二语习得理论及其对提高外语教学的启示

英语学习中的二语习得和学得概念并不是对立的,它们之间存在着内在的关系性。这种关系性对外语教学具有一定的启示:即不可忽视的基本语法;使用可行性的和得体性的语言;营造适宜的语言学习环境。     

Disciplinary enculturation experiences of five East Asian doctoral students in US-based second language studies programmes

This study reports on the non-discursive aspects of the disciplinary enculturation experiences of five international doctoral students from East Asia in three Second Language studies graduate programmes in the United States. Based largely on interview data, this study examined how students participate in their graduate discourse communities and what may contribute to or hinder academic success. It appeared that the kinds of social capital accrued through social ties and networks are key to students' successful disciplinary enculturation, suggesting the importance of establishing positive personal interactions and locating oneself within supportive discourse community contexts. The present study also sheds light on the issue that disciplinary enculturation is an inherent cultural practice, which may not favour students who do not adopt mainstream socio-academic conventions.     

试析美国双语教育政策的演变

美国双语教育有三方面的目的：更多更好地快速学会英语；更好掌握学校课程；培养学生自尊心以使他们取得更好的学业成绩，并减少极学现象。本文将以这三个目的为基础，从母语对第二语言习得是促进还是干扰、要多元文化还是要统一一种语言的共同文化、如何平衡学业指导目标与语言发展计划三方面，分析其对美国双语教育政策演变的影响。     

美国应用型外语人才培养模式对我国的启示

美国外语人才培养模式的重要特征之一是"语言加区域知识"."语言"是指那些对美国安全、经济发展、科学研究和全球竞争力至关重要的语言和方言."区域知识"是指是以某个学科领域为基础的,以区域、地区和国家为关注重心的跨学科知识.这种应用型人才培养模式为美国培养了大批专业人才,对我国的外语教育有一定的借鉴意义.     

Processing instruction in helping map forms and meaning in second language acquisition of English simple past

In the first phase of this study, how English simple past is being taught in the classroom was examined through a questionnaire. The findings report how primary and secondary teachers perceived the difficulties faced by Cantonese English as a second language learners when acquiring English simple past, and the dominant teaching approaches or strategies used to address the problems. The second phase of the study examined the role of explicit instruction versus implicit instruction by involving primary 2 students being taught using three different forms of pedagogical intervention: processing instruction, traditional instruction, and implicit instruction. Findings show that the processing instruction group had significant improvement from pretest to posttest in the interpretation task, and they also obtained the greatest gains. In the production task, both processing instruction and traditional instruction groups obtained greatest gains and their improvement was significant. Explicit instruction was found to be more effective than implicit instruction in second language acquisition of English simple past.     

母语对二语习得的积极作用及其策略运用

近年来，国内外很多学者都意识到母语对二语习得的积极作用不容忽视。文章着重从母语思维与母语知识两个角度分析了母语对二语习得的积极作用，并对相应母语策略在教学中如何运用进行探讨。     

Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students

This study examines teachers’ beliefs regarding linguistic diversity and their approaches to teaching Spanish as a second language (SSL) in the inclusion of immigrant students whose first language is not Spanish. Grounded in a qualitative study in multicultural schools in Andalusia (Spain), we compared the voices of two groups of teachers: regular teachers and specialist language teachers. Teachers reflected monolingual beliefs -from assimilationist to deficit approaches- and attached great importance to the role that SSL has for immigrant students. Results indicated the need for professional development for teachers to promote multilingualism based on beliefs of language-as-resource or language-as-right.     

Expertise reversal effect and sequencing of learning tasks in online English as a second language learning environment

The aim of this paper is to examine the effects of sequencing instructional materials and learners' prior knowledge on learning ESL (English as a second language) through an online learning course. 121 fifth-grade students from an elementary school in Korea participated in the study. Each participant was allocated to one cell of a 2?×?2 between-subjects factorial design, with an instructional format (i.e. sequential or concurrent) as a first factor, and prior knowledge (i.e. high or low) as a second factor. Instructions of the words and grammar rules were allocated to each page for the sequential group, whereas integrated on a single page for the concurrent group. The result indicates that the sequential instruction of words followed by grammar explanations was more effective for the students with higher levels of prior knowledge than the concurrent presentation. The reverse was also found for the students with lower levels of prior knowledge in English. There are four possible explanations for the results. First, split-attention effect, temporal-contiguity effect, or transient information effect might occur. Second, worked-example effect might occur and over-ride the effect of sequencing. Third, intrinsic and extraneous cognitive load might intertwine each other. Last, the levels of element interactivity in two instructional formats might be different from each other. The implications for instructional designers and future research are discussed.     

漂泊离散与文化认同——余光中在美期间散文创作特质考察

本文将余光中在美期间散文创作纳入漂泊离散理论的考察视野。认为余光中在生活经验层面上寻找自我归宿、在东西方文化对立中进行文化思索,在异国主流文化中确立文化归属这3个层面上完成文化认同,体现有着"中华文化本位"的离散作家的特质。     

中美两国对外语言教学的比较与思考

本文从方针、政策、组织机构、教学环境、考试评估、奖学金制度等方面对中、美两国对外语言教学进行了比较、分析，剖析了美国对外语言教学的成功经验，指出了中国对外汉语教学还不完善的方面，并提出了相应的改进措施，以使中国的对外汉语教学沿着科学化和规范化的道路健康发展。     

Decisions to enter and continue in the teaching profession: Evidence from a sample of U.S. secondary STEM teacher candidates

Given its prevalence and cost it is imperative to identify predictors of early career teacher turnover intentions and behavior. During their final year as education majors, 311 US, STEM Secondary Education students rated their student teaching experience, the strength of their teacher identity, and their intent to enter the teaching profession. Within 1–3 years after graduating 191 of them reported whether they remained in the teaching profession. One's identity as a teacher, as well as the perceived quality of student teaching experiences, predicted both intent and actual entry into the teaching profession. Furthermore, teacher identity mediated the relationship between student teaching satisfaction and outcomes.     

20世纪后半叶美伊关系简析

美国与伊朗的关系曾出现过蜜月期,其主要是在二战以后发展起来的,发展动力是两国各自所需:美国应对苏联扩张并排挤英国需要伊朗的合作,而伊朗为了摆脱苏联的压制和提升国际地位也需要美国支持。为了取悦西方,伊朗政权进行了西化改革,这致使伊朗国内政治力量间的矛盾也日益激化起来,最终导致1970年代末伊朗伊斯兰革命的爆发和人质危机的出现。美伊关系遂陷入敌对。80年代,伊朗实施革命输出政策,美国利用伊拉克遏制伊朗,两国关系继续恶化。90年代,美国对伊朗和伊拉克同时进行遏制,并制定了针对伊朗的新的制裁法案,尽管两国均时而不时地表达善意,但两国的利益冲突始终严重制约着两国关系的发展。