In recent years, the college English teaching reform has been increasingly deepened. The study of the relationship between cognitive approach and foreign language teaching is undoubtedly instructive not only to guaran...In recent years, the college English teaching reform has been increasingly deepened. The study of the relationship between cognitive approach and foreign language teaching is undoubtedly instructive not only to guarantee the quality of foreign language teaching but also to improve learners＇ foreign language proficiency. In this essay, the author expounds the development of cognitive approach and some relative teaching principles, on which basis the author puts forward some specific practices in foreign language teaching.展开更多
One major objective in the teaching of college English writing is to help students master basic language skills, in the hope that students will finally learn to write passably well in English. In keeping with the conc...One major objective in the teaching of college English writing is to help students master basic language skills, in the hope that students will finally learn to write passably well in English. In keeping with the concept that a language is a huge system, a cognitive approach to college English writing aims at the link and association of various language elements to help to inspire the formation of the linguistic instinct on the part of the students Based on the practical teaching practice, ways are recommended to coordinate various elements of a sentence, including ＂vowel spectrum＂, ＂sentence analyzing spectrum＂, and ＂focus in context＂展开更多
This paper will consist of three chapters. First in this paper, we will have a brief review of some important concepts of the Universal Grammar and the Cognitive approach respectively, and then second part is a brief ...This paper will consist of three chapters. First in this paper, we will have a brief review of some important concepts of the Universal Grammar and the Cognitive approach respectively, and then second part is a brief comparison between them, including the application of these two theories in the field of Second Language Acquisition and some strengths as well as weakness of these two theories and lastly, we will move on to see some opinion of the writer herself about these two theories in SLA.展开更多
Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast t...Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.展开更多
The parentheses in English,such as that is or in other words are applied in linguistic context or discourse context.As for the Japanese parentheticals,a comparative study can be observed between English and Japanese,s...The parentheses in English,such as that is or in other words are applied in linguistic context or discourse context.As for the Japanese parentheticals,a comparative study can be observed between English and Japanese,such as in Uchida(2001).However,parentheses such as olan nu helelcehu ber,Өgere ber helebel,…..ect.in Mongolian mostly introduce us the grammatical function and do not make any further analysis or discussion regarding them.Here I make a discussion on the Mongolian parentheses from the relevance theoretic approach.展开更多
Teaching College English in a cognitive task-based approach is actually a way to incorporate the grammar teaching within the well-sequenced activities. In this approach, language teachers draw learners＇ attention to ...Teaching College English in a cognitive task-based approach is actually a way to incorporate the grammar teaching within the well-sequenced activities. In this approach, language teachers draw learners＇ attention to the grammatical structures and try to be explicit about the relation between the form and the function either to confirm or to correct learners＇ hypotheses and develop their cognitive form-meaning mapping. The tasks should be designed to allow the structure to happen incidentally rather than give an overt explanation of rules. By the individualized mapping of meaning to the forms in the real meaningful context, the learners＇ initiatives in learning grammar would be greatly triggered.展开更多
Unquestionably, communicating entities （object, or things） in the Internet of Things （IoT） context are playing an active role in human activities, systems and processes. The high connectivity of intelligent object...Unquestionably, communicating entities （object, or things） in the Internet of Things （IoT） context are playing an active role in human activities, systems and processes. The high connectivity of intelligent objects and their severe constraints lead to many security challenges, which are not included in the classical formulation of security problems and solutions. The Security Shield for IoT has been identified by DARPA （Defense Advanced Research Projects Agency） as one of the four projects with a potential impact broader than the Internet itself. To help interested researchers contribute to this research area, an overview of the loT security roadmap overview is presented in this paper based on a novel cognitive and systemic approach. The role of each component of the approach is explained, we also study its interactions with the other main components, and their impact on the overall. A case study is presented to highlight the components and interactions of the systemic and cognitive approach. Then, security questions about privacy, trust, identification, and access control are discussed. According to the novel taxonomy of the loT framework, different research challenges are highlighted, important solutions and research activities are revealed, and interesting research directions are proposed. In addition, current stan dardization activities are surveyed and discussed to the ensure the security of loT components and applications.展开更多
An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic ap...An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. Thestudy has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.展开更多
文摘In recent years, the college English teaching reform has been increasingly deepened. The study of the relationship between cognitive approach and foreign language teaching is undoubtedly instructive not only to guarantee the quality of foreign language teaching but also to improve learners＇ foreign language proficiency. In this essay, the author expounds the development of cognitive approach and some relative teaching principles, on which basis the author puts forward some specific practices in foreign language teaching.
文摘One major objective in the teaching of college English writing is to help students master basic language skills, in the hope that students will finally learn to write passably well in English. In keeping with the concept that a language is a huge system, a cognitive approach to college English writing aims at the link and association of various language elements to help to inspire the formation of the linguistic instinct on the part of the students Based on the practical teaching practice, ways are recommended to coordinate various elements of a sentence, including ＂vowel spectrum＂, ＂sentence analyzing spectrum＂, and ＂focus in context＂
文摘This paper will consist of three chapters. First in this paper, we will have a brief review of some important concepts of the Universal Grammar and the Cognitive approach respectively, and then second part is a brief comparison between them, including the application of these two theories in the field of Second Language Acquisition and some strengths as well as weakness of these two theories and lastly, we will move on to see some opinion of the writer herself about these two theories in SLA.
文摘Currently, there are a variety of researches on corrective feedback, especially on recasts. Most of researches are experiment-based and depend on the certain context. This paper addresses the question of ＂Is recast the most effective form of corrective feedback？＂ by two of Second Language Acquisition （SLA） approaches： cognitive approach and sociolinguistic approach. Empirical research will be used as complement. Theoretically speaking, SLA hypotheses in cognitive approach exist disagreements. Interaction hypothesis favors recast while both input hypothesis and output hypothesis doubt the effectiveness of it. Sociolinguistic approach underscores the significance of appropriate and timely corrective feedback and does not give more credit to certain strategy. Both approaches provide the pedagogical implications and elements to take into account for adopting recasts.
文摘The parentheses in English,such as that is or in other words are applied in linguistic context or discourse context.As for the Japanese parentheticals,a comparative study can be observed between English and Japanese,such as in Uchida(2001).However,parentheses such as olan nu helelcehu ber,Өgere ber helebel,…..ect.in Mongolian mostly introduce us the grammatical function and do not make any further analysis or discussion regarding them.Here I make a discussion on the Mongolian parentheses from the relevance theoretic approach.
文摘Teaching College English in a cognitive task-based approach is actually a way to incorporate the grammar teaching within the well-sequenced activities. In this approach, language teachers draw learners＇ attention to the grammatical structures and try to be explicit about the relation between the form and the function either to confirm or to correct learners＇ hypotheses and develop their cognitive form-meaning mapping. The tasks should be designed to allow the structure to happen incidentally rather than give an overt explanation of rules. By the individualized mapping of meaning to the forms in the real meaningful context, the learners＇ initiatives in learning grammar would be greatly triggered.
文摘Unquestionably, communicating entities （object, or things） in the Internet of Things （IoT） context are playing an active role in human activities, systems and processes. The high connectivity of intelligent objects and their severe constraints lead to many security challenges, which are not included in the classical formulation of security problems and solutions. The Security Shield for IoT has been identified by DARPA （Defense Advanced Research Projects Agency） as one of the four projects with a potential impact broader than the Internet itself. To help interested researchers contribute to this research area, an overview of the loT security roadmap overview is presented in this paper based on a novel cognitive and systemic approach. The role of each component of the approach is explained, we also study its interactions with the other main components, and their impact on the overall. A case study is presented to highlight the components and interactions of the systemic and cognitive approach. Then, security questions about privacy, trust, identification, and access control are discussed. According to the novel taxonomy of the loT framework, different research challenges are highlighted, important solutions and research activities are revealed, and interesting research directions are proposed. In addition, current stan dardization activities are surveyed and discussed to the ensure the security of loT components and applications.
文摘An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. Thestudy has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.
