Investigating Affordance in Technology-Enriched Language Learning Environment Through Exploring Students’Perezhivanija

Preceding works tend to explicate affordance through supposing what is happening here and now.They seldom relate it to actual social,diachronic activities,such as foreign language learning.To tackle this issue,this study explores how students actualize affordances in technology-enriched language learning environment(TELLE)by examining their perezhivanija(lived and emotional experience),a term borrowed from sociocultural theory.Because an individual’s social life is a developing process or a perezhivanie2,it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized.Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China.The results showed that due to the students’different past perezhivanija in English learning,their present interpretations of the perceived affordances in TELLE varied.This influenced hugely in their actions taken during their English learning in college to actualize the affordances.The findings indicated that the actualization of affordances is historical,dynamic and developmental instead of static.It does not lie in the autonomy of the students or the teachers,but in the institutional and cultural legitimacy of technology use in student’s social life.The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.

An Active Language Learning Environment Created by Email Communication

The rapid development of information and communication technology in recent years is associated with a corresponding growth in interest in computer-mediated communication(CMC)-synchronous CMC and asynchronous CMC.Among asynchronous CMC,email communication has attracted more attention of researchers in the field of foreign language learning.This paper will review studies which investigate one aspect of the advantages of email communication-an active environment for foreign language learning.

MOTIVATION IN ENGLISH STUDY:Creating a Good Language Learning Environment

基于学生英语学习的动力、经济条件、家庭状况和中国经济快速的腾飞急切需要越来越多能娴熟掌握外语, 特别是英语的现状考虑,营造一个良好的语言学习环境对于学生掌握、学会英语至关重要。当前, 倘若学生尽可能早的掌握外语, 这样会他们在与外国人交流和就业中更加自信。与次同时, 诸多大学和高校较以前而言更加注重英语教学和学习, 竭尽全力开展各式各样的教学改革, 旨在全面提高英语教学和学习, 并呼吁教师和学生家长协助学生解决英语学习中遇到的困难和问题, 给学生学习英语创造一个良好的学习氛围, 达到激发学生学好英语的热情这样一个目的。总的来讲, 在学生的英语学习中, 形成一个良好的语言学习氛围会对学生产生较大的影响。任何一个教师和学生都应意识到, 创建一个良好的语言学习环境在激发学生学习外语中扮演着举足轻重的角色。

Intercultural Education in a Technology-Enhanced Foreign Language Learning Environment Implementing the TPACK Approach:Challenges and Possibilities

In the plurilingual and multicultural contemporary international setting,the educational systems opt for successfully meeting as well as adapting to the rapid social,economic,and technological changes.Based on the premise that intercultural communicative competence holds a significant potential for foreign language instruction,focus should throw into combining teachers’intercultural knowledge with pedagogy and technology.The prospect of introducing intercultural material within the context of teaching scenarios in the curricula of a technology-enhanced foreign language learning environment where the Technological Pedagogical Content Knowledge(TPACK)approach is implemented,can positively contribute to the teaching process.Under this perspective,cultural and digitally competent teachers can create a framework which will enable learners to fully develop their interactive and linguistic skills and to effectively communicate in a foreign language promoting its social and multicultural dimension whatever the intercultural context.

Language Environment Setting Through Our Foreign Currency Activities to Improve Chinese-Majoring Learners’ Competency

Language education centers primarily on fostering linguistic skills and language communication skills for students. In the process of teaching Chinese language, it is in the classroom that is the place tofoster student’s linguistic competence and language communication capacity. Therefore, classroom teaching becomes the main place tofoster the language ability and language communication capacity for students while the extracurricular activities are the place for students to apply the knowledge they have learned in the classroom in to the real world. Conducting a survey to investigate extracurricular activities for Chinese language majors at Thai Nguyen University, School of Foreign Languages, the paper proposes solutions to improve the effectiveness of extracurricular activities for students and create excitement for students in learning.

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.

Effective Ways to Promote Language Learners'Motivation

Motivationis a term both teachers and learners talk about most when they refer to language learning success or failure ( D?rnyei,2001) since there is a strong co-relationship between motivation and language learning ( Horwitz,2013) . Although re-search and theories on the importance and types of motivation are productive, educators still feel having little guidance on how to mo-tivate their students in schooling ( Shernoff,2013) . Here, I would like to introduce some motivational teaching practices, such as providing authentic learning opportunities, fostering student autonomy and creating an emotionally supportive environment, to our language teachers who wish to create engaging learning experiences for ESOL or EFL learners.

Language Learning and the Linguistic Environment

这篇《语言学习与语言环境》,旨在反驳一种曾经颇为流行的观点,即认为儿童是通过消极被动地摹仿所接触到的人(特别是父母)说的话而学会第一语言的,儿童的语言环境在其语言学习中起着主导作用,而儿童自身则被降低到类乎一架不完善的录音机的地位。这种观点还认为,父母或别人通常在儿童摹仿得正确时给予肯定或赞许的表示,而在摹仿不正确时则不作这种表示,他们通过这种叫做“强化”(reinforcement)的行为在儿童的语言学习中发挥积极的作用。 本文的论题牵涉到哲学上两种观点,即经验论和唯理论的对立,也牵涉到心理学上两种观点,即行为主义和心灵主义的对立。这些观点中,没有一种原则上完全否定或排除先天禀赋或后天环境在人类认识(包括语言学习)中的作用,争论的焦点在于哪些源于先天,哪些得自后天。本文引证了多种对儿童学习母语进行观察和实验所得的材料,具体论证语言学习中有些东西的学得不靠摹仿,也无从摹仿,不靠强化,也无由强化,而是儿童先天具备的,随着心智的发育不学而能。 全文共四节。第一节引证语音、词法、句法、语义四个方面的例证说明有哪些东西不可能依靠被动的摹仿学会,而是一种受抽象的规则支配的语言表现。这种表现在不同的儿童身上(包括学习不同母语的儿童)是相同的,而其所体现的规则与Chomsky等生成转换语法学者所描述的规则颇多相似之处。 第二节论证行为主义心理学所谓的“强化”并不是教给儿童语言的重要手段。儿童学会语言不依靠缓解某种生物需求,如饥饿之类(即便动物的学习,如老鼠走迷宫,也不尽然)。而且,成年人对儿童的语言表现所作的肯定与否定、赞许与不赞许等等表示,即或算是一种强化,也多半是针对话语内容真假、意思当否而发的,而不是着眼于语言形式的正误。 第三节通过自幼失聪因而无从接触语言的儿童的手势交际活动的形成和发展,来证明儿童学习语言有许多地方不需要从语言环境中吸取知识,即使与语言环境完全隔绝,也可以认识到语言体系中的某些方面。儿童可以能动地对语言结构提出自己的假设,而他的假设则受到与语言交际本质有关的遗传倾向的制约。作者引用观察材料说明,生而聋哑的儿童能自行创造和使用一套表达情意的手势,这种手势表达方法在结构上与处于同一发育阶段的正常儿童所说的语言有惊人的相似之处。不同的地方往往是一些随具体语言而异的特点,例如这种手势语没有相当于词尾变化和助动词的成分。 文章还引证“母式语言”(motherese)对儿童语言学习的影响,说明母亲对幼儿不论使用怎样的语言,对于儿童语言的基本命题结构(basic propositional structure,按指由名词成分和动词成分结合而成的基本句式)没有多少影响,能有所影响的同样也限于那些随具体语言而异的特点,如词尾变化和助动词之类。但即便是这一方面也离不开天生素质的作用。 第四节从成人语言体系的特性中找出例证,说明语言中有些具有抽象性质的结构关系,不可能依靠来自语言环境的知识,通过摹仿或归纳的方法来掌握。文章引用了Chomsky举过的两个例子,其中一个是英语中陈述句That is a cow中第一个动词is移置句首即构成疑问句Is that a cow?但是儿童从来不会根据这类例子错误地类推出与陈述句The man who is here is your father对应的疑问句是Is the man who here isyour father?Chomsky认为儿童不可能从接触到的语言材料中认识到这一规则,因为这里需要考虑到陈述句中用作主语的名词短语这一结构单位,而不能单纯根据一串平列的词的位置,把第一个动词is移置句首。本文作者引用目前语言研究中新兴的“可学性理论”(learnability theory)来分析儿童如何能够掌握比较抽象的语言结构。这一理论先设定:儿童所学语言的语法(即语言体系)为G,所接触的语言材料为D,所采用的学习程序为 P,然后分析儿童有无可能凭借D,应用P,学得G。如果答案是否定的,那么除了改变关于G,D,P的假设,就只能假设儿童先天地掌握了在上述假设条件下所不可能学到的东西。作者认为,这后一可能解决办法最有吸引力。有人有力地论证了,儿童需要知道一些关于语法规则的运用的非常抽象的性质,才有可能学会运用它。这是本文所持论点的又一条根据。

对于学生在ESL(English as a Second Language英语作为第二语言)课堂上消极行为的研究

从课堂互动模式、学习环境、语言熟练程度和语言的社会文化性四个层面,对阿德莱德高中的两个ESL班的学生就语言课堂上的消极行为进行了研究。通过课堂观察、对课堂对话录音的文本分析、对教师和学生的采访及问卷调查和对听课实时记录的分析,总结了四个类别六个项目的会引发学生语言课堂上消极反应的原因。并对如何应对引起这些消极行为的导因提出了相应的建议。

English Movies and English Learning in College

Nowadays,English movies have been considered as one of the most effective ways to assist students to keep interest in improving their English abilities and enlarge their English vocabularies,as well as their cross cultural communicative ability.Based on the functions of English movies,which make them meet the needs of college students’English acquisition,this paper analyzes the advantages of English movies in English learning.

泛在学习环境下大学跨文化外语语言能力培养课程体系构建研究

在全球化背景下,跨文化外语语言能力的培养已成为大学教育的重要目标之一。泛在学习以其时空灵活、资源丰富的特点,为外语学习提供了全新的机遇。文章将120名学生平均分成两组,每组60人,实验组的学生采用泛在学习环境教学法,对照组的学生采用传统教学法,开展为期一学期的教学实验。研究发现:(1)泛在学习环境为大学跨文化外语语言能力培养提供了前所未有的机遇;(2)教学实验验证了泛在学习环境下课程体系的有效性。这些发现充分证明泛在学习环境下的课程体系能够显著提升学生的跨文化外语语言能力。

Automatic Rule Discovery for Data Transformation Using Fusion of Diversified Feature Formats

This article presents an innovative approach to automatic rule discovery for data transformation tasks leveraging XGBoost,a machine learning algorithm renowned for its efficiency and performance.The framework proposed herein utilizes the fusion of diversified feature formats,specifically,metadata,textual,and pattern features.The goal is to enhance the system’s ability to discern and generalize transformation rules fromsource to destination formats in varied contexts.Firstly,the article delves into the methodology for extracting these distinct features from raw data and the pre-processing steps undertaken to prepare the data for the model.Subsequent sections expound on the mechanism of feature optimization using Recursive Feature Elimination(RFE)with linear regression,aiming to retain the most contributive features and eliminate redundant or less significant ones.The core of the research revolves around the deployment of the XGBoostmodel for training,using the prepared and optimized feature sets.The article presents a detailed overview of the mathematical model and algorithmic steps behind this procedure.Finally,the process of rule discovery(prediction phase)by the trained XGBoost model is explained,underscoring its role in real-time,automated data transformations.By employingmachine learning and particularly,the XGBoost model in the context of Business Rule Engine(BRE)data transformation,the article underscores a paradigm shift towardsmore scalable,efficient,and less human-dependent data transformation systems.This research opens doors for further exploration into automated rule discovery systems and their applications in various sectors.

Ask Me Any Type:Type Inference Plugin for Partial Code on the Web and in the Integrated Development Environment

Inferring the fully qualified names(FQNs)of undeclared receiving objects and non-fully-qualified type names(non-FQNs)in partial code is critical for effectively searching,understanding,and reusing partial code.Existing type inference tools,such as COSTER and SNR,rely on a symbolic knowledge base and adopt a dictionary-lookup strategy to map simple names of undeclared receiving objects and non-FQNs to FQNs.However,building a symbolic knowledge base requires parsing compilable code files,which limits the collection of APIs and code contexts,resulting in out-of-vocabulary(OOV)failures.To overcome the limitations of a symbolic knowledge base for FQN inference,we implemented Ask Me Any Type(AMAT),a type of inference plugin embedded in web browsers and integrated development environment(IDE).Unlike the dictionary-lookup strategy,AMAT uses a cloze-style fill-in-the-blank strategy for type inference.By treating code as text,AMAT leverages a fine-tuned large language model(LLM)as a neural knowledge base,thereby preventing the need for code compilation.Experimental results show that AMAT outperforms state-of-the-art tools such as COSTER and SNR.In practice,developers can directly reuse partial code by inferring the FQNs of unresolved type names in real time.

语文教学中小升初衔接存在的问题与对策探究

语文小升初衔接教学非常重要,可让学生接触到和初中阶段难度相同的语文学习内容,更快适应初中语文学习,并持续激发学习兴趣,树立语文学习自信心,有效缓解不适感。文章基于学生升入初中后因学习内容、学习方法、学习环境等方面变化所产生的压力,重点探究小升初衔接阶段的语文教学策略:积极转变角色、调整教学方法、优化课程设置、加强家校合作,以期为语文教学质量提升助力,为学生顺利实现小升初衔接助力。

心理弹性与外语学习策略使用:线上教学模式的调节效应

通过开展线上原位翻转教学和线上直播讲授两种模式的教学实验,考察外语学习者的心理弹性与学习策略使用之间的关系,并探索不同线上教学模式在其中的调节作用。研究结果表明,线上外语学习环境下,学习者的心理弹性越好,外语学习策略使用情况也越好,且这一预测关系受到教学模式的调节:在线上原位翻转教学模式下,心理弹性的变化能够正向预测外语学习策略的使用;而在线上直播讲授模式下,心理弹性不能预测外语学习策略的使用。该研究结果提示了线上教学模式在心理弹性对外语学习策略使用影响中的重要作用,也为外语教学模式的个性化选择提供了科学依据。

课堂环境感知、外语学习无聊与外语成绩的相关性研究

本文采用混合研究方法探索高中英语学习者的课堂环境感知、外语学习无聊和英语成绩之间的关系。共270名我国高中生参与本研究的问卷调查,其中9名学生参与了半结构化访谈。研究结果显示:1)总体课堂环境感知与无聊负相关,与成绩正相关;课堂环境感知的所有维度中只有任务取向与英语成绩显著相关;课堂环境感知的维度中除学生凝聚力之外的所有维度都与无聊负相关;2)教师支持、任务取向和课堂秩序负面影响无聊,无聊负面影响英语成绩,而课堂环境感知的所有维度都不直接影响英语成绩;3)无聊完全中介了课堂环境感知中的教师支持和任务取向对成绩的影响。学生在访谈中的回答验证了量化研究结果。根据研究发现,英语教师应充分为学生提供支持,并恰当地设置任务取向以降低学生的外语学习无聊水平,提高英语学习成绩。

目的语环境下基于无缝语言学习的听力教学研究

听力教学不应局限于技能训练,还应设计各种活动,从聆听的角度培养学生的语言交际能力,促进学生对语言形式的部分习得。目的语环境为来华留学生的汉语习得提供了潜在的、丰富的、实境化的学习机会。而无缝语言学习理念是一种采用移动无缝技术将正式语言学习和非正式语言学习相融合的创新思路。本研究在目的语环境下,利用移动无缝技术将课堂听力教学与目的语环境中的听说实践有机结合,创造了一种基于无缝语言学习的听力教学新模式与新策略。这种模式是对外汉语听力教学改革的有益尝试,更符合留学生的学习特征。研究还总结了三维度的支持策略,通过实践验证了创新的听力教学模式和策略的有效性和有用性。

浅谈数字化学习环境下的生态语文教学实践

本文以探索数字化学习环境下生态语文教学活动的开展为切入点,通过网络平台、数字资源、信息技术工具对实现语文教学生态化、提升学生语文核心素养、践行新课程标准的可行性进行了论述,分析了数字化学习环境有利于丰富生态语文教学流程、提高学生“听、说、读、写”等语文能力、培养学生语文核心素养的学习过程,总结了利用数字化学习环境构建生态语文教学的有效途径,阐述了数字化学习环境在语文教学变革中的积极作用。

基于DVEs的分布式虚拟语言学习环境研究

在近年出现的一些研究成果中,学界就虚拟现实技术用于模拟目的语习得环境的可行性和优越性进行了探讨和分析,但迄今为止尚未给出一个具体的实现方案。在相关研究的基础上,提出了在分布式虚拟环境框架上构建一个大范围的支持多用户以多种方式交互的分布式虚拟语言学习环境的方案,并就其理论基础及构建方法进行了探讨和研究。

基于动态系统理论的二语习得模式研究——环境、学习者与语言的互动

二语习得中的诸多因素以及它们之间的交互作用构成了一个复杂的动态系统,它决定了二语习得的速度与最终水平。本研究依据动态系统理论,并借鉴二语习得模式研究的成果,尝试构建了中国语境下的二语习得动态模式。该模式由三个部分组成:环境因素、学习者因素和语言因素,其中环境因素又由社会环境、学习环境和语言环境构成;学习者因素包括个体认知差异、个体情感差异和学习策略;语言因素主要是指语言的结构性特征,包括语言距离、语言标记性和语言原型性。本文详细地分析了该模式中的三组因素的作用以及它们交互影响二语习得的情况,并指出了该模式对外语教学的启发作用。