语言焦虑与大学英语学习关系初探

本文以分析有关语言焦虑的理论为基础,分析了焦虑产生的主要原因及其对教学的影响,通过学生英语语言学习焦虑各个项目焦虑情况的翔实统计分析,提出克服焦虑负面作用的策略从而促进大学英语学习,同时探讨减轻学生大学英语学习焦虑的方法。     

高职公外英语教师信念现状分析——基于课堂观摩和访谈法的研究

国外对英语教师信念的研究已有一定规模,但在国内尚属起步阶段,尤其是对高职院校公外部英语教师信念与教学的研究极少。作者通过对8名高职公外部英语教师的课堂观摩及访谈,从教师的语言理解、英语学习和教学、影响教学信念的因素,以及高成效教学信念等方面探讨教师信念对高职公共英语教学的意义。     

语言学习观念在歧义容忍度和英语学习成效之间的中介效应研究

研究以354名非英语专业大学生为受试对象,通过问卷调查的方式探讨语言学习信念在歧义容忍度和英语学习成效之间的中介效应。研究结果表明:英语学习成效直接影响歧义容忍度,前者能较好地预测后者;歧义容忍度能较好地预测语言学习信念;语言学习信念中的策略运用、语言学习动机在歧义容忍度和英语学习成效之间具有相同的中介作用,歧义容忍度通过策略运用、语言学习动机间接影响英语学习成效。     

语言学习信念研究综述

语言学习信念是个体差异的重要内容,对语言学习的影响不可低估。国内外有关语言学习信念的研究层出不穷。综观大量文献,语言学习信念的研究主要集中在以下两个层面：研究内容和研究方法。研究内容涉及：（1）语言学习信念体系研究;（2）语言学习信念与其他学习因素关系研究;（3）语言学习信念稳定性研究;（4）语言学习信念干预研究。研究方法可以分为定量研究和定性研究。特别是在国内,语言学习信念研究有待进一步深入,本文从三个层面提出了语言学习信念的研究展望。     

英语学习策略的调查和分析

影响学习者学习语言的因素有许多,在诸多因素中,学习策略是影响语言学习的一个决定性因素。正确使用学习策略有利于英语学习的成功,而英语学习的成功又反过来影响学习策略的使用。本文通过对中学生和大学生英语学习策略的调查,揭示了策略和学习成效的关系。     

大学英语教师的教学信念与教学方法个案研究

通过访谈和课堂实录等手段,对大学英语教师所持有的教学信念及其在课堂中采用的教学方法进行了个案分析。研究发现,大学英语教师持有的教学信念与他们所采用的教学方法密切相关．且教师的教学信念是一个复杂而变化的体系,主要受教师本人的学习经历、教育教学经历以及学生行为等内部和外部因素的影响和制约。文章对于教师更新教学理念,改进教学方法,促进教师职业发展等具有指导意义。     

英语学习心理规律与英语语言能力

由于语言学习环境、学生的思维方式及知识结构等因素,大学英语学习有其特殊的规律。大学英语学习分为感知领悟、巩固记忆、模拟交际、实际应用等阶段,对词汇的言、形、义、搭配、语言文化进行系统的分析、教学,把语法教学融入词汇与语篇教学中,学生会很快形成一定的英语语言能力并上升为灵活运用英语的交际能力,达到学习英语的最终目的。     

大学新生英语学习的问题与对策

大学的英语学习不同于中学的英语学习。为了提高自身的英语水平,大学新生必须学会在不同的学习阶段明确英语学习的目的,转变英语学习的观念以及调整学习的方法。文章通过分析大学新生英语学习中存在的问题,探寻提高他们英语学习效果的对策。     

如何培养农村中学生学习英语的兴趣

英语是中学必修课之一．但由于各方面的因素．学生们对英语并不感兴趣．甚至有放弃英语的念头。英语作为我们的第二语言．受生活习惯、中外文化差异、缺乏语言环境等因素的影响,学生对此并不感兴趣。还有一种原因就是,在农村学生、家长也不重视孩子学习．没有意识至Ⅱ英语知识对孩子的重要性．甚至有的家长对孩子的学习情况不闻不问．从而导致很多学生甚至放弃了英语学习。笔者发现学生进入初中阶段．虽在小学接触到英语．但他们的英语水平参差不齐。     

小学英语教学风格构建 对学生语言学习的影响

小学阶段是小学生接触英语的初级阶段,在此阶段小学生英语学习、驾驭的能力和水平不高,而英语教师的教学风格对于小学生的英语语言学习有重要影响,本文主要分析小学英语的教学风格的构建及其对学生的语言学习产生的影响。     

英语专业新生语言学习观念差异的影响因素分析

通过对某大学英语专业新生语言学习观念的问卷调查,采用定量分析方法分析了新生语言学习观念差异背后的原因.分析结果表明,当今大学生对语言学习本质的理解更全面,他们意识到语言学习不仅要学语法、词汇而且要提高综合技能,尤其是交际能力的培养;他们的工具型动机较弱而融入型动机较强;不同外语水平的学生只在语言学习本质、语言学习动机观念上存在显著性差异.     

Pre-service EFL teachers’ beliefs about foreign language learning

Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students’ beliefs about language learning. This article reports on a study of beliefs held by 217 full-time undergraduate students (142 females and 75 males) enrolled in English Language Teaching (ELT) programmes at seven state universities in Turkey. Horwitz’ BALLI was used to collect data. The data reveal that where some of the results carried by pre-service teachers might surprise language teaching educators and teacher trainers, some others probably confirm their experiences and intuitions.     

Chopsticks and clothes: Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning

This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed.     

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners’ attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz’s(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.     

大学生外语学习观念性别差异研究

本研究采用定量研究。通过对广东某高校81名大学生外语学习观念的调查,结果显示：外语学习观念的五个因素都在不同程度上影响着学生的学习;此外,男生和女生在总体的外语学习观念上不存在显著的差异,但在语言学习难度、动机和期望学习观念方面,男生和女生存在显著的差异。基于本研究结果,本文提出了相关建议以期提高英语教学成效。     

语言学习观与学习策略的选择

探讨不同的语言学习观如何影响学习者学习策略的选择，强调外语学习者应树立正确的语言学习观以及培养适合、有效的学习策略的重要性。     

Why go to school? Student,parent and teacher beliefs about the purposes of schooling

This qualitative study explored the beliefs of students, parents and teachers on the purposes of schooling in order to provide a context for understanding beliefs and attitudes to school learning and achievement. Focus groups were conducted with Year 9 and 10 students (aged 13–15 years) and parents and teachers in three secondary schools in different socio-economic areas in an urban district. Four categories were identified in relation to beliefs about the purposes of schooling: (1) to learn and gain self-knowledge; (2) to develop life and social skills; (3) to optimize life chances and quality of life; (4) to enable future employment and economic wellbeing. Comparisons revealed that students, parents and teachers all believed in the learning purpose of schooling, but did not all endorse an economic purpose. Students had the broadest views on school purposes. The greatest alignment between views was found for students and parents. The greatest difference between groups was found for students and teachers from high socio-economic area schools. Findings were considered in relation to national curriculum aims and external pressures from globalization. Overall, findings are conducive to a lifelong learning approach, pointing to belief in the intrinsic value of school learning independent of any economic function it may serve.     

再论语言学习观念与学习策略相关性

语言学习观念和学习策略都是影响外语学习效率的重要因素。随着二语习得研究的深入,一些研究者对二者之间的相关性也越来越关注。本文简要概述国内外对学习观念和学习策略的研究,就观念和策略的关系进行探讨,认为学习观念影响学习策略的选择,最终作用于学习结果;学习策略的使用也能够引起学习观念的变化。在此基础上提出,把观念和策略结合起来进行研究,并应用于外语教学过程,例如在策略研究和培训中,以期有效地提高学习效果。     

The target language revisited

This article reports on a study on the use of the target language (TL) in foreign language classrooms, drawing on the perspectives of student teachers and practising teachers. Observational and group discussion data showed that TL use was not extensive. While student teachers and practising teachers shared a commitment to using the TL, this was undermined by several factors, notably inconsistencies between university and school positions on TL use, challenging classes, external inspection and examinations. Lack of coherence between student teachers' experiences at university and in schools has implications not only for languages but also other subjects in teacher preparation.