The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

China's English Learners' Verbal Phrase Acquisition Research Based on the Corpus——“at last”and“in the end”as an Example

This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments.

Qualitative Research on Learner's Beliefs about Learning English

In the ESOL/SLA field, qualitative studies try to explain the language learning process not merely from psychological points of view, but also from social and cultural perspectives. In this study, a Chinese learner's perceptions of mainstream English instruction in China has been investigated through the interview, and the problem was explained from social and cultural perspectives.

Fostering Learner Autonomy by Developing Learners'Strategies in The Classroom

This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.

The Evaluation of the Seventh Edition of Oxford Advanced Learner's English-Chinese Dictionary

As one of the most popular English learning tools, the 7th edition of Oxford Advanced Learner's English-Chinese Dictionary aims to provide adequate information to satisfy learners' needs. In this article, this latest edition is examined with re spect to two primary aspects: syntactic and semantic information based on Chan, A.C. and Y. Loong's evaluating criteria of learn er's dictionary. The focus falls on grammatical properties of nouns, verbs and adjectives, valency requirement, definitions, syn onyms and antonyms, collocations, etc. Conclusion suggests that the overall standard of this new dictionary is admirably high in terms of applicability and user-friendliness.

Scaffolding Information of Learner’s Dictionaries for L2 Writing: A User Perspective

As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable partof scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have longbeen ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” topeer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding informationpresented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perceptionand practical use of scaffolding information in their English writing. Results show that most EFL learners havepositive attitudes towards scaffolding information and its role in motivating effective feedback in English writing.But their practical use of such information is not satisfactory owing to their inadequate skills and knowledge ofdictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFLlearners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writingpedagogy.

Racial Disparities in the United States Criminal Justice System:“With Liberty and Justice for All?”

Racial discrimination remains a prevalent issue in the contemporary U.S.despite efforts to promote equality.Many young African American and Hispanic males are easy target for law enforcement agents.Minorities experience a higher and more unfair form of racial discrimination,racial profiling,police brutality,unfair sentencing,and mass incarceration for offences which are the same or less than those committed by White males.The rate of incarceration in the United States is five to eight times higher than most developed countries,and Black males constitute the largest percentage of inmates in the U.S.prison system.Once arrested,Black Americans are more likely to remain in prison longer,and await trial for minor offenses at a higher rate than Whites.Black and Latino males sentenced in state and federal courts face significantly greater odds of incarceration than White offenders for the same or even higher crimes.Vagins and McCurdy in a 2006 ACLU on“cracks in the system”reported that“There is no rational medical or penological reason for the 100:1 disparity between crack and powder cocaine and instead it causes an unjustified racial disparity in our penal system”(p.7).There is a racial disparity in the proportion of Black males in prison serving sentences of life without the possibility of parole(LWOP).In addition,The United States Criminal Justice System needs to be carefully examined as a top priority agenda needing immediate call of action that needs reform to guarantee the constitutional rights accorded to every American“with liberty and justice for all”.

A Survey of Learner's Autonomy and Its Inspiration on College English Teaching

This paper,based on the investigation of students'autonomous English learning competence,aims to identify the problems students have in learner's autonomy(LA) and to further explore the possible ways to develop students'autonomous English learning competence in Chinese context.

The Role of Bilingualised Learner＇s Dictionary in Vocabulary Learning of Chinese College Students as non-English Majors

According to Cowie(2002), choosing which type of dictionary depends on"several factors, including the year of study, the level of linguistic proficiency of the users, and the nature of the study activity"(p. 195). After comparing the features of monolingual and bilingual learner's dictionaries, and examining the definitions and examples of three entry words(‘owe',‘deadlock'and‘pertinent') in six popular learner's dictionaries in China, we make a tentative conclusion that bilingualised dictionary is the better choice in vocabulary learning of Chinese college students as non-English majors. Some further investigations have to be conducted about the status quo of dictionary use among Chinese college students as non-English majors and their vocabulary learning strategies.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

The Effects of Learner’s Individual Differences on the Written Corrective Feedback

From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.

汉语融媒体学习词典的现状及发展趋势

融媒体学习词典是突破传统纸本辞书向用户中心化、信息数字化、媒体多元化方向发展的多模态电子词典,是当代词典学界重点研究的对象。就目前我国汉语融媒体学习词典的发展态势来看,正在积极搭建融媒体词典理论体系,聚焦以理论指导编纂的模式路径,已开发出以用户为本位的“JUZI汉语”、《当代汉语学习词典》等内、外向型融媒体词典。汉语融媒体学习词典的研究取得了一定的成绩,但仍然存在很多问题。汉语融媒体学习词典未来发展要坚持“以用户为中心”的基本原则,要强化汉语融媒体学习词典建设相关理论研究,要密切关注面向汉语融媒体学习词典的资源整合利用、多媒体多模态信息库的构建与实现、汉语融媒体学习词典原型平台的设计与实现、基于生成词库理论的词语关键语义特征挖掘及词典融媒体环境等问题。

基于模糊理论的CSCL分组的研究

计算机支持的协作学习(CSCL)利用先进的计算机技术最大限度的发挥协作学习的优势,分组是协作学习开始的准备。本文根据学习者的个性特征的模糊性,利用模糊聚类分析处理调查数据,提取标准特征属性值。再依据模糊集理论,定义了协作学习能力模糊集的隶属度函数,通过该函数确定学习者的协作学习能力,以此为依据进行分组,替代辅导教师根据经验分组以及硬性的随机分组或学生自主分组,提高分组的执行效率,增强分组的可靠性。

A Comparison Between Male and Female in Their Willingness to Communicate and Use of Socio-cognitive Strategies

Willingness to communicate illustrates anyone’s tendency and wish to commence a communication.Besides,socio-cognitive strategies are used when people want to interact with others and face some difficulties.The aim of this study was twofold.The first aim was to investigate the difference in willingness to communicate between Iranian male and female.The second aim was to distinguish the frequency of socio-cognitive strategies used by Iranian advance students based on their gender.To these ends,32 advance learners(16 males and 16 females)were given the willingness to communicate questionnaire developed by MacIntyre,Baker,Clément,and Conrod(2001)and the socio-cognitive strategy use questionnaire.The range of the participants’age was 17-23 in both males and females.To analyze the result of the socio-cognitive strategies use,frequencies were counted.The result showed that although there were some similarities and differences between males and females while using socio-cognitive strategies,the differences were more in social strategies than cognitive ones.After collecting the data from the questionnaires and calculating the means of the two groups,an independent sample T-test was run to compute the significant differences between the two groups.The result of the willingness to communicate questionnaire revealed that males had more tendency in communication than females.Also,the result of the socio-cognitive strategy questionnaire showed that both groups are similar in cognitive strategy use,but they are different in social strategy use.

“学生中心”视角下S-T分析法的构建及其应用研究

研究从编码方式和数据分析方式两方面对传统S-T分析法进行改进,构建了“学生中心”视角下的S-T分析法。“学生中心”视角下的S-T分析法引入无效学习行为S_(x)和无效教学行为T_(x),将课堂分析的镜头从教师转向学生,以单个学生的行为作为评价校标,最终汇总全体学生的数据用以评价教师的教。“学生中心”视角下的S-T分析法不仅可以用于分析教师的教学模式和教学质量,而且可以反映学生课堂参与度、学生学习风格、学生享有的教育关照度和教育进程中的公平等问题。

Can Pragmatic Competence Be Taught in an EFL Classroom?

An L2 learner's pragmatic competence is an inseparable part of his communicative competence.Large quantities of aspects of pragmatic competence are teachable.Classroom is the place where an L2 learner's pragmatic competence can be developed.Though classroom instruction has some negative effect,efforts could be done to arrange relevant awareness-raising and communication-practice activities.

A Tentative Exploration into Business English Textbooks for English Majors

There are many universities and colleges open the Business English courses for English Majors. These courses are orientated at improving practical business skills of the students for meeting the demands of the rapid development of society. Choosing the right text-books for these courses plays a vital role in cultivating the interdisciplinary English majors. After the empirical investigations and theoretical studies conducted for this paper, it is suggested the proportion and difficulty level of business knowledge and English language should be adjusted according to the real situation of universities as well as the needs of English major students. Moreover, the use of authentic material from the professional portfolio and task-based activities are also highly recommended to be included in the textbooks.

Existing Problems and Solutions on Rural Primary School Language Education

At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in current language teaching and provides some solutions.

开放式教学下的学习者画像及个性化教学探讨

个性化教学的核心是因材施教,其实施的前提是对学习者个性的精准描绘。本文通过对开放式教学下学习者的基本信息、在线学习行为和课堂表现进行分析,结合脑认知实验,从数据挖掘与认知心理视角发掘学习者的兴趣、爱好、学习能力等特点,以标签化的形式进行个性归纳和画像,并基于学习者画像,探讨个性化教学。为此,本研究选取上海开放大学"C语言程序"课程的学生开展实验验证。结果表明,依照本文所建立的学习者画像,能较为客观地表征了开放式教学下学习者的个性,有效地服务于个性化教学。

《中华人民共和国体育法》价值的探讨与反思

通过分析和总结法的价值和体育法的价值,对《中华人民共和国体育法》进行分析,研究认为,《体育法》的核心价值应该是公平,而不是秩序。《体育法》将秩序视为核心价值,造成了《体育法》的内在价值如公平、自由等价值的缺失;而《体育法》对公民个人体育权利的忽视,权利义务条款的比例失衡等问题则是《体育法》内在价值缺失的体现。