英语口语教学的三段论

英语口语水平的发展经历三个阶段。即：陈述性知识、程序性知识及程序性知识的重构阶段。英语口语教学应遵循英语口语水平的发展模式，实施初级(领会式)、中级(复用式)、高级(创造活用式)的三阶段教学原则。同时，在实际教学过程中应注意创造良好的语言环境，传授英美文化差异、语用规律及选择适当的教学材料，全面提高英语口语的教学质量。     

合作学习和英语口语流利性提高的实证研究

将合作学习这种课堂组织方式引入到英语口语课堂,以定量和定性相结合的方法,探讨合作学习对提高学生口语成绩尤其英语流利性的效果。结果表明,合作学习创造了更多的口语表达机会,促进了陈述性知识向程序性知识的转化,也有效地减轻了个体口语表达时的焦虑。学生的语速提高和非自然停顿次数的减少都达到了统计学上的意义,口语流利性也因此大大增强。     

Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection

The relevance of initial teacher education is a widely recognised concern. Researchers are striving to find innovative pedagogies that would better prepare student teachers for actual day-to-day teaching. In this study, a guided reflection procedure is presented that aimed to support student teachers in constructing practical knowledge and linking this with research-generated knowledge. In all, 21 student teachers at an Estonian university participated in the guided reflection procedure. Their lessons were video recorded, two meaningful events (one empowering and one challenging) selected, and oral (alone or with a peer or supervisor) and written reflections carried out. Differences between students’ practical knowledge as presented in (1) oral and written reflections and (2) in three oral reflection conditions were investigated. Results indicated that the procedure supports the construction of different types of practical knowledge. Moreover, the practical knowledge gained could be more easily transferred to other situations when the oral reflection was carried out with a peer or supervisor.     

Teacher knowledge about oral English instruction and teacher profiles: an EFL perspective

Teacher knowledge, as an important cognitive basis of teaching, has attracted tremendous attention in educational research in the last few decades. This study examines whether teachers’ self-perceived knowledge about oral English teaching differs with regard to their professional profiles in the English as a Foreign Language (EFL) context in China. A sample of 527 teachers from 56 universities in 29 cities across the country responded to a self-report questionnaire. Thirty teachers were interviewed. Teachers’ self-perceived knowledge was assessed by two factors: pedagogical content knowledge about oral English teaching (PCK) and knowledge of students’ oral English characteristics (KOS). The reliability and validity of the instrument are tested and presented. Results showed that EFL teachers generally reported having insufficient PCK and KOS. ANOVA and t-tests revealed no significant knowledge difference among teachers with different teaching experiences, training and overseas exposure. However, teachers’ learning experiences, self-perceived speaking ability and familiarity with teaching methodologies were found to influence teacher knowledge in a significant way. The findings highlight the need for the development of teacher knowledge about oral English teaching in the EFL contexts. Suggestions for further research are provided.     

Strategies for Developing Oral Ability in the Context of SL

This paper discusses how to develop the learners' oral ability.It is suggested that we should stimulate the leamers' motivation to talk,introduce cultural background knowledge and prag matic knowledge,using task-based activities and interview and topic talking in oral lessons.     

词汇知识对口语交际的影响研究

本研究旨在调查词汇知识在口语交际中的作用。重点考察词汇知识的三个基本层面,即语音层面、词的形、义层面,搭配层面。通过同口语交际中其他方面知识(如语法知识,语义知识,语用知识)的比较,发现词汇知识是经常影响到口语交际的重要因素。对语义的理解则是影响口语交际的必然因素。本研究的语义仅指完整的话语之意义,以区分词汇意义。而在词汇知识方面,对词汇意义的理解和掌握对口语交际具有重大影响。其教学意义是:大学英语教学应该注重扩大学生的积极性词汇(应用性词汇),把学生培养成目的语的积极使用者,而不是消极或被动的接受者。     

口译技巧中的图式理论研究

本研究试图通过有关背景知识的口译实验,探讨背景知识(即图式)对英汉口译过程的影响。研究结果表明:背景知识有助于提高口译成效;口译成效与英文语言水平相关,但语言水平的缺陷可以通过背景知识来弥补。     

Proximal and Distal Predictors of Reading Comprehension: Evidence from Young Korean Readers

The present study investigated proximal and distal predictors of reading comprehension by including latent factors such as alphabet knowledge, phonological awareness, semantic knowledge, word reading, oral reading fluency, and reading comprehension. The sample consisted of 79 five-year-old Korean-monolingual children who were assessed at the end of the school year. The results showed that alphabet knowledge, phonological awareness, and semantic knowledge latent variables were all positively and highly related to word-reading skills, but phonological awareness made a unique contribution above and beyond alphabet knowledge and semantic knowledge. Word reading was highly related to oral reading fluency and directly related to reading comprehension. Oral reading fluency, although a separate construct from word reading accuracy, was not uniquely related to reading comprehension after accounting for the effects of word reading and semantic knowledge. Semantic knowledge was fairly strongly and uniquely related to reading comprehension.     

Infusing assessment into mathematics content courses for pre-service elementary school teachers

The present study aims to explore the use of assessment in mathematics content courses for future elementary school teachers. Analysis of self assessment data on mathematical understanding and peer assessment data on oral mathematical presentation showed that pre-service teachers had a balanced understanding of procedural knowledge and problem solving. Conceptual understanding was not in the structure of pre-service teachers’ mathematical knowledge. Understandings of conceptual knowledge, procedural knowledge, and problem solving had no meaningful effects on gains in mathematics performance. Aspects of oral mathematical presentation were associated with improved understanding of procedural knowledge and in particular conceptual knowledge. The result of the study calls for a conceptual approach to mathematical knowledge and sufficient mathematical problem solving in college-level mathematics content courses and in particular the infusion of assessment into college-level mathematics education for pre-service teachers.     

关于高校开展口腔健康教育方法的探讨

高校是开展口腔健康教育的一个重要场所。在高校应不以口腔健康教育课和门诊健康教育为主，辅以宣传专栏、大众传媒的教育方法，才能够有效促进大学生从知识、态度、信念到行为上的转变，达到实施口腔健康教育的最终目的。