On Effectiveness of Task-based Reading Teaching in Vocational College

Task-based Language Teaching advocates that the students' learning is to master the language naturally and automatically by finishing real tasks in activities,which is a communicative process.Based upon Willis' model for TBLT,the author has done experiment in two classes.The results showed that task-based reading teaching is suitable to vocational college students.There is great significance appeared in the learning quality on the students in experimental class.(1) It can build up the students' self-confidence in reading.(2) It can facilitate the students' reading comprehension.(3) It helps to cultivate the students' autonomous reading habit.

Application of Task-based Approach in English Reading Classes in Senior Middle School

The traditional teaching approach is teacher-oriented,giving priority to grammar and lexical usage and neglecting the development of students’linguistic ability.The task-based approach is based on tasks and its prominent feature is"learning by doing and learning by using".By accomplishing tasks in target language,students can obtain linguistic knowledge and improve linguistic ability.This thesis is based on task-based approach,referring to English compulsory textbooks in senior middle school,exploring the application of task-based approach in intensive reading classes and providing case studies.

A Brief Analysis of Task-based Teaching in College English Reading Class

Reading as one of the four important language skills plays an key role in succeeding in various kinds of examination for college students.Therefore,a question comes out that how to improve English reading effectively.With the popularization of taskbased teaching in China,much work has been done in actual English teaching apparently including English reading,and great achievements have been obtained.However,there still exist some problems in college reading class.Considering the importance of reading,current issues in reading class are pointed out,combined with a detailed elaboration on theories of task-based teaching and some suggestions on it.

An Experimental Study on the Effects of Different Reading Tasks on Eng lish-Majored Students'Incidental Vocabulary Acquisition

The thesis firstly introduced the incidental vocabulary acquisition and involvement load hypothesis.The empirical study explores effectiveness of different learning tasks on incidental vocabulary acquisition.After analysis and comparison,the results reveal learning tasks with higher involvement load are generally more effective for incidental vocabulary acquisition than tasks with lower.

The Positive Effects of Reading Tasks on Incidental Vocabulary Acquisition

The questions concerning vocabulary acquisition have been explored for years.Among all these researches,there is a basic assumption that learners can acquire words from incidental exposure to written texts.Quite a number of empirical studies have testified the hypothesis,in which,the relationship between reading tasks and incidental vocabulary acquisition(IVA) has become an interest in the field of second language acquisition(SLA) studies.The present study presents some theories and studies about the positive effects of reading tasks on IVA and suggests future research on the related topics.

How Effortful Are Interpreters in Translation Related Reading Tasks?:An Eye-Tracking Study

Readingto comprehend the source text is a necessary part in translation process.However,the cognitive processing in various reading tasks related to translation is far from well-understood.The present study investigated interpreters’eye movement behavior in E-C language pair across different reading tasks.The participants are instructed to perform four tasks involving reading for specific purposes.The four tasks are as follows:(1)reading for comprehension(monolingual);(2)reading for summary;(3)reading in preparation for translating;and(4)reading while speaking a translation(sight translating).The results showed that reading purposes have a clear effect on interpreters’eye movement behaviors.By tasks both groups of interpreters spent more task time,more and longer fixations as they dealt with increasingly cognitive-demanding tasks.Across groups student interpreters spend more time,more and longer fixations than do professionals in most of the tasks.The study revealed that the increasing cognitive efforts required by reading is dependent on various reading tasks and translation expertise,which provided tentative implications for understanding and modelling the way interpreters read.The study also provided evidence for the validity of eye-tracking as a methodology in different translation modalities.

Design of Task-Based Reading Activities in Reading Stages

In English reading, teachers should take students as the main body by creating situations, putting forward tasks,practicing interaction and evaluating teachers and students according to the corresponding classroom goals so as to improve students' English reading skills and the comprehensive use of language ability. Effective reading activities can help improve students' English level at different English reading stages,such as pre-reading stage,w hile-reading stage, post-reading stage.

The Application of Task-based Language Teaching in College EFL Reading Class

To enhance the reading ability is one of the aims of the college English teaching and learning in China. The purpose of this paper is to demonstrate how strategies can be applied in college English reading class using a task-based method rather than other traditional approaches.

On the Application of Task-Based Approach to Junior Middle School English Reading Teaching

In order to alter the reality of reading teaching, arouse students' reading interest and to improve their reading competence, the author conducted an empirical research on the application of Task-Based Approach to junior middle school English reading teaching. The research aims to encourage students to take an active part in class, stimulate their reading interest, and to improve their reading competence by students' complement of reading tasks; furthermore, it probes into the difficulties about the application of Task-Based Approach to practical teaching so that it can provide reference for teachers' improvement of teaching methods.

Communicative Approach in Teaching Reading in Chinese EFL Classrooms

How to teach reading has become a cornerstone of teachers in China as they develop overall teaching strategies in EFL classrooms.In this paper,firstly the author will introduce the context of teaching reading;thereafter clarify the concept of communicative language teaching(CLT) and its implications in EFL teaching;next illustrate the teaching context in China where CLT is encouraged to be implemented in classrooms;furthermore,reading with a purpose and the relevant teaching techniques will be introduced,in line with the important characteristics of communicative tasks.Finally the author will demonstrate some communicative tasks for purposeful reading in the EFL classroom of a senior high school in China.

Improving Learners' Reading Skill in EFL Class

Topics around helping students to acquire the skill of reading have become increasingly popular in the discussion of foreign language teaching.In this paper,the author emphasizes the importance of improving learners' reading skill,presents the understanding of three factors concerning how to improve learners' reading comprehension in EFL class and then introduces a 90-minute lesson plan to illustrate the statements.

Production-Oriented Approach to Reading： Writing-Oriented Reading Instruction

WORI is the Production-Oriented Approach to reading in the TEFL context of China. It is intended to enhance English learners＇ proficiency in writing and reading. By asking questions to draw learners＇ attention to the professional writers＇ choices concerning organization, development, style, and diction, teachers explicitly guide learners to observe, analyze, study, apperceive, so as to learn about their writing thinking and strategies. By designing a variety of reading-to-write tasks, teachers endeavour to activate learners＇ writing thinking developed in writing-oriented reading activities to have such writing thinking fixed in mind and internalized. The WORI also fosters English learners＇ autonomy of sustaining development in reading, writing, as well as their English learning.

基于续论的大学英语“听读后续说”教学模式构建与实践研究

将“续论”指导下构建的“听读后续说”混合式教学模式应用于大学英语听说课程教学实践,采用问卷、访谈和案例分析的方法,探索“听读后续说”这一续作形式在《新未来大学英语视听说教程》教学中应用的可行性和有效性。结果显示“听读后续说”听说课堂对学生认知(如发散思维能力、想象力、创造力等)、情感(如学习态度、兴趣等)和语言层面都具有明显的促进作用。这对大学英语听说课程教学改革和“续说”研究具有借鉴和参考意义。

初中古诗词学习任务的设计范式——基于“文学阅读与创意表达”任务群的研究

随着新课标的实施,初中古诗词学习任务设计的重要性愈发凸显。构建初中古诗词学习任务的设计范式,有助于发挥“文学阅读与创意表达”任务群的审美作用,实现文学阅读能力向写作能力迁移,帮助广大教师设计出创新合理的学习任务。该范式由教学目标、教学环节、学习任务三部分构成,亮点在于强调古诗词学习的审美性、引入创新的学习任务活动形式、融入中国传统文学批评方法。此范式的实施可采用汉字溯源、比较阅读、借助文学地图和互联网媒介等创新任务形式,分阶段循序渐进提升学生的审美表达能力,设置符合审美标准和创意尺度的评价标准,以促进“学习任务群”理念的落实。

小学语文实用性阅读与交流学习任务群的单元教学设计研究

本文对如何在教学中落实实用性阅读与交流学习任务群进行研究。首先,本文通过课标分析,认为该任务群的目标指向语言运用,学习内容强调整合与进阶,教学提示指向情境、活动和评价;其次,认为立足统编教材进行该任务群的教学设计有三种样态,其中基于教材单元的单元教学设计能更好地落实任务群理念以及应对教学困境;最后,以统编版小学语文三年级下册第八单元为例,探索了基于教材单元进行该任务群单元教学设计的过程。

面向并发数据流处理的存储接入方法

海量的并发数据流存储请求,会造成数据库瞬时压力过大和存储时延提高等问题,对此提出一种面向并发数据流处理的存储接入方法。首先构建Redis缓冲区队列,以接收上游数据处理节点的周期数据,使用自定义数据流协议解决数据流规范化通信;然后设计主动存储中间件,通过线程读写任务分配算法(TRWTA),优先处理高负载区队列的读写任务,利用动态线程池计算读写压力(RWP)来优化管理线程数量,达到提高并发数据流存储效率的目的。此外,在存储层中使用了Mysql和HBase对数据流进行分类存储,对HBase进行Rowkey设计和预分区。经过实验分析,所提存储接入方法在持续的并发数据流下,较传统存储方法有效降低了存储时延,保证了数据库稳定性。

一种多任务联合训练的机器阅读理解模型

在机器阅读理解任务中,如何在包含不可回答问题的情况下提高答案的准确性是自然语言处理领域的一项重要挑战.虽然基于深度学习的机器阅读理解模型展现出很好的性能,但是这些模型仍然存在抽取特征冗余、语义信息不全面、问题分类任务和答案抽取任务耦合性不强的问题.为了解决以上问题,本文提出一种结合门控机制和多级残差结构的多任务联合训练模型GMRT(Gated Mechanism and Multi-level Residual Structure for Multi-task Joint Training),以提升机器阅读理解任务中答案预测的准确性.GMRT构建门控机制来筛选交互后的关联特征,从而控制信息的流动.采用多级残差结构分别连接注意力机制和门控机制,保证每个阶段都保留原始语义信息.同时,通过边缘损失函数对问题分类任务和答案抽取任务联合训练,确保预测答案过程中任务之间的强耦合性.在SQuAD2.0数据集上的实验结果表明,GMRT模型的EM值和F1值均优于对比模型.

小学语文革命文化教学的解读策略与任务设计——层进阅读教学理论的视角

革命文化是培养学生文化自信素养的重要维度。语文统编教材中的革命文化题材课文是落实语文革命文化教育的基本载体。研究发现,当前小学语文革命文化教学面临着“课文解读标签化、目标定位重‘道’轻‘文’、任务设计缺乏向生性、教学方法单一、教学过程扁平化”的问题与挑战。聚焦释义、解码、评鉴的层进阅读教学理论不仅从“文载何道、文何以载道、文道如何”三个层面为解读革命文化题材课文提供了逐步深入的策略,而且从“基础、精深、超越”三个层面为设计语文革命文化教学任务指明了拾级而上的路径。