学内容、教学方法、教学评价等方面遇到诸多问题,口语教学处于瓶颈关口;泛在学习环境下的口语教学有助于强化外在教学对学生内在潜能的激发,有益于学生英语听说和交际能力的提高。通过厘清泛在学习对大学英语口语教学的影响与作用,在泛在学习环境下构建大学英语口语课程设计模型并应用于课堂内外教学实践,能有效促进信息化大学英语口语课程发展。

英语专业高年级学生口语/口译学习动机研究

Gardner的动机模型包括学习取向、为实现目标付出的努力、学习第二语言的愿望和对外部学习环境所持的态度。在后来的扩展的理论模型中在态度和动机之间增加了目标显著性、效价以及自我效能等变量。在此基础上研究动机变量与英语专业高年级学生口语/口译学习之间的关系,结果表明英语专业高年级学生口语/口译学习的动机取向既有融入型又有工具型,但是工具型更强。对外部学习环境所持的态度、目标显著性和自我效能都在一定程度上影响研究对象口语/口译学习的努力程度。

以写促说的英语教学方法研究

以写促说法是英语教学的一种新尝试,也是英文写作训练的一种新途径。以第二语言习得输入假设、输出假设、显性或隐性知识及语言技能的相互关系为理论基础,通过问卷调查、实验及访谈表明,由教师指导的写作练习与学生的口语练习相结合,有利于较快地提高学生的口语水平,有利于进一步促进学生所学的语言知识内化,从而激发学生的学习兴趣,提高他们的学习主动性和自信心。

临床TBL教学模式的实践研究——以培养临床年轻骨干教师(医生)医学英语为例

目的:以培养临床年轻骨干教师(医生)医学英语为例来研究临床TBL教学模式。方法:通过TBL教学来提高临床年轻骨干教师(医生)医学英语听说交流能力。结果:构建临床TBL教学模式。结论:通过TBL培养模式大大提高了临床骨干医生学习的自主性和协作性意识,提高了他们在工作方面英语沟通能力,在我院走进国际化起到了重要作用。

大学英语听说课程VLC学习活动教学设计研究

该文在分析VLC(虚拟学习社区)组成要素及应用VLC进行英语听说学习必要性的基础上,以认知学徒与合法边缘参与等理论为指导,对大学英语听说课程VLC学习活动进行教学设计研究,将教学设计方案付诸教学实践。认为VLC在大学英语听说课程中学习效果显著,学生认识到信息技术在英语听说学习中的作用;学生对英语听说学习态度朝积极方向变化。

多元智能理论与网络环境下大学英语视听说自主学习

多元智能理论和网络视听说自主学习之间存在着相互促进、相辅相成的关系。在多元智能理论框架下,网络视听说课程的自主学习应以多元智能为目的和手段,采用多元学习方式,建立多维评估机制。同时,网络环境、视听说课程和自主学习方式三者对促进多元智能的发展具有各自独特的优势,充分发挥这些优势,探讨在学科教学中发展多元智能的策略和方案,对多元智能理论在本土化过程中的发展和应用,对大学英语教育、教学目标的实现,以及对大学生综合素质的提高均具有重要意义。