Pre-service English as a foreign language teachers' perceptions of the relationship between multiple intelligences and foreign language learning

The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about which type(s) of multiple intelligence(s) play a role in foreign language learning. The findings of the study indicated that virtually all participants (97%) agreed on making use of all intelligence types in the process of foreign language learning and linguistic intelligence alone does not guarantee success in learning a foreign language. The results of the study also illustrate that multiple intelligences and foreign language learning have an ongoing, complex, and interactive relationship. Finally, a foreign language learning discipline MI profile is suggested.     

The effects of a game-enhanced learning intervention on foreign language learning

Educational technology research and development - The rich multimedia-enhanced language content offered by modern commercial off-the-shelf games and students’ interest in playing such games...     

论移情及其在外语学习中的作用

论述什么是移情,移情与文化休克的关系,移情在文化差异敏感性中的地位.并详细探讨了移情在英汉两种语言的语音、词汇、语法、语义各个层次上的对比,提出了移情的双向原则和一些培养方法.     

高校二外俄语学习动机研究

外语学习动机备受研究者和教育工作者关注和研究,但有关二外俄语学习动机研究较少。本文对二外俄语学习动机类型、动机现状及影响学生动机因素进行分析,得出如下结论:外在和内在因素使学生二外俄语学习动机明显缺失。笔者建议,社会、学校、教师和学生应该积极配合,采取相关措施,强化学生学习动机,落实双语教学。     

外语课堂多模态语篇设计及其功能理据探究简

现代技术交流环境改变了人们的认知模式,传统的外语课堂单模态语篇设计已经被不同符号模态编码设计所取代,其中系统功能理论对不同视觉、听觉和动觉／触觉模态编码的信息交换起着重要的理论支撑作用。以《高级英语》为例,探讨外语课堂多模态语篇设计,以及相关的系统功能理据。     

论语言环境与外语学习

学习者所处语言环境对外语学习效果有着重要的影响,中国学生虽然从小学到大学接近十年一直不间断学习外语,但收效并不明显,主要是学生缺乏很好的语言环境。本文主要从分析学生外语学习中的语言环境因素,并将这一原理应用于外语学习与教学当中,以提高学生外语学习效率。     

学习迁移理论在德语二外教学中的应用研究

随着经济全球化的发展,各国贸易日渐频繁,国家之间的关系随之密切,外语教学的地位显著提升。我国各高校都开设有第二外语专业,且历史悠久、经验丰富。在第二外语的学习过程中,语言迁移的影响很大。德语是我国很重视的第二外语,随着语言学的发展和教育水平的提高,德语教学取得了前所未有的成绩,但还存在一些问题。因此,如何有效利用语言迁移策略提高德语教学的质量是外语教育者思考的重要课题。本文对迁移的概念和内涵进行了阐述,指出了德语中语言迁移想象的体现,分析了语言迁移对于德语教学的重要意义,提出了借助语言迁移理论指导德语教学的有效措施。     

学习策略在外语学习中的作用

文章运用定量研究的方法,调查了来自宁夏四所高校非英语专业学生的学习策略使用情瓦和学习策略与学习成绩的相关关系,并就此提出了一些教学措施与建议。     

Exploring students' learning challenges in environmental education

There is growing recognition of the significance of learning within debates about sustainable development. Within the field of environmental education research, however, there has been insufficient attention given to questions of learners and learning. In the light of this situation, this paper reports findings from two studies (one in England, the other in Sweden) that focused specifically on learners' experiences of and responses to environmental curricula in secondary school and higher education. Three kinds of learning challenges that can be experienced by students on environmental education courses are outlined and discussed. The main purpose of the paper is to highlight the complexity of the learning experience within environmental education and to draw attention to the need for improved research‐based understandings of environmental learning processes.     

中国高中和大学学生英语语音变体偏好研究

本文旨在探讨中国学生对于英语母语变体的态度和偏好,研究者用问卷调查和采访的方式对来自高中和大学的四十名学生进行了数据收集。结果发现,高中生更加偏好英式英语;大学生对于英式和美式两种母语变体的偏好基本持平。在偏好英式英语的学生当中,教师影响因素占有较大比重;而偏好美式英语的学生多受到美国文化的影响。     

大学教师教学观与大学生学习风格的相关研究

教师的教学观和大学生学习风格是教学研究中非常重要的课题。本文主要运用笔者自编的“大学生学习方式量袈’以及在对国外几个有关教学观调查量表基础上设计的“教师教学观量表”,调查了西安交通大学2003级504名本科生的学习风格以及他们感知的教师的教学观的基本情况,在此基础上,从学生的视角探讨了教师教学观与学生学习风格之间的关系。研究表明：教师的教学观可以分为两类,即信息传递的教学观和促进学习的教学观;教师的教学观对学生的学习风格具有显著影响。当教师持信息传递的教学观,认为教学仅仅是以传递知识为目的时,学生更可能采用再现导向的学习方式,这将不利于学生学习成绩的提高;当教师持促进学习的教学观,认为教学的目的在于帮助学生发展并改变自己的观念时,学生就会倾向于采用意义导向和情景导向的学习方式,这将有利于学生学习成绩的提高。     

非英语专业大一新生外语学习策略使用情况的调查分析

大一新生英语学习策略培养体系的建立是以学习者的策略使用情况的整体评估为基础的,本研究关注的大一新生英语语言策略运用的整体面貌和特征以及语言学习策略与学习者高考成绩的相关性。基于对最终调查数据的整理分析,提炼结论,进而为形成大学新生的语言学习策略培养方向和培训子项目提供依据。     

高校外语专业学生语言学习策略应用研究

针对高校外语专业学生,使用Oxford设计的“语言学习策略量表”调查其语言学习策略使用情形,探讨其“就读年级”和“外文程度”两变量对学习策略的影响。结果显示,外语专业学生使用语言学习策略之频率整体而言为中等程度,其策略使用范畴排序则为情意、社会、补偿、元认知、认知和记忆策略。“就读年级”和“外文程度”两个变数中只有“外文程度”对整体语言学习策略使用具有显著性的差异,而“就读年级”和“外文程度”对于个别策略范畴则有不同程度的影响。最后讨论如何在课堂上训练学生使用语言学习策略。     

外语学习动机及其激发与培养策略

动机作为语言学习诸个因素中最具有能动性的主观因素之一,对学习效率的影响不容忽视。通过对外语学习动机的释义、类型的分类,对教师在外语教学过程中激发和培养外语习得者的学习动机的做法加以归纳和探讨。     

外语学习过程中的学习策略培养模式

外语教学的历史是一部不断探询一种万灵的教学方法的历史。传统外语教学主要是强调教师建立在语言层面上教学方法的科学性和合理性,忽视了学习者因个体差异而采用的不同学习策略。在外语教学过程中,如何发现和培养学习者的学习策略成为当今外语教学过程中的重要环节。本文的目的主要是介绍外语学习过程中的学习策略以及六种不同学习策略培训模式。文章首先介绍了什么是学习策略,然后对策略培训培养模式的具体方法和利弊进行了初步探讨,并主张在外语教学过程中融入以策略培养为基础的教学模式。     

Instructional practices and self-regulated learning in Chinese language classes

This study investigated the relation between teachers’ instructional practices and students’ self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess the students’ reading performance and a self-reported questionnaire measured their perception of reading instruction, strategy use and reading motivation. Classroom observations and in-depth interviews were conducted in one class at each school to explore what and how instructional practices supported or impeded SRL in real contexts. The findings of this study generally support the positive relation between SRL-based instruction and Chinese students’ SRL. Among the four instructional variables, instrumental support from teachers showed the strongest relation with students’ strategy use, motivation and RC. The degree of autonomy was low in Chinese language classes and was associated with students’ negative reading behaviours.     

Relations between teachers' approaches to teaching and students' approaches to learning

This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning. More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject. Conversely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions. The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire. These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities. The results complete a chain of relations from teacher thinking to the outcomes of student learning. Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching. Numerous studies have shown correlations between students' deeper approaches to learning and higher quality learning outcomes. The results reported here link these two sets of studies. They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmission teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching.     

期望价值理论及其在外语学习动机研究中的应用

期望价值理论是现代动机研究中最有影响的理论之一.它认为人们的行为动机取决于行为目标的价值以及对目标的期望值.外语学习动机是外语学习者个体因素中最具能动性的因素之一.运用期望价值理论研究外语学习动机可以找出新的动机因素,提出新的研究途径,具有理论意义和实际应用价值.     

外语学习过程中的阶段性问题探析

通过对外语学习过程中的初始状态和稳定状态的研究,探索学习者在心理和生理方面在语言学习过程中不同层面上的表现。把未形成清晰的语言概念视为语言学习的初始阶段,而把掌握语言概念看作是语言学习的成熟阶段,这其中以是否形成语言的直觉判断作为语言学习阶段的分界点。     

微时代环境中高校外语教师素质提升的“微途径”探究

近年来,微博、微信、微电影、微小说等一系列"微家族"成员的出现标志着我们进入了名副其实的"微时代",海量信息资源为高校外语教学带来便利的同时也使得传统的教学模式面临不小的挑战,高校外语教师亟须调整教学方法、加强学习来提升自身素质。在此背景下,对微时代特征及其对目前外语教学造成影响进行分析,尝试探讨适应新形势的高校外语教师素质提升的"微途径",即微互动、微评估和微平台。