Individual Learner Factors Affecting Second Language Acquisition

In Second Language Acquisition(short for SLA) research,the study of individual learner factors plays an important role.In this paper,discussion will be restricted to five general individual learner factors which have received the most attention in SLA research:age,cognitive style,personality,motivation and attitude.The research will,to some extent,not only develop the SLA theory,but also enhance learners' judgments to their own individual learner factors.It can also shed light on the practical foreign language learning.

Affective Factors——Key Factors Influencing College Learners'Classroom

Foreign language teaching has shifted from teacher-centered teaching method to student-centered in recent years.Affective factors should be paid enough attention in teacher-learner interaction in.This paper aims to make an exploration into the effects of affective factors in college learners'classroom.

On the Factors Influencing Learner Autonomy in Chinese EFL Contexts

Since late 1970s, worldwide EFL classrooms have witnessed the change from teacher-centered learning to learner-centered and more effective language learning. Research findings have shown repeatedly the importance of developing learner autonomy. Based on the review of the relevant literature both in China and around the world, the present paper discusses the main factors affecting the promotion of EFL learner autonomy in China, including motivation, learners＇ metacognitive knowledge and learning environment. Some strategies for fostering learner autonomy are also recommended.

Factors Influencing Second Language Learners' Goal Setting

Goalsetting, as one of the most important meta-cognitive strategies in learning, has gained considerable attention (Bruce,2011). A number of studies have focused on the positive effect of goal setting in sustaining motivation, promoting self-efficacy andfostering autonomy. However, few research seems to examine the factors that influence second language learners’goal setting. Thecurrent study aims to address this gap by investigating the goal setting processes of two postgraduate learners at Tianjin ForeignStudies Universities. Interviews were triangulated to obtain a deep understanding. Findings revealed that motivation, self-efficacy,learning strategy, time management can all have influences on the language learners’goal-setting.

What Makes a Successful ESL Learner

What makes a successful learner? Some people learn foreign languages more quickly than others; they progress rapidly while others still struggle along making very slow progress. What individual differences might contribute to the successful learning process? Based on the case study of two second language learners and the comparison between their learning outcome and performance, this paper tries to explore more insights about the leaner factors and their influences on second language learning.

Acute distal common bile duct angle is risk factor for postendoscopic retrograde cholangiopancreatography pancreatitis in beginner endoscopist

BACKGROUND Post-endoscopic retrograde cholangiopancreatography(ERCP) pancreatitis(PEP)is a critical and poorly managed complication of ERCP. Endoscopists need to understand the risk factors for PEP. However, the majority of studies investigating ERCP-related risk factors have included well-trained endoscopists,with the issue of endoscopist experience on PEP incidence not having been systematically evaluated.AIM To explore the risk factors for PEP in beginner endoscopists without supervision.METHODS We performed a retrospective analysis of 293 patients, with na?ve papilla and no history of pancreatitis, treated using bile duct cannulation. Patients were classified according to the endoscopist’s experience(beginner vs expert). The angle of the distal common bile duct(CBD) was measured as the angle between the lower wall of the bile duct and a vertical line extending to the lower wall of the bile duct on coronal view computed tomography.RESULTS After propensity matching, there were no differences between patients treated by the expert and beginner endoscopist with regard to age, sex, mean bile duct dilatation, and ratio of benign disease. The distal CBD angle was classified as acute(> 30o) or obtuse(≤ 30o), based on the mean angle of 29.9o for the group. An acute distal CBD angle was a significant risk factor for PEP for beginner(P =0.049), but not expert.CONCLUSION For beginner endoscopists first performing unsupervised ERCP, cases with an obtuse distal CBD angle may be more appropriate to lower the risk of PEP.

The Motivations of Chinese EFL Learners

English is regarded as the international language,which makes it the most popular language to learn around the world.Among the many factors that affect the learning outcomes of English language,motivation is broadly considered as one of the most important ones.This paper presents a general review on types of motivation as well as the factors that are linked to motivation.This paper also touches upon some critical issues that Chinese EFL learners face in terms of motivation in English learning.

英语学习者网络学习行为与教学对策实证研究

网络学习行为分析着眼于探究在线学习者内隐学习的偏好,发现零散学习行为中的底层规则,洞察各类行为的内部联系。在分析研究背景和进行文献综述的基础上,对英语学习者网络学习行为与教学对策展开实证研究。最后,得出结论,即应从学习者内驱力、教师信息素养、课程大纲和平台设计等方面进行提高和创新,为搭建自适应教学平台和促进学生个性化学习提供便利。

Affective Factors in the Communicative Classroom

Recent years has witnessed the great efforts made to investigate the relationship between language and affective factors. This essay serves both to focus awareness on the role of affective factors in the communicative classroom and to show how affective factors influence many different aspects of communicative language teaching/learning. A survey is also conducted on the communicative language teaching to illustrate affective factors in the communicative classroom.

学人日记视域下中国近代史学转型的“历史影像”

中国近代史学转型需要置于中国近代社会转型的大背景下加以考察,要特别关注史学转型的本土因素和史学发展的连续性,从本土、域外两个因素深入探讨中国近代史学转型的真相,既重视史学转型过程中的“他者”,也不能忽视传统史学中的“近代因子”。中国史学转型,外力只是推动作用,内部所酝酿的近代因素和自身对近代性的追求才是根本动力。中国历史学家构建的“新史学”模式和资源,主要来自欧美和日本。中国近代史学的转型,绝不是简单地移植和仿效西方史学理论与方法,而是在融合中西学术成果的基础上,根据中国内在的需要有选择地建构的。如果只关注西方学术输入的作用,忽视中国传统学术中的“近代因素”,则将不可避免地落入西方文化中心主义的解释模式。

在线中文学习者去动机影响因素对比研究——以云南省两所高校为例

以云南省A、B两高校287名在线中文学习者为研究对象,采用定量与定性相结合的研究方法,运用因子分析、描述性统计分析、方差分析等手段,探讨在线中文学习者去动机的主要影响因素。研究发现,网络课堂、教师、课程和自我是云南省A、B高校在线中文学习者去动机的主要影响因素,四因子内部呈强相关关系。研究还发现,不同语言能力、不同高校、不同区域学生的去动机因素存在显著差异。最后为提高两校在线中文学习者学习动机提出几点建议。

基于物性结构理论的材料因子表述与配列研究——以《当代汉语学习词典》定义式释义为例

物性结构理论为词汇表征提供了基本范式,同时为名物词所用定义式释义方式“种差”的选用与配列提供了研究手段。文章对《当代汉语学习词典》定义式释义进行研究,以含材料因子的定义式释义为研究对象,发现在材料因子的表述模式上,《当代汉语学习词典》存在着多样化的特点;在材料因子与其他释义因子组合的配列框架上,《当代汉语学习词典》虽选用多种配列框架,但内部存在着较强的规律性。

国外语块实证研究20年:回顾与展望

通过梳理1993-2013年间发表在国外SSCI期刊上有关语块的实证论文,本文探讨语块相关实证研究的研究主题以及研究范式。国外语块实证研究主要围绕语块的表征与加工、影响语块习得的学习者内、外部因素以及语块习得对语言能力的影响等领域展开,并已取得丰硕的成果。语块实证研究的研究方法以定量研究为主,定性研究为辅;语料库分析法占主导地位,心理语言学的研究范式呈上升趋势。本文还对今后语块实证研究有待深入挖掘的问题进行剖析。

慕课的学习现状与反思——基于我国慕课学习者负动机影响因子的角度

自慕课引进我国以来,高注册率、低通过率的问题一直存在。针对目前我国慕课学习者的特点,文章从负动机影响因子的角度,采取调查研究的方式,主要对中国大学MOOC、学堂在线等平台的国内慕课学习者进行负动机影响因子调查。分析发现,影响我国慕课学习者负动机的主要因子包括学习者的自身毅力及坚持、学习情境的真实性、英语水平、慕课中的视频效果、工作或课程学习与慕课学习的矛盾。基于此,文章试图从慕课学习者、课程开发者、平台建设者的角度反思,提出消解负动机影响因子的策略。

在线开放课程学习者满意度研究:发展、影响因素与提升路向

在线学习已成为教育发展的一种必然趋势,以管理学视角窥视在线开放课程学习者满意度是近年来在线教育研究的一个热点话题。运用文献研究法,探讨在线开放课程学习者满意度的内涵、发展、影响因素,结论认为在线学习者满意度是学习者对在线开放课程的学习过程与学习结果的感知与情感反应,其发展经历了心理预期、活动体验和价值判断三个阶段;影响学习者满意度的因素是多元的,主要包括学习者、指导者、课程及环境等四个维度。在厘清满意度的基本问题的基础上,满意度的提升路向应从五方面着手:微观上搭建良好的学习环境,开发优质课程,增强互动反馈,宏观上基于学习者满意度的反馈进行短板改进,开展精准服务。

语言测试的后效研究

语言测试的后效研究是针对考试的使用及其影响的研究,它需要结合考试的实际使用情境,并建立在实证的基础上.本研究就现有的四级考试,在学习者当中进行了一项后效调查.结果表明,当考试被当作主要教学评价手段,学习者表现出对考试权威性的认同;考试影响了学习者学习的态度、内容、方式,速度和顺序以及学习的广度和深度等,但这些影响在学习者因素上表现出了一定的差异.事实上,任何评价手段一经使用,都会产生后效作用,其作用的机理需在具体的教学与评价情境中才能得以确定.

学习者因素之间的交互作用及其对二语听力的影响

本文考察了工作记忆、听力动机、听力考试焦虑、听力策略和二语水平这五种学习者因素对二语听力的交互作用以及它们对二语听力直接和间接影响的路径与程度。我们通过三个调查问卷和四项测试收集了这些因素和二语听力成绩的数据,并利用结构方程模型方法,建构了学习者因素之间的交互作用模型及它们影响二语听力成绩的模型。

Kolb学习风格与中国大学生英语/i/-/I/发音的关系

以中国大学生为对象,在对其英语/i/-/I/发音进行声学分析的基础上,从Kolb经验学习模式入手,结合其他相关学习者因素,探讨学习风格与英语/i/-/I/发音的关系。结果显示,中国学生发音表现个体差异较大,其发音水平与学习风格紧密相关:吸收型和发散型学习者表现较好,集中型学习者较差,适应型学习者最差。另外,中国学生发音表现与其英语使用和练习量也有显著正相关,但与英语学习起始年龄和英语教育年限等其他因素都无直接联系。

在线学习者效能的结构及关键影响因素研究

从生态心理学的视角看,环境的给养和学习者的效能共同决定着学习者的学习行为。在线学习者效能是"学习者感知学习环境的信息、与学习环境中的要素进行交互以完成学习任务、达成学习目标的能力",它决定着学习者对环境中给养的感知与处理,是影响其辍学的关键因素之一。同时,学习者效能分析也是设计与学习者相契合的教学给养的关键。研究学习者效能对于预测学习者的状态表现、并有针对性地进行远程教学干预有着非常重要的意义。通过德尔菲法四轮的专家意见咨询,得到了在线学习者效能的五大构成要素与九大关键影响因素分析框架。感知信息的能力、交互能力、自我规划能力、自我监控和调节能力、自我效能感这五大构成要素及其之间的相互作用关系直接决定了学习者的效能,形成了在线学习者效能的结构;网络学习观念、性格、时间投入、学习态度、学习动机、学习风格、技术素养、已有知识基础和经验背景、高阶思维能力九大关键影响因素则间接影响着学习者的效能。

虚拟现实技术促进学习的核心要素及其挑战

文章介绍了虚拟现实技术的定义、发展历程与应用现状、基本特点及其心理体验,并且回顾了与该技术相关的各类学习理论、主要教育应用形式及其教学效果的实证研究结果。在分析相关研究和应用案例的基础上,提出了虚拟现实技术有效促进学习的三大核心要素及十大挑战。期望本文能够对未来这一领域的学术研究和实践应用提供一定的借鉴和参考。