英语学习者在控制性写作考试和任务型课堂写作中的书面语产出研究

本论文主要研究两种写作任务（大规模考试中的写作任务和任务型课堂教学中的写作任务）对中国英语学习者书面语产出在准确度、复杂度和流利度三方面表现的影响。研究发现,学习者在这两种写作任务中的表现存在显著差别,笔者尝试用Skehan任务难度分析理论解释了造成这些差别的原因,认为任务环境、语言输入等因素对学生语言产出有重要作用。该研究旨在更深入地了解这两种写作任务之间的差别,以及可能对学习者产生的影响,从而对写作教学任务和考试写作任务的设计以启示。     

对任务型英语教学法的思考

英语学科中的任务型教学法强调学生是课堂的主人,教师的教必须为学生的学而服务,教师不但要注重学生知识的积累,更要重视所学的英语单词、句型、语法等相关知识在语言中的应用,在真实的语境中去感悟知识、理解知识、掌握知识．循序渐进,逐步提升。     

对任务型英语教学法的思考

英语学科中的任务型教学法强调学生是课堂的主人,教师的教必须为学生的学而服务,教师不但要注重学生知识的积累,更要重视所学的英语单词、句型、语法等相关知识在语言中的应用,在真实的语境中去感悟知识、理解知识、掌握知识,循序渐进,逐步提升.     

新课程初中英语任务型阅读教学之探讨

新课程英语教学认为,运用任务型教学途径．不仅能发挥英语语言的交际性功能,提高学生的综合语言运用技能,还能让学生在完成任务的过程中增强学习情感体验。任务型阅读教学就是以任务设计为教学目标要求,鼓励学生通过运用自主阅读和主动探究等多样化学习思维模式来进行理解感悟。从而提高阅读理解教学的有效性和实效性。英语任务型阅读教学能够在激活学生学习英语主动性和积极性的基础上,以任务阅读目标为指引,在充分理解感悟文章基本信息的前提下,实现教学目标任务,体现了优化教学资源和过程的特点,有助于促进学生英语知识和技能的内化生成发展。     

任务型学习理论在高中英语教学中的实践

新课程标准倡导教师运用任务型教学模式,本文讨论了基于任务型学习理论的任务型教学法在高中英语教学中的应用,并以一篇任务型教学设计展示了任务设计的原则及具体操作步骤,以帮助英语教师更好地理解任务型教学法的核心所在,进而更有效地将其运用到中学英语教学中去。     

浅谈任务与任务型教学

任务型语言教学是一种以学生为中心的语言教学思路。在完成任务的过程中,学生对学习内容、学习方式、学习结果等方面都有较大的自主权。本文从分析任务和任务型教学法的含义与特点出发,指出任务型教学法模式有利于师生在英语课堂上开展变化性的活动,有利于培养学生综合运用语言的能力。     

任务型语言教学在课堂中应注意的问题

任务型语言教学是从英语中的“Task-based Language Teaching”翻译过来的，在英语文献里通常简称为TBLT。“任务型语言教学”就是一种基于任务的语言教学途径，根据这一教学途径设计语言教学大纲以及编写语言的教材时，不按一定的顺序罗列或介绍语言项目，而是设计一系列的任务。具体到教学过程中，就是让学生在做事情的过程中学习语言和使用语言。学生不是逐一学习各个语言项目，     

试论任务型教学法

任务型教学法以学生的发展为本,注重语言形成的动态的发展过程,调动了学生学习的积极性和主动性。本文分析了任务的定义,阐述了任务型教学法的概念及任务型教学法在课堂中的实施。     

客体型与空间型个体完成不同认知任务的实验研究

以大学生为被试,探讨了不同认知方式个体完成客体记忆任务和空间记忆任务情况.研究表明,客体型被试在客体记忆任务上成绩较好,而空间型被试在空间记忆任务上成绩较好,说明了不同认知方式的个体在完成记忆任务上的分离;客体型被试在两类任务上均比空间型被试反应较快,说明两类被试在信息加工过程中采用了不同的方式.本研究支持个体对空间位置的记忆容量大于对客体工作记忆容量的结论.     

基于任务型教学法的高职高专综合英语教学浅析

传统英语教学中的PPP教学法(presentation介绍、practice操练、production产出)强调语言知识无语境的机械性训练,已无法适应高职高专英语教学,而任务型语言教学法(Task-based Language Teaching)以学生为中心,以完成特定语言学习为目标,注重学生合作,激发学生学习的积极性,能够使学生通过教师设计的语言活动积极主动地完成语言学习任务,达到学习语言和掌握语言的目的。     

Synergetic effects of phonological awareness,vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study

Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2.     

Predictors of English reading comprehension: Cantonese-speaking English language learners in the U.S.

In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed.     

Use orthography in L2 auditory word learning: Who benefits?

The effect of capitalizing on orthography in auditory learning of English words was examined in 74 children who spoke Mandarin Chinese as their primary language. To use orthographic information for auditory word learning, children must recode printed words phonologically to assist the reconstruction of the speech single misheard or underspecified, an ability that may depend heavily on phonological awareness (PA). In this study, children with poorer PA of Chinese and those with better PA were taught novel English words in an auditory learning task under two exposure conditions: auditory words presented with their written forms and auditory words presented with undecodable symbols. Word learning performance was better in the written form condition than in the symbol condition, but the effect was smaller for children with poorer PA. The facilitative effect was associated with L2 PA for children with poorer PA but not for children with better PA. The results are discussed with regard to how poor PA may constrain auditory word learning in an L2 context.     

Word learning: An ERP investigation of word experience effects on recognition and word processing

Adults of varying reading comprehension skill learned a set of previously unknown rare English words (e.g., gloaming) in three different learning conditions in which the type of word knowledge was manipulated. The words were presented in one of three conditions: (1) orthography-to-meaning (no phonology); (2) orthography-to-phonology (no meaning); and (3) phonology-to-meaning (no orthography). Following learning, participants made meaning judgments on the learned words, familiar known words, and unpresented (unlearned) rare words while their ERPs were recorded. The behavioral results showed no significant effects of comprehension skill on meaning judgment performance. Contrastingly, the ERP results indicated comprehension skill differences in P600 amplitude; high-skilled readers showed stronger familiarity effects for learned words, whereas less-skilled readers did not distinguish between learned words, familiar words, and unlearned words. Evidence from the P600 and N400 illustrated superior learning of meaning when meaning information was coupled with orthography rather than phonology. These results suggest that the availability of word knowledge (orthography, phonology, and meaning) at learning affects subsequent word identification processes when the words are encountered in a new context.     

Comprehension of non-technical words in science: The case of students using a ‘foreign’ language as the medium of instruction

This paper reports on an investigation into Hong Kong students' comprehension of English non-technical words used in science. The investigation was conducted in a context in which English, a foreign language to students, is the medium of instruction, in that textbooks and examinations are all in English but the classroom language used is mainly Chinese, with frequent Chinese-English code-switching. A total of 4644 Secondary 4, 5 and 6 students participated in the study. Many students did not correctly comprehend a large proportion of the words, confused them with words that were graphologically or phonetically similar, and even took them for their antonyms. Such poor performance raises doubts as to whether the majority of Hong Kong students have attained a ‘threshold level’ of competence in English to benefit from learning science in English. Specializations: physics education, students' alternative conceptions in science, conceptual change, computer-assisted learning in physics.     

英语口语中的母语负迁移及其对教学的启示

迁移（transfer）是行为主义心理学上的术语,是指对A任务的学习会影响到对B任务学习的结果。在语言学研究领域中,语言迁移（language transfer）是描述二语学习过程中母语对二语学习产生影响的术语。迁移可以有正迁移（facilitation）和负迁移（interference）。母语迁移既体现在对二语输入的理解过程中,又体现在二语输出的产生过程中。本文根据录音材料分析了英语学习者口语表达中母语负迁移引起的其中介语（interlanguage）中各种错误。尝试着提出正确对待母语负迁移的方法。     

Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language

The present study investigated the reading of secondary school students in their first and second language (L1, L2). Twenty-six average and twenty-six poor readers matched on age, gender, listening and reading comprehension participated. They were native Dutch speakers who started learning English at secondary school (grade 7). We examined whether differences in L2 between the two groups reflect differences in L1 with regard to reading and relevant subskills. In addition, the relationship between reading and its predictors within and across the two languages was investigated. Between group differences were similar in L1 and L2 when task conditions involved high levels of phonological and orthographic complexity or demanded speeded processing. Furthermore, serial rapid naming predicted speeded word reading in both languages and L2 text reading accuracy, while L2 phoneme awareness and orthographic knowledge explained unique variance in L2 text reading accuracy. Cross-linguistic prediction revealed that speeded word reading predicted its counterpart from L1 to L2 and vice versa. Serial rapid naming explained additional variance in the prediction of L2 from L1. After exclusion of the reading predictor from the model, serial rapid naming was the most consistent cross-linguistic predictor, while L2 orthographic knowledge explained a small amount of unique variance in L1 speeded word reading.     

英语语义关系与词汇教学

了解和分析英语词汇的语义关系有助于学生准确掌握词义,增进对词汇的分析理解能力和敏感性,丰富他们的联想,从而帮助他们扩大词汇量,提高对词汇学习的兴趣。英语单词就其外在形象,即拼写和读音而言,是独立的个体,但是,从语义学上来说,所有单词之间都有一定的联系。因此,从常用的语义关系入手,分析各种语义关系及其在教学中的实际应用,可以提高词汇学习的效率。     

Enhancing learning by retrieval: Enriching free recall with elaborative prompting

It is well-established in memory research that retrieval fosters learning. When applying this effect in education, it is an important question which type of retrieval task works best. Several studies have shown that learning is enhanced by linking new information with prior knowledge. A potential approach to making retrieval more effective, therefore, is to enrich retrieval instructions with the requirement to elaborate on the learning contents and link them to what is already known. In this study, we compared a free recall condition, as used in many studies on learning by retrieval, with a prompted recall condition in which learners were required to recall the information and apply it to their lives. Fifty-six undergraduate students were randomly assigned to one of these two conditions. They learned from a video-recorded lecture. One week later, learning outcomes were assessed by a posttest measuring fact recall and comprehension of the contents from the video lecture. Learners in the prompted recall group, compared to the free recall group, used more elaborative strategies in response to the recall task and achieved better comprehension scores. The effect on comprehension was mediated by the use of elaborative strategies. This pattern of results supports the constructive retrieval hypothesis, stating that retrieval is most effective when it involves constructive elaboration of the contents being learned. Our findings also encourage the use of pedagogical tasks in classroom teaching that combine elaboration and retrieval.