Improving reading in children with German as a first or second language

The study Improving Language And Reading Skills (LARS) in children with German as a first or second language evaluates a newly developed differentiating programme for reading in terms of its effects on the reading and language ability of second graders with German as a first or second language. The participant group consisted of 105 children. Fifty-five children belonged to the group that received the programme (LARS-group) and 50 children received traditional instruction (TI-group). The reading, spelling and language ability of each participating child were assessed before and after the programme period. The children of the LARS-group were supported over three months in terms of reading texts and completing the corresponding tasks. The texts and the tasks were adapted to the students' ability levels (three different ability levels: above average, average and below average level in reading). The results indicate that the learning outcomes for children in the LARS-classes were significantly higher for reading fluency and comprehension, but no effect was observed for language and spelling. The results suggest that the LARS programme was equally effective for children with German as a first or second language.     

听力策略指导对二语听力的效用分析

听力是语言习得的一项基本技能,是语言学习的一个重要组成部分,在二语或外语学习中至关重要。策略的使用有助于二语学习者提高学习能力并加速第二语言的学习过程。本研究就大学英语听力教学中策略指导的效用展开分析,研究结果表明,听力策略中文指导组的表现比听力策略英语指导组和无听力策略指导组更好,取得了显著效果,这进一步表明听力策略一语教学是最有效的听力技能培训与支持手段,它对学习者二语听力能力的发展有着重要意义。     

汉语作为第二语言的学习策略研究

学习策略研究是现代心理学发展的产物。随着现代心理学对人类自身研究的不断深入,第二语言的教学研究也从"教"转向了"学",从以往侧重研究教学方法转移到研究学习者的特征和学习策略,以及这些特征和策略在第二语言教学中可能产生的影响。语言学习策略是当前教育领域和应用语言学领域颇受关注的热点问题,同时也是汉语作为第二语言学习即对外汉语学习成败的关键因素。系统探讨语言学习策略,可以全面提高对外汉语的教学质量。     

社会语言学框架下的儿童外语学习探讨

不少学者以二语习得理论研究儿童英语教学的有关问题。本文作者在社会语言学的框架下讨论中国儿童的英语学习,认为我国儿童在中国这样一个非英语的环境中只能是学习英语,而绝非习得英语,他们在英语的学习过程中由于缺乏一个良好的语言环境而面临着诸多障碍。     

中外学生二语学习策略的相异性研究

本通过一系列调查研究发现，中国学生学习英语和欧美学生学习汉语在学习策略方面存在着差异。这种差异主要表现在词语学习策略、技能学习策略和记忆策略等方面。章对这3种学习策略的相异性从认知心理学角度进行了论证和分析。     

学习策略与外语教学

学习策略研究是二语习得研究中的一个重要课题。研究表明：在二语学习中,有效的学习策略能够使学习者的语言学习取得更好的效果,对学习者进行学习策略培训是提高学习者学习效果的有效途径。本文从学习策略的定义、特征及分类入手,探讨了如何在外语教学中渗透学习策略的训练。     

Language anxiety caused by the single mode of instruction in multilingual classrooms: The case of African language learners

ABSTRACT

The capacity to use language is unique from one individual to another. This could also depend on the individual's exposure to a language. This article aims to contribute to the growing area of research on language anxiety by exploring the extent to which language anxiety affects learners’ performance in learning in multilingual classrooms, especially African learners who are learning English as a second language. Learners, especially in the Intermediate Phase in South Africa who are learning in a second language for the first time, may experience a certain level of anxiety because that language is foreign to them. The discussion idea is further advanced by exploring the use more than one language in teaching in order to promote learner autonomy in the learning process. The conclusion will try to provide possible means to deal with language anxiety amongst learners in order to improve learner performance.     

大学英语课堂中的语言焦虑与调控

语言焦虑是语言学习者在第二语言学习中所特有的一种复杂心理现象.全文分析了语言焦虑产生的原因及调控语言焦虑的策略.     

大学英语教学中语言学习策略探讨

语言学习策略是影响第二外语习得的一个重要因素。大学英语教学中，学生普遍缺乏有效的语言学习策略，不注意调整自己的学习情绪，多数学生缺乏正确的学习观念。为此，大学英语教师除加强自身教学理论研究外，应注意引导学生树立正确的学习动机和学习观念，并开展学习策略教学，使学生掌握学习方法。     

儿童语言习得对高职英语教学的启示

儿童语言习得与第二语言习得都属于语言习得范畴,但习得所花费的时间与精力以及最终达到的水平却相差甚远。本文通过研究和分析儿童语言习得的过程,找出儿童语言习得过程中适用于二语教学的方法和策略,并通过具体事例进行阐述,希望对二语教学有所帮助。     

学习者策略研究与大学英语教学

学习策略研究已成为第二语言和外语教学与研究中的一个重要课题。学习策略可分为四类，即学习策略、结合策略、交际策略和社交策略。这些策略对语言学习有着直接或间接的影响。探讨这些策略的作用及策略的可训练性，有利于提高大学英语教学的质量。     

再论语言学习观念与学习策略相关性

语言学习观念和学习策略都是影响外语学习效率的重要因素。随着二语习得研究的深入,一些研究者对二者之间的相关性也越来越关注。本文简要概述国内外对学习观念和学习策略的研究,就观念和策略的关系进行探讨,认为学习观念影响学习策略的选择,最终作用于学习结果;学习策略的使用也能够引起学习观念的变化。在此基础上提出,把观念和策略结合起来进行研究,并应用于外语教学过程,例如在策略研究和培训中,以期有效地提高学习效果。     

浅谈中级阶段对外汉语阅读教学

阅读是留学生学习和掌握汉语的基本技能之一,阅读教学在对外汉语教学中十分重要。本文从对外汉语教学出发,浅谈中级阶段阅读教学的一些原则和方法。     

语言学习策略研究:回顾与展望

本文综述了国内外外语学习策略的研究。文章讨论了外语学习策略的定义、分类、影响外语学习策略使用的因素、外语学习策略的微观视角研究以及外语学习策略的训练研究。在此基础上，文章展望外语学习策略研究的前景。     

Embodied learning and teaching approaches in language education: A mixed studies review

The notion of embodied learning has gained ground in educational sciences over the last decade and has made its way to language education with researchers acknowledging language learning as an embodied process. This mixed studies review aggregates and reviews empirical research, published from 1990 to 2020, using embodied learning approaches in language education. The review focuses on embodied approaches in learning and teaching first, second, and foreign languages at various educational levels. It encompasses 41 empirical studies with a majority published between 2019 and 2020, suggesting that the research area is growing rapidly. The results show that the studies align with two strands: (1) embodied learning through orchestrating embodied language learning and teaching, and (2) embodied learning in naturally occurring language learning interactions. The review identifies various embodied learning activities and presents how they contribute to language learning and teaching in different ways. The review proposes an understanding of embodied language learning that holds potentials to engage learners holistically, while simultaneously promoting language learning skills and adding emotional and motivational benefits to language learning.     

语感训练模式下的二语习得机制探讨

二语习得的过程中,学习者的自信心和学习动机起着很重要的作用。针对地方院校大学生英语学习的实际,笔者采用语感训练模式下的大学英语课程教学,首先建立学生对英语学习的信心,然后通过素质教育激发学生对英语学习的兴趣,从而增强他们的学习动机,最终达到培养英语综合应用能力的目的。     

谈发展外语教学中的学习策略

发展外语教学中的学习策略是现代外语教学中培养自主性学习的关键．本文探讨了策略的定义、分类以及与发展外语教学中的学习策略密切相关的策略训练及教师作用的转变．     

The contribution of inquiry to second language learning

Abstract

In this article the authors raise their concern about the way in which students with different levels of competence in the language of instruction (English in this case) acquire a second language. They also address the issue of the types of conditions which are necessary in order for dialogic interaction to be effective in the classroom when these students are acquiring a second language

In the first section, a review of the different theories on language learning is carried out, which helps to provide a response to the questions which have been raised. In the second section, the need to create opportunities to use the second language in real and meaningful situations is also raised, based on the results of three case studies. Learning through dialogue is presented as being a much more effective approach to teaching and learning a second language than traditional approaches, which were based on the teacher merely providing instruction and subsequently developing the information.     

英语阅读策略与高校英语教学

英语阅读是语言输入的主要途径,也是衡量语言学习成果的重要标准。积极地使用阅读策略,能够促使英语学习者的阅读能力的提高。在英语教学的过程中策略教学是必要的,高校教师应有意识将阅读策略教学纳入课堂教学。     

Review of Research on Learning and Instruction with Specific Reference to Reading Chinese as an Additional Language (1976-2018)

This review, which can be seen as a scoping review, highlights 92 empirical studies about the learning and instruction of reading Chinese as an additional language (CAL) published in English between 1976 and 2018. It first identifies and evaluates the trends of CAL reading research over the past four decades, including the developmental trajectory of the field, topics that are hot versus those not-so-hot, populations that are widely studied versus under studied, research methods adopted in the selected studies, and the most widely cited articles. Second, the review examines direct evidence that supports effective practices of CAL reading instruction and explores two tracks of studies: high-evidence versus low-evidence practices. This review concludes with thoughts on the future directions of CAL reading research inspired by trends in the areas of literacy, second language acquisition (SLA), and teaching Chinese as a second/foreign language (TSCL/TCFL). To be specific, there is a need for the field to pay equal attention to learning to read and reading to learn.