An empirical investigation on college teachers' foreign language anxiety

The author adopted an empirical quantitative method by employing Horwitz’s Teacher Foreign Language Anxiety Scale(TFLAS)to determine the anxiety level of ninety teacher participants from Tianjin Foreign Studies University.SPSS11.5was used for data analysis and the results showed that no one experienced high level’s anxiety and student teachers were commonly more anxious than in-service teachers.     

Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities

Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age=9; 7), with effects mediated by kindergarten child language measures (mean age=5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary.     

大学新生学业适应不良心理问题的现状调研与分析

了解高职院校大学新生学业适应不良心理问题的现状。本文采用自编《学业适应不良心理问题量表》对某高职院校300名入校近一个学期的大学新生进行问卷调查,数据结果利用SPSS对进行统计分析,并从性别、不同专业、不同生源地、不同招生模式四个角度进行差异性比较。结果发现男女生在自卑、畏难、迷茫、懒散四个因子上存在显著性差异(P<0.05);而自卑、不认同、懒散是大一新生普遍存在的学业适应不良心理问题;不同生源地学生的数据比较中发现,来自农村、城镇和县级以上的学生在各因子上并不存在显著性差异;不同专业的学生在自卑、畏难因子上存在显著性差异(P<0.05),其他因子上不存在显著性差异;不同招生模式的学生在不认同、畏难、懒散、沮丧四个因子上存在显著性差异(P<0.05),其他因子上不存在显著性差异。     

Systems thinking: An experimental course for college freshmen

An experimental interdisciplinary freshman course called The Systems Approach to the Universe was taught at North Carolina State University in the Spring of 1986. The goals of the course were to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields and disciplines; and to introduce and provide practice in critical questioning and evaluation. This paper outlines what was done, how it worked, and how the instructors and the students assessed the experience afterwards.He received his B.Ch.E. from the City College of New York, and his Ph.D. in chemical engineering from Princeton University. Barbara A. Soloman is Coordinator of Advising for the Academic Skills Program and Lecturer in the University Studies Program at North Carolina State University. She received her B.S. in mathematics from the City College of New York and her M.S. in mathematics from North Carolina State University.     

大学英语阅读中母语思维的迁移作用

母语思维迁移一直是困扰大学生英语阅读的一大难题。本文通过探讨母语思维对青海省大学生英语阅读中的迁移作用,分析母语思维迁移的根源,进而提高大学生的英语阅读能力。     

外语测试与外语能力

外语测试不仅运用于外语教学过程中 ,而且被社会广泛地用作衡量外语能力的手段 ,测试结果成为评估外语能力最重要的参考指数。外语语言能力是一个复杂的、多层面的概念。外语测试结果受语言能力、策略能力、测试方法、个性等多方面因素的影响。为了确保测试结果较准确地反映被试掌握的外语知识 ,客观地衡量其外语水平 ,设计试题和测试方法时 ,应该充分考虑其有效性、可靠性     

加强朗读培养学生语感能力

语文教学的首要任务是培养学生的语感能力。语感能力的培养，离不开对语言基础知识的了解和掌握。学习语文基础知识是培养学生语感能力的基础条件，但传授知识不是语文教学的终极目的，而是深化、强化学生语感能力的手段。学生语感能力存在着个别差异，对作品语言文字的感受、感知准确、敏锐、强烈与否，是学生语感能力高低的标志，语文教学中必须重视阅读主体对语言的体味和领悟。朗读是培养学生语感能力的一种重要手段：只有在朗读过程中，达到“口诵心惟”，通过朗读，潜移默化，让学生在朗读中受到感染和熏陶，即在感知和理解作品的基础上，借助想象和联想，经过形象思维，产生语感，更好地体味语言文字所包含的思想感情、气势、韵味和语言美。     

The roles of cognitive and language abilities in predicting decoding and reading comprehension: comparisons of dyslexia and specific language impairment

This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions.     

关于高职商务英语任务型阅读教学方法的探索

本文以英语阅读为例．论述了什么是任务型语言教学及任务型型教学理论在英语阅读教学中的重要作用。作者通过对任务型阅读教学过程的简要描述,分析了在阅读过程中教师和学生角色的不同作用和角色转变,提出通过提升学习目标,最大可能的提高自身的阅读能力和专业水平。     

Informal faculty-student contact and commuter college freshmen

Based on prior research conducted at residential colleges and universities, nonclassroom informal faculty-student contact appears to be an element of student socialization. This study extends this line of research to a commuter student population. The extent to which informal contact socializes students by influencing their educational aspiration level in a commuter setting is investigated using a longitudinal data collection with the student as unit of analysis. Ordinary least squares and two-stage least squares techniques are used to analyze the data. Significant interactions between informal faculty-student contact and race were found. White and nonwhite students were sbusequently analyzed separately. The ordinary least squares (OLS) multiple regression results suggest that informal contact makes a slight but significant contribution to the explanation of freshmen aspirations for whites, but not for nonwhites. The two-stage least squares (2SLS) analysis suggests that the assumption that contact influences aspiration may not be valid and, indeed, that aspiration level may cause students to seek to initiate informal contact with faculty.     

大学生创造性的调查研究

采用《创造性测试50题》,对随机选取的400名大学生进行测试,结果发现:有80%的大学生的创造性一般,有10%的大学生创造性良好,创造性非凡和很弱的很少。因此,如何提高大学生的创造性水平,如何培养大学生良好甚至优秀的创造性,是高等教育中不容忽视的问题。     

浅谈适用于高校新生的英语教学策略

高校新生作为英语学习者中的特殊群体已引起教育工作者们的广泛关注。本文试图结合新生的学习特点和心理需求讨论了教师在该阶段可采用的一些有效的教学手段。通过课堂内外与学生们进行的积极互动,帮助学生树立正确的学习目标,掌握高效的学习方法,以顺利完成大学英语学习。