Explicit Grammar Instruction in L2 Learners'Writing Development:Effective or Ineffective?

It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.

The Efficacy of Explicit Instruction about Discourse Connectives in English Argumentative Writing on Second-Year Chinese University Students

This study investigated the effect of explicit instruction about DCs in argumentative writings by 15 Chinese learners of English. This study involved in a 4-week experiment. Pre-and post-writing tests were quantitatively analyzed to examine whether the explicit instruction about DCs had a significant effect on the students'argumentative writing. The findings revealed that the ex-plicit instruction of the target DCs facilitated the improvement of the participants in their argumentative writing .

An Article Review： Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses

This review discusses Nezakat-Alhossaini, Youhanaee, and Moinzadeh＇s research study entitled ＂Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses.＂ This study was chosen for evaluation because it strives to attach significance to explicit instruction in L2 acquisition, unlike other more recent research, which seeks to reinforce implicit instruction as it is viewed as the idealistic goal of language learning （Rebuschat ＆ William, 2009）. The present review will be developed by means of an evaluation of Alhossaini and her colleagues＇ study, consisting of a concise summary of the study, a classification of the philosophical perspective, the selection of criteria, and the strengths and weaknesses of the study. In this review, I hope that I succeed to broadly navigate the research enterprise, commencing with the philosophical perspective of research, such as the epistemological and ontological stances shaping the philosophical perspective and then colouring the research. By reviewing this study, I would also hope that I successfully evaluate the research quality by using appropriate criteria in an attempt to suggest potential directions for further research （under strengths and weaknesses of the study）.

The Effectiveness of Explicit Vocabulary Instruction on Productive Vocabulary Learning in Writing Among Intermediate School Learners in Saudi Arabia

This study aimed to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing among intermediate school learners in Saudi Arabia,verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test,and verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test.The study community consisted of all intermediate school students in the Kingdom of Saudi Arabia,while the study sample included 30 students.The experimental method was adopted to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing and the achievement test was used as the study tool.The study reached many results including there were no statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test and there were no statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test.According to these results,some recommendations and proposals were made including training English teachers at the intermediate school level in the Kingdom of Saudi Arabia,on explicit vocabulary instruction and conducting future researches on the trends of English teachers at the intermediate school level,in the Kingdom of Saudi Arabia,regarding the adoption of explicit vocabulary instruction while teaching the English language.

On Effectiveness of Explicit Grammar Instruction

This paper gives a literature review to a controversial question: if grammar rules should be taught explicitly. By reviewing the relevant literature, the paper discusses from the following five aspects: if explicit grammar instruction(EGI) is effective; if EGI facilitates interlanguage; if the effectiveness of EGI lasts in the long term; if there are means to maintain the effectiveness of EGI and if EGI can be applied to all grammar rules. Based on the discussion, the paper draws a conclusion about the significance of EGI and discusses its pedagogical implications.

On Vocabulary Learning Mode—the Integration of Incidental Learning and Explicit Instructions

This article is mainly to review and comment on the article written by Sonbul, S.,& Schmitt, N.in 2009 which is con?cerned with the additional efficacy of putting explicit instruction as post process to incidental learning in obtaining vocabulary as well as testing the vocabulary knowledge of the form-meaning link at three different levels (meaning recognition, meaning recall, and meaning recognition).

The Effect of Metacognitive Strategies Instruction on Chinese Non-Major Undergraduates' Self-efficacy and Writing Performance

Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.

显性直接教学视角下的科学课堂分析框架构建及验证

做好科学教育加法,推进科学教育高质量发展,已成为我国新时代教育改革的核心目标之一。课堂是教学活动实施的主阵地,提高科学课堂教学质量是实现科学教育加法的落脚点和突破口。显性直接教学力求通过“精心地设计教学”和“高效地实施教学”让所有学生获益,具有促进知识深度理解和高阶思维能力发展的双重潜力。本研究以显性直接教学为理论视角,首先在文献分析的基础上提取了显性直接教学的核心策略和教学行为,然后通过两轮德尔菲法和两节课例的试编码,构建了显性直接教学视角下的科学课堂分析框架。研究随机选择5节课例进行背对背编码,结果表明编码具有较高的评分者一致性信度,验证了该课堂分析框架的可用性。该分析框架包括认知建模、检查理解、支架渐隐和分层干预4个一级指标,以及分解复杂技能、教师建模、教师出声思考和学生出声思考等17个二级指标。该框架为科学课堂教学分析和效果评估提供了新的理论视角和可操作性工具,弥合了显性直接教学理论与科学课堂分析之间的理论—实践鸿沟。

The Effectiveness of Explicit Instruction of Certain Decoding Skills in Improving Chinese EFL Listeners’ General Comprehension Performance

The importance of decoding skills has long been neglected in L2 listening classes, especially in a Chinese EFL context. To help foreign language teachers and learners see the value of decoding skill instruction, a quasi-experimental study was designed to test the effectiveness of certain decoding skills in improving learners＇ general listening comprehension performance. Sixty non-English major freshmen were made the experimental group, and another 57 such students were made the control group. The intervention was 6-week-long explicit instruction of basic decoding skills, mainly based on the training framework proposed by Goh （2000）. Data was collected in pre-test, post-test and delayed post-test. The results of data analysis show that the performance of both groups improved in post-test and delayed post-test. However, the experimental group made significantly greater progress in both tests. This study shows that explicit instruction of decoding skills, together with well-designed skill training, contributes to learners＇ better understanding and control of the L2 listening processes and thus helps them improve their general comprehension performance. A series of recommendations for both L2 listening pedagogy and future research are also offered.

显性与隐性教学对汉语话语标记二语习得的作用

本研究将显性与隐性形式教学理论引入高级汉语课堂的话语标记教学,将32名被试分为显性教学组、隐性教学组与对照组进行不同方式的教学干预,细致记录“前测—实验过程—即时后测—延迟后测”数据并做深入分析,以考察不同教学模型对汉语话语标记二语习得的实际教学效果。结果表明:显性与隐性教学模式对二语习得者学习汉语话语标记有积极作用,显性组两次后测笔试得分略高于隐性组,但并没有显著优势,隐性组知识留存效果更好。此外,来源含义中包含清晰逻辑语义的标记词习得效果相对明显。

The Effects of Explicit Metapragmatic Instruction on Chinese English Language Learners' Acquisition of Compliment Responses

The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task （WDCT） with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination （CB） strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept ＋ Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.

The Effects of Explicit and Implicit Instruction in English Refusals

本研究是英语拒绝策略的明示和暗示教学的对比研究。62名两个整班学生参加了本实验。33名为明示教学组,29名为暗示教学组。教学目标是四种英语拒绝类型:拒绝邀请、建议、提供和请求,情景设计是在高、平等、低三种身份和熟人之间。本研究实施了前测和后测,话语补全任务是测量工具。t检验和效果量的计算为定量数据的统计方法。定性分析对话语补全任务的内容进行归类。定量数据表明明示教学组的表现好于暗示组。定性分析显示在拒绝邀请和请求方面,明示组优于暗示组;在拒绝提供和建议方面,两种教学组没有明显差别,但是拒绝提供的表现有明显提高,拒绝建议的表现没有明显提高。在恰当性方面,信息量、策略选择和正式程度三个方面的表现明示教学组好于暗示教学组。

基于概念隐喻理论的英语习语理解与记忆研究

基于概念隐喻理论,本研究对比了显性与隐性的概念隐喻教学模式对英语习语理解与记忆的影响。实验结果显示:显性的比隐性的教学模式更能促进英语习语理解与短时记忆。然而,两种教学模式对习语长时记忆影响无明显差异。同时发现学习者如何将母语隐喻能力恰当迁移为二(外)语隐喻能力也是影响理解与记忆隐喻表达的重要因素。结论为:有必要通过显性与隐性相结合的教学方式强化学习者概念隐喻意识,促使意识逐渐转化为一种学习策略,最终培养和促进学习者的二(外)语隐喻能力。

“体裁教学法”在英语写作教学中的实践研究

英语写作教学方法是长期以来学界探讨的焦点问题。笔者将“体裁教学法”应用于英语写作教学，旨在验证该方法的有效性和在我国广泛应用的可行性。教学实验结果显示，实验班的写作水平比控制班有较大的提高，证明“体裁教学法”能有效地提高学生的英语写作能力。

英语拒绝策略的可教性实证研究

英语拒绝策略教学的准实验、定性和定量相结合研究的的是为了检验语用能力的可教性。92人参加了本实验,32人为明示教学组、30人为暗示教学组、30人为控制组,书面话语完成测试、角色扮演和书面自我报告为数据收集工具。结果表明,通过系统教学训练,学习者可学会恰当的英语拒绝表达方式,明示教学比暗示教学效果好,同时延迟记忆也能保持到学习后两个月。

非英语专业的“显性”和“隐性”翻译教学整合——关于提升非英语专业学生翻译能力的思考

尽管当今社会对既懂专业又懂翻译的人才需求量相当大,但是由于各种原因非英语专业的翻译教学没有得到应有的重视。文章基于显性教学和隐性教学的理论和实践,提出大学英语课程可以结合显性和隐性教学的优势开展翻译教学,显性和隐性教学的整合可以使非英语专业学生的翻译能力得到更好的发展。

英语词汇学习三维途径理念下的词汇教学原则

本文分析了ESL/EFL学习者词汇学习的三个主要途径,讨论了词汇教学中的几个原则问题.笔者强调:这三种途径既有线状特点,又有三维特色,为了促进通过三维途径发展词汇,教师需要针对学生的语言学习阶段和自身特点灵活使用有关教学策略,这样才能获得最佳效果.

阅读教学改革新途径——阅读策略教学

文章着重介绍了阅读技能观到阅读建构观的转化 ,阅读教学从技能训练到策略教学的发展。并围绕两个问题阐述如何开展阅读策略教学。这两个问题是 :(1)教师在策略教学中应教给学生什么 ?(2 )策略教学应通过什么途径实现 ?以期对当前的语文课程改革提供借鉴。

隐喻外显、内隐和模糊功能的语用运作机制

隐喻功能的探究局限于隐喻外显功能的分类和简论,隐喻内隐和模糊功能(包括外显功能)的语用运作机制还没有得到开发。隐喻的外显功能和内隐功能分别指隐喻意义和隐喻含意、隐喻影像、情感和非言语信息之间的趋同和趋异;在隐喻的模糊功能中,相关因子的惯常表现是:隐喻意义(明晰)—隐喻含意(模糊/明晰)—隐喻影像(模糊/明晰)—情感(模糊/明晰)—非言语信息(模糊)。