Review on Learner Belief about Second Language Learning

Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.

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.

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.

Learner Beliefs of Language Learning Revisited

Learner beliefs of language learning are of critical importance to the success or failure of any student＇s efforts to master a foreign language. In this paper, some recent researches on learner beliefs about language learning have been reviewed and summarized. The learner beliefs in Chinese context are also discussed. It is suggested that it is premature to determine learner beliefs in Chinese context and to conclude that cultural differences have great influences on learner beliefs. More researches need to be conducted by means of more various research methodolozies.

新时代大学生理想信念教育常态化制度化的三重维度探析

理想信念教育常态化制度化是新时代背景下大学生理想信念教育的发展方向与建设原则。为有效开展新时代大学生理想信念教育实践,需要厘清理想信念教育常态化制度化的丰富内涵。故此,分析其过程状态、方法手段和思维观念等三重意涵,从过程论、方法论和认识论视角审思常态化制度化的具体内涵与实践逻辑。从过程论视角看,常态化制度化表现为新时代大学生理想信念教育不断地朝着日常化、规范化和科学化发展的渐进过程;从方法论视角看,常态化制度化表现为一系列推动新时代大学生理想信念教育有效运行的内外兼备、软硬结合的方法手段;从认识论视角看,常态化制度化表现为指导新时代大学生理想信念教育科学发展的新常态思维与制度意识等。由此提出新时代大学生理想信念教育常态化制度化的实践路径:牢固树立常态化制度化的思维观念,切实掌握常态化制度化的方法原则,不断加强维护常态化制度化过程中的相关机制建设。

The mismatch of beliefs about learning English between Chinese university students and teachers

The present investigation aims to explore the existence of differences of beliefs about learning English held by Chinese non-English major university students and their teachers of English in the southwest of China. Two questionnaires were used to collect the data. Chi-square （Z2） tests were used to analyze the quantitative data from both students＇ and teachers＇ questionnaires. The results of the chi-square （Z2） tests revealed that 34 out of 44 （plus 2 additional） items of beliefs varied significantly between teachers and students.

Views of epistemology from Locke and Confucius

In the history of humanity,there are so many great thinkers contributing a lot to our lives.In education area,thinkers in both eastern and western countries left so many master pieces to later generation.Are there any difference between their ideas of learning? What makes the differences between Chinese learner and those from western countries? In this paper,I will try to explain these by compare the views of epistemology from Locke and Confucius.From that we may find the answer.

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.

Literature Review of Learning Beliefs at Home and Abroad

Learning beliefs is a comprehensive, multi-dimensional concept and is a collection of learners'subjective factors, covering cognitive,psychological and emotional aspects. It reflects learners'mental and psychological state and can influence learning behavior to a certain extent.Since Rubin first described the common characteristics of successful English learners,people have come to realize that teaching methods are only external factors of learning,and to a large extent, the internal factors of learners play a decisive role in the course of learning. Western researchers have been exploring various factors affecting language learning performance from the perspective of students, which is individual difference research,and the investigation of students'language learning beliefs is one of them.

学习者自主:身份与自我

身份具有双重性，即个人的自我体现和自我的社会身份。学习者与教师各具的身份双重性必将对学习者自主带来影响。本文从探讨身份与自我这两个概念入手，以两项对中国大学生的实证研究数据为基础，重点分析、考察大学生有关自主学习的观念，实行自主学习的条件以及大学生对英语学习的需求等问题。文章认为为了有效地实现学习者的自我管理、自我监察和自我评估，学生与教师都必须在教学过程中十分重视各自的身份与自我对学习者自主带来的影响。

个人认识论理论概述

个人认识论是个体对知识和知识获得所持有的信念,它对个体的认知过程及行为有重要的调节作用。该文在对文献资料进行梳理的基础上,系统介绍了个人认识论研究中相关理论,其中包括个人认识论的各发展模型,多维度的认识论信念系统模型以及认识论"理论"的观点和认识论资源的观点。最后,该文指出个人认识论的未来研究应该运用多种多样的研究方法提出更整合的理论,并解决有关个人认识论领域一般性和领域特殊性的争议问题。

个体认识论的研究现状与展望

个体认识论是个体对知识性质和认识过程的信念,这些信念深刻地影响知识获得和知识建构过程。学生的认识信念是理解学生学习过程的关键成分之一。关于个体认识论研究有个体认识论的发展研究、个体认识的信念系统研究和个体认识的元认知过程研究等三种主要研究取向,这些研究取向既面临着新的问题又各具挑战性的展望。

大学生认识论信念、自我调节学习与学业拖延的联系:有调节的中介模型

为探讨认识论信念、自我调节学习与学业拖延不同维度之间的作用机制及年级的调节作用,采用分层抽样,对山东省两所大学的1096名一至四年级大学生进行问卷测查.结果发现,自我调节学习在认识论信念与学业拖延程度之间起完全中介作用,在认识论信念与学业拖延问题/学业拖延降低期望之间起部分中介作用.较高的认识论信念有利于培养学生的自我调节学习能力,降低学业拖延程度,较少受学业拖延问题的困扰.并且随着年级的升高,认识论信念的积极作用倾向于降低.结论:年级因素在“认识论信念→自我调节学习→学业拖延”中的调节作用机制对于教学实践具有重要意义.

认识论信念研究述评

认识论信念是学生对知识本质以及知识获得所持有的一种观念,至今这一概念尚无统一的界定。当前对认识论信念的研究主要有三种取向:认识论信念的发展研究,认识论信念的系统研究,认识论信念的元认知过程研究。目前关于认识论信念对学习影响的研究比较广泛。今后的研究将呈如下趋势:进一步拓宽认识论信念的研究范围,深化微观层面研究;在实证研究的基础上,加强对深层机制的探讨;注重认识论信念研究的应用价值。

国际比较视野下中国研究型大学学科建设的全面反思

为了适应不断变化的社会需求,世界研究型大学的学术组织从单一学科的讲座、院系,发展出跨学科的研究中心等机构。尽管如此,其不懈探索自然和社会规律的知识观和自由探索、不畏权威的学术信念和联系实际的学术传统没有变,因而研究型大学学科建设的内在逻辑与科学家的创新过程、与学生的学习过程和谐一致,科研、教学和社会服务三项功能和谐一致。中国研究型大学由于具有不同的知识观传统,因此对学科建设的理解和实践存在偏差,在学术组织、学术信念和学术活动上没有突破"体用两分"的模式。中国研究型大学内涵式建设要循序渐进、分类定位;以服务社会作为科学研究和学科融合的生长点;调整研究机构和院系组织为创新人才成长铺路;以国际化为契机带动学术文化创新。

初二学生的科学观及其与科学发现学习的关系

该研究旨在通过问卷法和实验法考察初二学生在自然科学领域中的认识论观念及其对学习过程和策略的影响。研究一发现 ,在科学的动态性、有限性、客观性、理论价值取向、公众性以及对科学的态度兴趣等六种基本观念上 ,初二学生总体上持有较混合的看法 ;对科学的积极态度与学习者的物理学习成绩相关显著。研究二考察了科学观对科学发现学习的影响。科学的公众性观念与灵活应用测验成绩相关显著 。

信疑假设

本文从认知语言学的角度 ,把附加疑问句发问人对所述命题内容的信和疑抽象为一种认知规律 ,冒昧提出疑问句的信疑假设。这一假设在包括附加疑问句在内的是非问句和特指问句中的运用充分表明 ,疑问句发问人对所述命题内容既有信又有疑 ,疑是建立在信的基础之上的 ;疑问句的语义语用功能是发问人对有关命题内容的信和疑相互作用的结果。人们内在的认知状态可以转化为一种语言运用的知识结构 ,语言中的一些语法规则是语言运用者内在的认知状态语法化的结果 ;一些语言表达形式的语用功能是语言运用者内在的认知状态语用化的结果。

高校英语学习者观念的特点及其变化趋势

观念是二语学习者策略系统的重要组成部分之一,观念影响学习者对策略的选择和使用。本研究主要采取纵向研究的方法,通过对若干不同类型高校本科阶段英语专业和非英语专业四个年级学生的抽样问卷调查,试图了解高校英语学习者观念的总体状况及其在各个年级的阶段性状况,观察他们的观念在不同学校、年级、专业、性别上的差异以及观念内部变量间的相关性,从而对高校学生在校期间英语学习观念的特点及其变化趋势进行较为整体地认识。

数学教师认识信念的一个理论框架与量表设计

数学教师的认识信念由数学认识信念、教学认识信念组成．数学认识信念指教师对数学本体的认识，包括二元绝对论、多元绝对论、分离性相对绝对论、联系性相对绝对论、相对可误论等5种观念．教学认识信念指教师对教学本质的认识，包括行为主义、认知主义、信息加工建构主义、个人建构主义、社会建构主义等5种观念．数学认识信念与教学认识信念相互交织形成数学教师特有的二维认识信念倾向系统．从对数学的真理性、价值性、客观性、结构性的不同认识，可以考量教师的数学认识信念倾向，从对教学目的、教学本质、教学方法、教学操作、学习本质、学生角色、学生学习能力、影响学习的因素的不同认识，可以考查教师的教学认识信念．将认识对象与认识倾向结合，组成一个测量数学教师教学认识信念的特殊量表．

中学数学教师认识信念系统的教龄差异研究

了解中学数学教师的认识信念系统的教龄差异,有利于为教师专业成长提供建设性建议.采用有较高信效度的自编＂中学数学教师认识信念系统量表＂,对171名在职中学数学教师的认识信念系统进行了考察.结果发现：老教师与新手教师对数学学习的本质、方式、速度以及影响数学学习的因素方面的认识信念存在显著性差异;随着教龄增长,教师的认识信念系统的进步倾向是先上升后下降的趋势;其中,在关于数学学习、数学教学、学生以及教师自身的认识信念维度,教龄为6—10年的教师群体比其他任何教龄段教师群体都要更倾向于建构主义、民主和积极的认识信念.