任务型语言教学下的ESP课程自主学习

本文从任务型语言教学理论入手,分析TBLT对于促进学习者自主学习的优势,提出在中国的ESP教学中运用任务来实现对学习者自主学习能力的培养与提高,并对可能存在的问题进行了探讨。     

The transformation of an online learning community from an organised facility to an organic fraternity

An online community of learning within a distance doctoral programme was explored to determine if and how the community evolved and transformed over time. This part-time doctoral programme gathers students into cohorts and runs a structured community with students and faculty for 18 months before students confirm candidatures and begin individual work with their own supervisors for the remaining 4–5 years of study. In particular, this study sought to determine if and how the community of learning continued and developed after the 18 months of shared structured learning had been completed. This research was initiated and conducted by the students, giving insights into the community from the students’ perspective. Findings are that the community has survived and will continue in the short-term at least, but with fewer members and operating in a different manner. There has been an ongoing transformation of the community, largely driven by choice and necessity.     

浅析中国外语教学与学习自主性

外语教学的成功与否不只是一个教的问题,在很大程度上取决于学生的学习态度和方法。本文在综合近年来国内外学习者自主研究的基础上,提出了在中国培养学习者自主性的必要性和可行性,并针对就如何提高中国学生的外语自主学习能力,提出了一些建设性意见。     

Understanding distinctions in learning in hybrid,and online environments: an empirical investigation of the community of inquiry framework

This study of 723 college students seeks to assess the adequacy of the Community of Inquiry (CoI) framework for describing and explaining differences in learning outcomes in hybrid and fully online learning environments. Hypothesizing that the CoI model's theoretical constructs of presence reflect educational effectiveness in a variety of environments, this article seeks evidence of whether students in varying learning environments are likely to rank them differently with regard to teaching, social, and cognitive presence. The study utilizes factor-, hierarchical-regression-, and path analyses to determine the validity of the CoI constructs as well as to characterize the nature of relationships between them. Results suggest that the model is coherent and accounts for the small but significant differences recently reported in the literature regarding the superiority of hybrid environments relative to fully online environments (Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: US Department of Education, Office of Planning, Evaluation, and Policy Development). Recommendations for future research and practice are included.     

艺术类高职高专英语ESP教学模式探讨

随着中外文化交流的日益频繁,艺术类高职高专英语教学肩负着培养具有英语文化交流能力特别是能运用英语进行艺术专业信息收集、传递、分析的人才。目前的英语教学模式重在帮助学生打好语言基础。ESP教学模式有效运用交际教学理念和实践,同时对现有的师资、教材教法也提出了更多的思考空间。文章通过对艺术类高职高专英语教学的关注,试图对ESP教学模式的实施进行探讨。     

Design lessons about participatory self-directed online learning in a graduate-level instructional technology course

This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities.     

ESP教学理念下轮机英语教学模式探索

本文引入ESP教学理念,认为轮机英语教学目标设定应以需求分析为基础,教学内容应以专业实务为依托,教学方法应以学生为中心、多样化为原则,探索出以应用能力培养为核心、以专业实务为依托的轮机英语教学模式。     

Self-directed English Language Learning Through Watching English Television Drama in China

This paper presents a case study of a group of Chinese ESL learners in China, who study English by immersing themselves regularly and rigorously in English television drama. A self-directed learning pedagogy has been developed and discussed, which seems to have signposted an effective and economic way for ESL learners to improve linguistic, sociolinguistic and pragmatic competence beyond the language classroom.     

外语自主学习策略研究

本文通过对各种外语自主学习观点的研究，分析了外语自主学习的重要性和必要性，并在此基础上，提出了培养外语自主学习的一些策略。     

对高职高专专业英语教学改革的思考

专门用途英语（ESP）是英语语言教学的一个重要分支,在高职高专职业教育中,ESP教育与经济和技术发展关系最为密切。本文针对专业英语课的特点．分析了目前专业英语教学中存在的问题,提出关于该课程的改革构想,即教学与实践相结合,加大技能训练在教学中的比重,以及专业教师与英语教师相结合的教学探索模式,目的是提高高职院校学生的专业英语应用能力,为新世纪培养高技能人才。     

甘肃省高职专门用途英语现状与对策

通过对甘肃省几所高职院校专门用途英语的教学进行调研,发现了目前高职高专专门用途英语的教育存在的一些普遍性问题。同时,对这些问题做了一些的剖析,提出了可行性的对策和措施。希望高等职业院校真正把专门用途英语和高职的人才培养目标结合起来,更好地按照“以服务为宗旨,以就业为导向,走产学结合发展道路”的办学要求不断提高人才培养的质量。     

Building an online academic learning community among undergraduate students

Online learning communities are frequently created for higher education students; however, these are most often designed to cater to a particular unit or subject. In an effort to strengthen the Bachelor of Arts course at the University of New England, the author sought to create an online space that would promote an interdisciplinary and collegial dialogue among their broad on- and off-campus student cohort. This paper examines the building of an academic community among a large and diverse group of undergraduate students on a Moodle platform. The paper tracks the development of the multi-layered portal from the initial stages of planning to the indicators of strong engagement taken up by students, and eventually leading to the creation of similar portals across the university. In examining this process this paper highlights the shared desire by distance education students and academics for authentic and personal higher education participation regardless of the students’ location.     

谈英语听力自主学习能力的培养

自主学习是大学英语教学过程中一个不可缺少的环节.在英语听力自主学习课堂中,教师要激发学生的学习动机和积极的情感,培训学生的英语听力策略--元认知策略、认知策略.在课外,学生要建立自主学习循环模式.如此循环往复,学生的听力水平不断提高,自主学习能力也不断增强.     

基于ESP理论的非英语专业翻译教学探索

专门用途英语（ESP ）教学中的需求分析早在20世纪70年代被提出来,应用于当时的成人教育。但需求分析对于当今大学英语翻译教学仍然具有重要意义。基于学生对翻译课程的需求进行问卷调查,对学生翻译课程的需求问卷做如下两类分析：目前情景分析和目标情景分析,问卷分析的结果为大学英语翻译教学课程设置和改革提供依据并带来启示。     

培养复合型人才的ESP教学对策建议

分析了当前我国培养复合型人才的ESP教学存在的问题,提出了加强ESP教学的对策.认为要以需求分析为核心,明确教学目标,改进教学方法,培养师资队伍,以提高教学效果,应对社会经济发展对人才培养的新挑战.     

Developing an instrument to assess student readiness for online learning: a validation study

Given the continued growth in online learning as well as reports of high attrition rates in it, understanding student readiness for online learning is necessary. Over the years several surveys have been developed to assess student readiness as a predictor of success in online programs; however, a review of the literature yielded limited results of their translation and criterion‐referenced validity. The researchers of this article sought to develop a more rigorous survey instrument for students to self‐assess readiness for online learning. The authors report on findings from a three‐phase study during which the instrument was developed, evaluated, and validated. Through the process of validation, the researchers systematically engaged in an iterative process to refine the instrument, which resulted in not only a more rigorous instrument but one that more clearly defines ready and situates it within the literature on learner characteristics, digital divide, and information and communications technology (ICT) engagement.     

We have been living with this pain: enquiry-based language learning in Iranian higher education

This article explores an understanding of learning as authentic enquiry and language as a social practice of meaning construction as the theoretical perspectives underlying an educational initiation beyond mainstream tertiary language education. With a general ethnographic approach and relying on multiple data sources, we investigate critical practices of teaching medical English in an Iranian university and illustrate a contextualized instance of enquiry-based language learning that embodies enquiry and discovery in two senses: students’ research and learning about the content for oneself, and moving away from spoon-feeding views of academic language education to experience language in real social contexts. On this basis, we argue for stepping beyond predetermined content-based approaches to university language teaching and call for living the language that is being learned, which involves enquiring, experiencing, discovering, challenging, and owning it.     

Establishing an online community of inquiry at the Distance Education Centre,Victoria

This pilot intervention focused on three courses that were redesigned to utilize the online environment to establish an online community of inquiry (CoI). The setting for this research study was the Distance Education Centre, Victoria (DECV), an Australian co-educational school with approximately 3000 students who, for a variety of reasons, are studying one or more subjects via distance education. Despite the availability of information and communications technology, many students at the DECV remain socially isolated from their peers. The DECV recognizes that online student collaboration has the potential to bridge this divide. Results of this study suggest that the adaptation of these courses had led to improvements in students’ perception of their educational experience. These findings may be of use to other P–12 education providers who are attempting to promote online collaboration and student connectedness.     

Self-directed learning and guidance in non-formal open courses

Digital media and open educational resources (OER) are said to redraw the boundaries between learners and teachers, by weakening the centralization of expertise and the distribution of subject-matter authority. This paper presents the findings of an ethnographic study of how the use of OER mediates the relations between self-directed learners and facilitators in two online open courses offered at a non-formal educational organization. Findings highlight the different role played by OER in mediating the relations between learners and facilitators in the two courses. In one course, early-stage learners encountered difficulties in repurposing OER and needed help to move to a more advanced stage of conceptual understanding. In the other course, well-read participants used OER to develop an affinity space in which the facilitator was a fellow learner. The findings suggest that OER are better viewed as artifacts-in-interaction rather than resources to be delivered as they are to learners. Although facilitators at P2PU do not play the role of academic teachers, it is argued that the influence of OER on the facilitator role can have implications for that of the academic teachers as well.