This study investigated the effects of the frequency at which English as a foreign language （EFL） students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequenc...This study investigated the effects of the frequency at which English as a foreign language （EFL） students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequency groups were selected. A total of 60 Chinese EFL students were recruited. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure participants＇ ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results revealed that new words could be learned incidentally in both modes, but more word knowledge was gained in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. Since only partial word knowledge was acquired by both modes, it appeared that for the two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate woM processing is needed. Relevant implications for teaching and learning vocabulary are discussed.展开更多
Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and instituti...Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.展开更多
The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners＇ ...The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners＇ regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a vocabulary test. Of them, 12 students also participated in an interview. The results showed that the two main components of metacognition, i.e., the knowledge and regulation of metacognition, are closely and significantly correlated. The learners, assigned to four different ability groups （LK/LR, LK/HR, HK/LR, HK/HR）, were found to benefit most by engaging in a task with the highest involvement load. Despite the benefits, their regulatory ability mediated the effects of task-induced involvement load on word learning, which was corroborated by the interview results. The relevant implications for teaching and learning words through tasks are further discussed.展开更多
基金supported by the Fund Program of Education Sciences Planning in Hainan Province[Grant number:QJY13516003]
文摘This study investigated the effects of the frequency at which English as a foreign language （EFL） students were exposed to words from the input modes of reading and listening. Accordingly, 15 words of three frequency groups were selected. A total of 60 Chinese EFL students were recruited. The four test types of recall of form, recognition of form, recall of meaning, and recognition of meaning were administered to measure participants＇ ability in building a form-meaning link. Immediate posttests were administered for assessing vocabulary development, and delayed posttests were administered two weeks later for assessing retention. The results revealed that new words could be learned incidentally in both modes, but more word knowledge was gained in reading. The effect of word exposure frequency on incidental vocabulary gains was significant for the four test types in both of the two modes. Since only partial word knowledge was acquired by both modes, it appeared that for the two modes to be a valuable source for incidental vocabulary learning, not only word exposure frequency, but also elaborate woM processing is needed. Relevant implications for teaching and learning vocabulary are discussed.
基金supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region,China(GRF Project No.HKBU 12403214)
文摘Following years of pre-service teacher education,novice teachers are often enthusiastic about embarking on the journey in the teaching profession.However,they may not always possess the internal capacity and institutional support to take effective control of their teaching.This paper reports on a case study of the teaching lives of two novice secondary school ESL(English as a second language)teachers in Hong Kong,drawing on qualitative data gathered through individual face-toface interviews,and supplemented by email exchanges and telephone conversations,over a one-year period.The study investigates how novice English teachers develop their teacher autonomy,and what factors contribute to their development as autonomous English teachers.The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy,and that an invitational,supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching.The study suggests that novice teachers should become critically aware of the affordances(opportunities,possibilities,invitations,enablements)in their working conditions,and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
基金supported by the Fund Program of Education Sciences Planning in Hainan Province(Grant No.QJY13516004)Key research program of higher education in Hainan province(Grant number:HNJG2014-04)
文摘The present study, using quantitative and qualitative analyses, aimed at delineating the interrelationship between the knowledge of metacognition and the regulation of metacognition, along with the role of learners＇ regulatory ability in mediating the effects of task-induced involvement load on word learning. A total of 60 university EFL students were recruited to the study. They first completed a checklist on metacognition and were then assigned to complete three tasks with varying degrees of involvement load followed by a vocabulary test. Of them, 12 students also participated in an interview. The results showed that the two main components of metacognition, i.e., the knowledge and regulation of metacognition, are closely and significantly correlated. The learners, assigned to four different ability groups （LK/LR, LK/HR, HK/LR, HK/HR）, were found to benefit most by engaging in a task with the highest involvement load. Despite the benefits, their regulatory ability mediated the effects of task-induced involvement load on word learning, which was corroborated by the interview results. The relevant implications for teaching and learning words through tasks are further discussed.
