Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

College English Teachers’ Beliefs on Network-based Language Learning

The advantages and disadvantages for learning English in the Network-based environment attract most researchers’concern nowadays.This study profiles college English teachers’beliefs about the networkbased language learning.The main finding is that teachers’beliefs about network-based language learning are heterogeneous and thus reflect a wide range in terms of the evolution of approaches and technology use.

The Forming Mechanism of Foreign language Teachers＇ Professional Development Community

Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes the common connotation and classification of foreign language teachers＇ professional development community, and constructs the model and forming mechanism of foreign language teachers＇ professional development community, aiming at providing enlightenment and reference for the professional development of foreign language teachers in colleges and universities

Conversing in Spanish at a Seniors Center： A Brief Experience of Community-Based and Foreign-Language Learning

This pilot study explored the linguistic gains of intermediate level Spanish learners who completed community-based learning at a Spanish-speaking seniors center. Leamers had the opportunity, rare in foreign-language instruction, to discuss topics from their textbook in authentic native/non-native dyads. The interactions also allowed the seniors to fulfill an identified community needed by socializing in Spanish. Analyses of a post-service survey revealed that learners assessed the experience positively, because they spoke Spanish creatively. Seniors were described as cooperative and fun interlocutors, suggesting that age difference minimally affected the interactions. Direct observation revealed that learners managed to produce L2 Spanish output in connected speech for an extended period of time. Likewise, the seniors enjoyed a moment of socialization and first language use while sharing their views on the topics of discussion with the young visitors. Seniors＇ active participation likely encouraged learners to cope with sudden switches of topics that required negotiating for meaning and pushing the still limited interlanguages. A new service leaming study proposes to investigate the use of native/non-native dyads in Spanish in fulfilling a dual function： socialization and first language maintenance for the seniors at the center and language learning for the students.

Research on Application of Data Mining in Virtual Community of Foreign Language Learning

The construction of virtual community in foreign language learning is a comprehensive foreign language learning environment integrated with foreign language vocabulary database construction and vocabulary retrieval, combining the virtual reality technology to construct the language environment of foreign language learning. The virtual community of foreign language leaming can improve the sense of language authenticity in foreign language learning and improve the quality of foreign language teaching. A method of building a virtual community for foreign language learning is proposed based on data mining technology, data acquisition and feature preprocessing model for building semantic vocabulary of foreign language learning is constructed, the linguistic environment characteristics of the semantic vocabulary data of foreign language learning is analyzed, and the semantic noumenon structure model is obtained. Fuzzy clustering method is used for vocabulary clustering and comprehensive retrieval in the virtual community of foreign language learning, the performance of vocabulary classification in foreign language learning is improved, the adaptive semantic information fusion method is used to realize the vocabulary data mining in the virtual community of foreign language learning, information retrieval and access scheduling for virtual communities in foreign language learning are realized based on data mining results. The simulation results show that the accuracy of foreign language vocabulary retrieval is good, improve the efficiency of foreign language learning.

Sign Language to Sentence Formation:A Real Time Solution for Deaf People

Communication is a basic need of every human being to exchange thoughts and interact with the society.Acute peoples usually confab through different spoken languages,whereas deaf people cannot do so.Therefore,the Sign Language(SL)is the communication medium of such people for their conversation and interaction with the society.The SL is expressed in terms of specific gesture for every word and a gesture is consisted in a sequence of performed signs.The acute people normally observe these signs to understand the difference between single and multiple gestures for singular and plural words respectively.The signs for singular words such as I,eat,drink,home are unalike the plural words as school,cars,players.A special training is required to gain the sufficient knowledge and practice so that people can differentiate and understand every gesture/sign appropriately.Innumerable researches have been performed to articulate the computer-based solution to understand the single gesture with the help of a single hand enumeration.The complete understanding of such communications are possible only with the help of this differentiation of gestures in computer-based solution of SL to cope with the real world environment.Hence,there is still a demand for specific environment to automate such a communication solution to interact with such type of special people.This research focuses on facilitating the deaf community by capturing the gestures in video format and then mapping and differentiating as single or multiple gestures used in words.Finally,these are converted into the respective words/sentences within a reasonable time.This provide a real time solution for the deaf people to communicate and interact with the society.

Social Language Learning Spaces： Affordances in a Community of Learners

This paper reports on an ethnographic inquiry into the linguistic and sociocultural affordances available to English and Japanese foreign language learners through their engagement in a social learning space at a Japanese university. By social learning space we refer to a facility in which students come together in order to learn with and from each other in a non- formal setting. To explore the social learning dynamic in this environment, we carried out a longitudinal ethnographic inquiry. Data came primarily from interviews with learners and administrators, supported by participant-observations. A thematic analysis of the data, informed by ecological and community of practice perspectives, pointed to the emergence of a community of learners and revealed how closely the affordances were connected with the emergent community. In this paper we report on the findings related to the affordances which gave rise to language learning opportunities, the relationship of these affordances to the conditions which supported the development of a community of learners, and the role of learner autonomy in regard to these two interrelated phenomena.

Teacher Talk and EFL Classroom Interaction

Teacher talk and teacher-student classroom interaction have always been the central issue among the various classroom researches. Teacher talk is undoubtedly important in EFL(English as a foreign language) classroom in China. This paper attempts to discuss the features of teacher talk in EFL classroom, mainly of NNS(non-native speaker) teachers and the implications and suggestions of how to make teacher talk more appropriate and stimulative.

专业学习共同体视域下高校外语教师专业发展探究

专业学习共同体在拓展教师专业知识与实践经验、全面提升教师职业素养、打造教师合作文化方面发挥着积极作用,能够有效促进教师专业发展。从专业学习共同体的概念与应用价值出发,结合高校外语教师专业发展面临的问题,可以明确高校外语教师专业学习共同体构建的原则。在此基础上,三种教师专业学习共同体的建设形式与路径得以确立,即基于课程群的教学团队、基于任务导向的教学实践共同体和基于教师发展中心的学习共同体。

PDCA理论下外语教师课程思政素养发展的再行动

提升外语教师课程思政学习共同体素养,体现了立德树人理念,是推动课程思政教学改革的重要途径和提高外语人才培养质量的必然要求。本文从管理主体缺位、管理客体动力不足和管理过程失筹三个问题出发,进而论证PDCA循环理论对外语教师课程思政学习共同体发展的契合性,最后以PDCA循环理论为指导,从树立教师课程思政学习共同体新理念和外语教师课程思政学习共同体发展路径构建双重视阈下对外语教师课程思政素养发展提出可行性策略。

跨学科专业学习共同体:军队院校外语“金师”培养路径探究

军队院校针对教育部提出的“锻造中国‘金师’”目标,积极响应号召,把锻造军队“金师”视为培养一流军事人才的关键。研究基于军队院校对外语“金师”的素质要求,提出了军队院校外语“金师”的培养路径,即依托军队院校英语课程科学合理地统筹规划,借鉴共同体理论构建跨学科专业学习共同体。同时,对跨学科专业学习共同体进行了校本实践及效果评析,以期为军队院校外语教员队伍建设提供参考。

基于互联网和智慧教育的高职外语教师混合式学习共同体的现实构建

高职外语教师是我国职业教育的骨干力量,其教学水平对我国职业技能人才的培养质量具有重要影响。在互联网和智慧教育深入发展的背景下,高职外语教师主要存在知识建构不全面、共同体学习平台短缺、信息化教学能力不足等问题。针对这些问题,探索性地提出高职外语教师混合式学习共同体的构建模式与实施路径,一方面可以有效提升传统教师学习共同体的信息沟通实效,满足线上线下混合式教学模式的发展需求;另一方面能够弥合教师自身的数字素养鸿沟,更好地践行智慧教学改革成果,形成教师专业发展的良好生态,为促进外语教师专业发展提供有益的实践参考。

网络外语教学平台管理和维护现状分析及对策研究

随着现代教育技术在外语教学中的广泛应用,网络外语教学平台管理和维护已经成为进一步提高外语教学效果的研究课题。针对当前网络外语教学平台的运行现状和存在问题,强调了在学生、网管、教师组成的教学单元中网管的技术支持和教学辅助作用,初步探索了网络管理和维护服务外语教学的有效性,并提出了针对性的对策建议。

计算机网络教学环境下大学生外语学习焦虑研究

外语学习焦虑是由语言学习过程的独特性所引起的与外语语境密切相关的一种特有的复杂心理状态。计算机网络教学模式可提高大学生英语学习兴趣,降低大学生学习焦虑水平,但大学生外语学习焦虑仍普遍存在,通过对本校文、理、工三个学科门类的学生问卷调查和访谈进行数据统计和对比分析的基础上,提出营造轻松和谐的学习情境,加强师生互动交流,基于网络平台提高学生的"模糊容忍度"等克服与降低外语学习焦虑的策略。

行动学习视角下外语教师实践性知识构建研究

参考Elbaz提出的教师实践性知识分析框架,以两位高校英语教师为个案,从行动学习的视角探究高校外语教师实践性知识的构建途径,以期为高校外语教师教育与专业发展提供相关启示。

论外语教师教学决策的情境认知与反思性实践基础

外语教师教学决策是有深刻基础的,情境认知与学习理论为外语教师教学决策提供了理论基础,而反思性实践家理念则构成了外语教师教学决策的实践基础。情境认知与学习理论对外语教师教学决策的认识论指导在于,外语教师教学决策要树立新的语言观和教学观、要注重创设真实情境以及要注意引导学习者真实性参与等。反思性实践家理念对外语教师教学决策的实践论启示表现在,研究者和反思者是外语教师教学决策的前提,教学中的反思意识是外语教师教学决策的保证,教学实践智慧是外语教师教学决策的要求。

网络外语自主学习及其有效性研究

国内外自主学习研究取得了丰硕成果,但是网络环境下的外语自主学习研究尚不多见。根据《大学英语课程教学要求》,新的教学模式应以网络技术为支撑,朝着个性化学习、自主式学习方向发展。为此,对基于网络的外语自主学习展开研究尤为必要。本文从网络外语自主学习的界定出发,分析了网络与非网络外语自主学习的异同,阐述了现代学习理论的主要流派与网络外语自主学习的相关性,探讨了网络外语自主学习的有效性。

试论网络环境下高校教师信息素养的培养与提高——以外语教师为例

在网络环境下,信息的传播速度和更新速度大大加快,对人才的需求也被赋予了新时代内涵。对于人才的培养主要是通过学校教育,关键在于教师,这就要求教师必须具备较高的信息素养。这不仅决定自身的发展、专业水平的高低,更对社会的不断进步有着重要的促进作用。本文以高校外语教师为研究对象,主要从信息意识、信息道德、信息知识和信息能力4个方面探讨高校外语教师应具备的信息素养,实际具备的信息素养及存在问题,进而分析问题产生原因,并提出信息素养培养与提高的建议。

超越课堂的高职商务英语专业课程教学设计——以《综合英语》课程为例

如何将便捷的网络和丰富的网络资源与高职外语教学结合起来,是摆在每一位高职外语教育工作者面前的一项课题。本文从网络时代的教育特征出发,以《综合英语》课程为例,提出了超越课堂的高职商务英语专业课程教学理念,并分析了要实现这种教学理念必须完成的几个转变,探讨了如何利用该理念来实施《综合英语》课程教学,文章最后还对该理念指导下的教学活动有哪些优势进行了分析。

计算机网络上的外语教与学

本文指出网络上的外语教与学模式有传统的模式不可比拟的优越性 。