Distance Guest Speakers in Online Synchronous Classrooms: Practical and Legal Considerations

Social work students increasingly are served by distance education, which necessitates the use of creative and innovative online teaching methods. An instructor embarking upon online teaching should consider interpersonal and technical issues, be familiar with the Family Education Rights and Privacy Act of 1974, and understand other legal implications related to recording a guest speaker. This paper offers an illustrative example and recommendations regarding the use of guest speakers who visit from a distance in a synchronous classroom.     

The “Living” Case: Structuring Storytelling to Increase Student Interest,Interaction, and Learning

Storytelling has always been a powerful form of teaching and continues to be a compelling way to build and communicate theory. Storytelling brings learning to life, helping students grasp the intricacies and nuances of today's challenging decision‐making environment. One form of classroom storytelling involves the use of guest speakers. Carefully selected guest speakers bring a unique credibility to the classroom. However, integrating guest speakers into the curriculum is not without challenges. For example, although they possess valuable experience, not all guest speakers are (1) engaging, (2) familiar with the course content and learning objectives, and (3) versed in effective pedagogy. According to student feedback, poorly planned guest speaker interactions can actually diminish the learning experience. Bringing greater structure to the guest speaker's visit can help mitigate these challenges and make the most out of precious class time and guest speaker experience. Structured storytelling via guest‐speaker‐specific case studies perform this role.

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Guest Speakers in School-Based Sexuality Education

This study, using data from a statewide survey (n = 332), examined teachers’ practices regarding the inclusion of guest speakers to cover sexuality content. More than half of teachers (58%) included guest speakers. In multivariate analyses, teachers who taught high school, had professional preparation in health education, or who received professional development covering sexually transmitted disease (STD) or pregnancy prevention had greater odds of including guest speakers (all p <.05). Teachers who included guest speakers covered more sexuality topics and were more likely to cover controversial topics (p <.05). Findings have implications for teachers, school policies, and organizations that offer sexual health education and outreach.     

马克思主义新闻观指导下的新闻传播史论与实践教学模式改革

文章以我院新闻与传播专业的人才培养为研究对象,探讨在马克思主义新闻观指导下进行新闻史论与实践教学模式改革的动力与方向,借鉴国内知名高校的马克思主义新闻观教育经验,反思我院传播学专业新闻史论和实践课程的教学模式,进而提出优化方案以深化高等教育教学改革。     

Mass communication and journalism faculty and their electronic communication with college students: A nationwide examination

Nearly 700 U.S. journalism and mass communication faculty reported their perceptions of student e-mail use via a Web-based survey. This nationwide study focused on content of e-mail received by faculty and made comparisons based on faculty gender. Nearly half of the respondents reported that they occasionally receive e-mails from students before a test or assignment is due claiming illness or some other emergency. Approximately 42% of the respondents receive e-mails from students that complain about grades. Additional results indicated significant differences based on instructor gender. Findings suggest the need for journalism and mass communication faculty to take a more active role in teaching students proper e-mail etiquette so students can overcome perceived gender stereotyping and communicate effectively in the workplace.     

新闻传媒类专业大学生就业能力培养的实践探索——以扬州大学新闻与传媒学院为例

大学生就业能力是指个人在大学期间通过学习而获得的成功谋取职业的综合能力。目前,新闻传媒类专业学生就业能力从个人主观因素上来讲,普遍存在实践与创新能力缺乏、语言沟通与文字表达能力不强、团队合作意识不足、职业规划能力欠缺等问题。高校要培养高质量的新闻传媒人才,必须面对媒体发展的实际需要,加大改革力度,从教学、观念、实训、实践、就业指导等方面进行实践探索,以提升新闻传媒类大学生的就业能力,促进其成功就业。     

Native Speaker and L2 User in Language Teaching

The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers.     

中介语语用学视角下大学生语用能力的培养及其测试

我国大学生英语语用能力的现状令人忧虑,大学生语用能力差与我们的教学理念、教学模式直接相关。必须积极探索培养大学生语用能力的有效途径,在大学英语考试中增加语用测试有其现实必要性。     

Preschoolers modulate contrastive inferences during online language comprehension

This study examined 4- and 5-year-olds' incremental interpretation of size adjectives, focusing on whether contrastive inferences are modulated by speaker behavior. Children (N = 120, 59 females, mostly White, tested between July, 2018 and August, 2019) encountered either a conventional or unconventional speaker who labeled objects in a correspondingly typical or atypical way. Critical utterances contained size adjectives (e.g., “Look at the big duck”). With conventional speakers, gaze measures indicated that children rapidly used the adjective to differentiate members of a contrasting pair, indicating that even 4-year-olds derive contrastive inferences. With unconventional speakers, contrastive inferences were delayed in processing. The findings demonstrate that preschoolers adjust their use of pragmatic cues when presented with evidence disconfirming their default assumptions about a speaker.     

Accelerating the College and Career Readiness of Diverse K–5 Literacy Learners

Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K–5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students.     

Self-assessment of the oral presentation competence: Effects of gender and student’s performance

Oral presentation competence is critical to graduates’ employability. Improving this competence involves developing self-assessment skills that help students to analyze their own performance. However, more research is needed on the factors affecting self-assessment of the oral presentation competence, such as the speaker’s confidence and the summative use of self-assessment that can act as a sort of incentive for students. A study with 201 students was carried out, focusing on a segmentation analysis and differentiating by gender and level of performance on the assessed competence.Results show that: (1) the existence of incentives is the only variable that significantly influences men’s self-assessment, whereas women’s self-assessment is basically conditioned by their confidence as speakers; and (2) the self-assessment of the worst speakers, rated by teachers, is influenced only by the existence of incentives, whereas the best speakers give themselves higher scores when they feel confident about speaking in public.     

论新闻传播学专业的“考研热”与高校学风建设

近年来,高等院校应届毕业生报考硕士研究生已成为各大城市每年冬季的独特风景。新闻传播学专业的学生不同于文史、理工类学生,有其鲜明的个性特点。当下在传媒类学生中悄然兴起的考研热潮也在持续升温,对新闻传播院系甚至整个高校的学风建设产生了较大的影响。这种影响既有积极的一面,也有消极的负面作用,唯有有效引导,方能兴利除弊。     

The Role of Sociolinguistics in English Teaching at College

Language is an important instrument for communication, which carries the cultural information and relates to the social structures and norms.As linguistics of real society, sociolinguistics has an inspirational aspect to English teaching at college.The essence of its theories should be applied to teaching, with the social context considered.Only through this way can students improve their sociocultural consciousness and communication ability, and become qualified foreign language speakers.     

新闻专业古代文学教学方法探析

在广播电视新闻专业中,<古代文学作品选>是一门具有集约特征的理论基础课,它兼有两种教育功能,即以提高人才的文化底蕴和整体素养为主的无形教育功能和以训练人才的认知、判断、表达、创造等实务能力为主的有形教育功能.为解决这门课课时少、相关配套知识欠缺等问题,在教学中,应运用拓展法、入境法、艺术归纳法、开放评价法、吟诵法等操作性强的教学技法,以培养集广博、精深、多能于一身的现代复合型传媒人才.     

Using a concept mapping strategy to improve the motivation of EFL students in Google Hangouts Peer-Tutoring Sessions with native speakers

This study examines four elements of learner motivation, attention, relevance, confidence, and satisfaction, in an EFL speaking course that uses the computer mediated communication (CMC) tool Google Hangouts. The study found that a preparatory concept mapping task before the CMC sessions improved students’ perceived attention, relevance, confidence, and satisfaction. However, follow-up reflective worksheets had no effect on perceived attention, relevance, confidence, or satisfaction. Instructors should use concept mapping in a pre-task to support learners engaged in CMC-based speaking activities with native and non-native speakers. When the students used concept mapping to prepare for the CMC-based speaking activities, they exhibited higher confidence in their oral practice activities with a native speaker.     

语块教学在高职高专英语口语课中的特殊意义

国外语言研究者在对英语母语者日常交际的大量语料分析后发现,英语言语中存在大量的词汇板块性结构,这些语言预制结构是交际者语言表达准确和流利的关键。基于这一发现,研究者们提出将语块作为教学单位,能提高学习者语言的地道和流利程度,增强其语感。笔者回顾了前人对语块的研究,将结合高职高专口语课的特点,探讨语块相关理论对提高口语教学效果和效率的特殊意义。     

Negotiating words and worlds: an autoethnography of linguistic identity development

This article presents an autoethnographic account of the author’s linguistic development as a speaker of African American Vernacular English (AAVE) and Standard American English (SAE). Historically, formal settings such as academic spaces have undervalued the use of AAVE; thus, creating tension for speakers of the language. In this study, the author reflects on her linguistic identity, and as a new doctoral student begins to interrogate her language beliefs and practices. This research is grounded in critical race theoretical perspectives and analyzes power, race, and language use for African Americans who speak AAVE and SAE. The author employs autoethnography methods to develop a narrative account of her experiences and reflect on the psychological and physical effects of code-switching and code-meshing as a student and teacher. This work can inform pedagogical approaches that support the teaching and learning needs of culturally and linguistically diverse students in urban classrooms.     

Peer assessment of oral presentations: effects of student gender,university affiliation and participation in the development of assessment criteria

Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, from a single university. This study examined grades awarded by 11 tutors (affiliated with four universities) to oral presentations delivered on a residential field course by second‐year undergraduate students from two universities studying environmental or biological disciplines. Student assessors awarded marks of fairly high precision (correlating strongly with tutor grades) but averaged 5% higher than their tutors (i.e. of only moderate accuracy). Marginally higher marks (circa 1.6%) were awarded by student assessors to speakers studying at the same university. Gender influences were detected as males tended to grade other male speakers very slightly more highly than female speakers. Marks from females were unaffected by speaker gender. Students who participated in the development of the assessment criteria did not achieve higher grades for their presentations. However, when these ‘participants’ were assessing, they awarded lower marks than their peers (i.e. closer to, but not as low as, those awarded by tutors). Lower marks were also awarded during the middle of sessions, possibly resulting from factors associated with motivation and attention of speakers and markers. Overall, the potential biases in marking by naive assessors examined in this study may influence the validity of marks generated by peer assessment schemes, but the experience of this type of assessment had positive effects on those involved.     

论提高英语口语表达能力的方法种种

提高英语口语表达能力,首先必须彻底理解口头表达的重要性;其次要弄清楚说与写之间的关系;第三要时刻注意着文化的因素;第四要善于应用修辞手段;第五要分析失败者的原因及成功者的方法。     

浅谈语用学与大学英语教学

我国的大学英语教学普遍存在着重知识轻能力的弊端.长期以来以教授语法、词汇为中心的教学模式,培养的学生只会做各种试题,机械地应付考试,面对实际应用时,听不懂,说不出,常常犯一些语用错误.在大学英语教学过程中应该注重培养学生的语用能力,从而提高学生的跨文化交际能力.