高职高专英语分级教学模式与学生应用能力培养

高职高专英语教学改革的当务之急是大力提高学生的英语应用能力,其目的在于提升高职高专学生的职业竞争力;自然班教学模式由于忽略了学生的个体差异,因而难以实现对学生英语应用能力的培养;英语分级教学以因材施教、二语习得理论及最近发展区理论为其理论基础,在实践中也得到广泛验证,是大力提高英语应用能力的有效途径。     

基于学习者个体差异的二语习得与外语教学研究

该文阐述了个体差异与二语习得的联系与影响：学习者个体差异对二语习得过程产生重要的影响,改善优化个体差异有助于提升二语习得绩效;教育者教学过程与教学策略与学习者二语习得过程产生联动,并密切影响其习得绩效。基于学习者个体差异,教育部门应切实改革现今的外语教育评价体系和课程设置体系,建立“基于学生个体差异的教学评价体系”,还应针对学习者个体差异特征,设置适合不同学习者的课程体系,因材施教,切实提高外语教学水平与质量。     

中介语语用学研究的新成果——《第二语言的语用发展》评介

《第二语言的语用发展》是第一部系统地介绍第二语言学习者语用习得过程的专著。该书系统地介绍了二语语用习得的理论模式、研究方法；探讨了影响二语语用习得的因素，如语法能力、学习环境、教学以及学习者个体差异等在二语语用发展过程中的作用。     

学习者个体差异与二语习得

在介绍学习者个体差异的内容和研究方法基础上，重点分析了学习者个体差异中年龄、动机、语言学能、认知方式、性格等五个最主要的因素与二语习得的关系，归纳了其中的研究成果，指出其中存在的问题或发展趋势。虽然学习者个体差异研究方法各异，各种调查结果也不尽相同，但它们在二语习得系统中起着至关重要的作用，并已成为二语习得模式中不可缺少的一部分，所以还探讨了二语习得中学习者个体差异研究的框架结构。     

“天赋还是毅力”——毅力假说对二语习得的启示

智商型人才在所有专业领域取得成就的重要性已经得到公认,但是人们对预测成功的其他个体因素知之甚少。尤其是在二语习得中个体差异的因素中,没有涉及“毅力(grit)”这一因素。目前性格特征“毅力”引起了国内外教育研究者的广泛关注和讨论。文章对毅力概念内涵、毅力假设及二语习得与毅力关系进行了系统的梳理与讨论,通过分析和总结现有发现,指出未来二语习得个体因素的发展方向,提出“毅力”对二语习得教学的重要启示。     

大学英语词汇教学的应用研究——原形范畴理论视角

通过对98名汉语言文学专业学生的英语词汇学习策略进行问卷调查并对其词汇教学进行实验,观察他们在不同词汇策略使用后的词汇习得效果。研究发现,原形范畴理论应用于二语词汇教学,能有效提高学习者的词汇学习能力。研究还发现,原型范畴理论在二语词汇课堂中的应用能高效地帮助学习者习得名词,动词和形容词,有助于扩大他们的词汇量,加深他们词汇习得的深度。     

年龄与二语习得

年龄是影响第二语言习得效果个体差异的重要因素之一。许多心理学家、应用语言学家和教育家十分关注年龄对二语习得的影响,他们用大量的时间从不同的角度,选择不同的列象研究年龄和第二语言习得的关系,但研究的结果并不一致,甚至产生了一些相互矛盾的结论。如有人认为二语学习应从儿童开始,因为儿童比成人发音习得效果要好;也有人认为成人理解能力强,故更有利于二语学习;还有一些人认为,无论何时开始学第二语言没有关系,只要努力学习,都能同样成功地掌握第二语言。     

个体差异对二语习得的影响

在第二语言习得过程中,个体差异对二语习得有很大的影响.个体差异因素包括年龄、语言学能、学习动机和学习策略等.通过对几个因素的研究,可以了解各个因素在二语习得中所起的作用,有利于教师因材施教,学生因人而学.     

二语习得者个体差异因素

个体差异是客观存在的个体因素,个体差异因素主要有学习风格、学习策略和情感变量,这些因素都在很大程度上影响着二语习得。个体差异研究体现了以人为本的指导思想,反映在外语教学中要尊重个体差异,实施动态课堂教学。     

基于二语教学的手势研究评述

近几年,我国学者将手势应用于二语课堂的教学之中,发现其对学生的二语习得具有积极作用,尤其是在二语词汇习得方面。越来越多的学者也在关注二语语法学习、二语听力学习。文章基于国内外手势研究理论,从二语习得角度,分二语教学领域理论假设、二语词汇和语法习得产出、二语词汇和语法教学输入三个方向开展关于手势在二语课堂教学的研究综述,再从研究设计、研究方向、基础教育阶段的应用三方面对今后的研究进行展望。     

外语学习焦虑和大学英语课堂参与研究

英语是实践性很强的一门课程,英语技能的形成要靠大量的课堂活动。现实大学英语课堂教学中,由于语言学习焦虑的存在,学生们对在课堂上的参与往往感到紧张和害怕。如何克服焦虑,提高学生们参与课堂活动的积极性,进而提高课堂学习效果,值得探讨和研究。克服课堂焦虑首先应注意课堂气氛、师生关系,其次还应该注重对学生自我效能感的训练和学习动机的培养,从而达到最佳的教学效果。     

Using Picture Books as Paired Texts to Teach Educational Theories

Picture books, when used thoughtfully and artfully, can teach theories to graduate students in literacy and foreign language education. In this article, the authors described how a pair of picture books is used to teach Vygotsky's Zone of Proximal Development and Krashen's Input Hypothesis in the fields of literacy education and applied linguistics. The authors first introduced the theoretical foundation and rationale of using picture books as paired texts to teach educational theories. Then, from a macroperspective, they described the procedures of designing a class activity with paired picture books. Next, they provided language teachers and educators with a specific sample in which materials, objective, and specific instructional steps are clearly listed. In the end, the authors explained how the article contributes to the field from three perspectives: first, it offers a helpful strategy to language educators who make instruction of theories to graduate students easier; second, it provides insights to language and content area teachers on teaching across the curriculum by using picture books; third, it suggests how teachers can pair other learning mediators with picture books to improve student learning.     

汉语特点及其学习规律初探

近些年来,汉语教学界已经逐步认识到,教汉语学汉语必须从汉语自身的特点出发,切不可盲目照搬其它语言特别是印欧系语言学习的模式.可是,时至今日我们并不完全清楚汉语的特点及其学习规律到底有哪些,也就无法找到教学汉语的真正路子.现在,我们迫切需要借鉴和整合相关的学术资源,从汉语自身的特点及其规律中来研究和发现汉语学习应有的一些规律和方法,为中外学子学习汉语指明一条高效的学习路子.     

Students’ English Learning Anxiety in Senior High School

Since 1970s,the research on second language acquisition has been developed with times.The research focus of lLanguage teach ing has shifted from the study of how to teach students to how to learn for students,with particular attention to explore the influence that students’psychological factors such as learning motivation,learning attitude and learning anxiety have on learning outcomes.Among those emotional variables,anxiety is considered to be one of the most critical psychological variables.English classroom anxiety is different from the ordinary classroom anxiety and receives much attention from scholars.Horwiz(1986) pointed out that foreign language anxiety is a unique phenomenon in language learning.In China,English learning in senior high school is a very important period.It is a common phenomenon to see students behaving anxiously in the English class.Therefore,the anxiety in the English class of senior high school de serves attention.This paper will analyze the main reasons of students’anxiety and points out several effectively methods to relieve their anxiety so as to enhance English classroom teaching and learning effect.     

师范专科院校非英语专业学生外语学习动机研究

动机是影响语言学习成功的一个重要因素,从不同层面可分为:融合性动机与工具型动机,内在动机和外在动机等。师范专科院校非英语专业学生的英语水平层次不齐,学习英语的兴趣也不浓。因此,文章对师范专科院校非英语专业学生外语学习的动机作了研究分析,以帮助教师理解学生个体差异,激发学生学习外语的主动性和积极性,进一步促进师范专科院校非英语专业的外语教学工作。     

加强学法指导 全面提高学生的英语素质

教学活动的主体是学生,教师不仅要提高教学水平,更要充分发挥学生的主体作用。在中学英语教学中,教师应注重学生学习能力的培养,帮助其掌握科学的学习方法,从而提高外语教学的效率和学生的学习水平。     

The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class

ABSTRACT

Flipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement.     

Creating Spaces for Reflection on Learning to Teach a Foreign Language through Open Journals: A Canadian-Dutch self-study

This article describes a collaborative self-study undertaken by two teacher educators who sought to examine the impact of writing reflective journals and sharing them with students in their foreign language methodology classes. The study documents the process of undertaking the typical student assignment of keeping a reflective journal and making it available to students as a form of modeling. Findings include much greater understanding of the complexities of reflective writing, the discovery of a new space for discussions about learning to teach, and a much greater awareness of the importance of deliberate, explicit exchanges in teacher education classes.     

Kenyan Secondary Teachers’ and Principals’ Perspectives and Strategies on Teaching and Learning with Large Classes

The reality that teachers in developing countries teach large, and even overcrowded classes, is daunting and one that may not go away any time soon. Class size in Kenyan public secondary schools is generally 40–59 students per class. This article reports initial findings on teachers’ and principals’ perspectives related to large classes. We used questionnaires, interviews and classroom observation data to examine teachers’ and principals’ perspectives regarding their capacities to teach and manage large classes; what challenges large class sizes present; and what additional supports teachers and principals perceive to be necessary. Both teachers and principals reported that the current class size has a negative impact on teaching and learning. Additionally, both teachers and principals cited a need for more support in the form of (a) professional development; (b) workload reduction; and (c) increased resources. These areas of support could help to mediate the effects of large class size, including an almost sole reliance on lecturing with little teacher-to-student and studentto-student interaction.     

英语兴趣小组的建立及实践探索

外语教学一直为大家所关注,它作为一门外来语言,教与学有其自身的特点。课堂教学只是其中一部分,而课外的学习也是举足轻重的。外语兴趣小组突出在于＂兴趣＂上,而不是在于＂外语＂上。要让学生对外语学习产生兴趣,在有兴趣的基础上学习外语,从而达到学好外语的目的。外语兴趣小组作为一种课外类型的辅导不能像课堂教学那样从正面对学生进行词汇的增加、语法的讲解、知识点的灌输,而要从侧面进行疏导。但又不能脱离教材,要结合教材,有一定的连贯性,对课堂教学形成一种互补。笔者通过一年半的探讨,初步构建了外语兴趣小组的辅导模式。