An Analysis on an ESL Class

Input is the precondition of interaction and output while output promotes the input and the interaction of language,which could increase the effectiveness of input and enhance the chance of the absorption of interaction.By analyzing an ESL class,this paper gives readers a picture of how the second language(SL)learners get information,absorb and digest the information,produce language and form their language system in their SL learning.At last,it gives suggestions on how to ensure language learners have a better chance to get comprehensible input,assimilate language during interaction and output more accurate and comprehensible second language in an ESL class.     

输入假设理论与英语专业泛读教学探究

简单介绍了克拉申的输入假设理论,提出教学的主要任务是提供充足的可理解输入,阐述了输入假设理论对英语专业泛读教学的意义,强调教学活动中可理解输入的重要性并提出实施策略,希望对英语专业泛读教学有所帮助。     

基于二语学习方法研究的英语教学

外语学习与第二语言学习是不同的。第二语言学习是指学习者大量接受可理解的语言输入,自然而然的习得语言。本文根据学习者对二语的学习方法等,针对英语教学中出现的问题提出具体的解决对策,具有一定的借鉴意义。     

英语课堂教师话语与可理解性输入

教师话语是教师在外语课堂上组织和从事教学所使用的语言。由于缺乏英语语言学习的外部环境,教师话语就成为学生语言输入的主要来源。然而,在教学过程中,许多教师只重视教授的内容,不注重学生的可理解程度,这严重阻碍了学生的语言习得过程。本文探讨了教师话语与可理解性输入的关系,并提出了使教师话语更容易被理解的方式。     

The Potential of Book Floods for Raising Literacy Levels

The problem of raising literacy levels in developing countries is particularly challenging when pupils have their schooling in a non-native language. One promising strategy which has been tried and evaluated in the schools of several developing countries is the Book Flood approach. This article summarises the findings of Book Flood studies in Niue, Fiji, Singapore, Sri Lanka, South Africa, Solomon Islands, and several other countries.The evidence is now strong that it is possible to double the rate of reading acquisition of Third World primary school pupils with a "Book Flood" of about 100 high-interest books, per class, and short teacher training sessions. The benefits for reading skill and enthusiasm are consistent across diverse cultures, mother tongues and age levels, and they appear to generate corresponding improvements in children's writing, listening comprehension, and related language skills. Such skills are typically found to develop very slowly under traditional textbook styles of teaching.The problems of cost per school and cultural suitability of imported books are addressed. Several countries have adopted Book Flood programmes on a national scale, and others are currently planning to do so.     

"聋哑英语"的成因及对策

在我国"聋哑英语"的现象普遍存在.造成此现象的原因是语言环境,学习动机,语言输入和情感因素.而在多媒体发达的今天,"视听说"教学正好为学习者创造了一个良好的外语学习环境和提供大量有意义的语言输入.学习者在视听后能进行一系列"说"的活动.在进行"视听说"的教学过程中,教师还需要调动学习者的各种情感因素,使到学习者敢于开口,乐于开口说英语.     

英语专业综合英语课堂教学活动范式的探索——基于对语言输入、学习投入和可理解性输出过程的研究

综合英语是我国英语专业基础课中的传统课程和重点课程,它将听力.阅读、口语等基础课程有机结合在一起.从听说读写全方位训练学生语言基础知识和基本技能.为更好地揭示综合英语课程的课堂内部操作规律,最大限度地接近语言习得所需的理想状态.我们进行的对语言输入、学习投入和可理解性输出的研究.将重点放在课堂之内,从语言输入过程、学习投入过程和可理解性输出过程三个方面重点探索荚语专业的课堂教学活动范式.     

协作学习对英语阅读焦虑和阅读成绩影响的实证研究

阅读焦虑是经常困扰英语学习者的常见问题,严重影响阅读进程,而协作学习作为一种有效的学习方式能够缓解外语学习中出现的焦虑。为了探索协作学习对英语阅读焦虑和阅读成绩的影响,本研究开展了协作学习模式下的阅读教学,研究结果证明协作学习能够较低英语阅读焦虑,提升英语阅读成绩的有效性。     

可理解性输入对大学生英语词汇习得的作用

美国语言学家S．D．Krashen的二语习得理论五个假设对我国大学生外语环境下习得词汇有指导意义。有3，000以上词汇基础的大二以上学生加大课后以获取信息为目的的自主阅读量，即进行可理解性自然语言阅读输入，不仅能有效增加词汇量，而且能有效提高已知词汇的运用能力。     

The relationship between strategic reading instruction,student learning of L2‐based reading strategies and L2 reading achievement

This study investigates the relationship between strategic reading instruction, the process of learning second language‐based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16 weeks, 82 students were taught using a strategies‐based approach (experimental cohort), whereas another 82 students were taught using a traditional, teacher‐centred approach (control cohort). A pre‐test/post‐test research design was employed, and a portfolio approach was used to investigate the experimental cohort students' process of learning reading strategies. The results showed that the experimental cohort outperformed the control cohort in the post‐course standardised English test. The higher‐level reading proficiency learners in the experimental cohort were also found to be better than their low‐level peers at learning to use second language‐based reading strategies effectively. Implications are discussed for alternative instructional practice of reading in English as a foreign language (EFL).     

Mutual compensation between L1 reading ability and L2 language proficiency in L2 reading comprehension

The present study investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency. Two research questions were addressed: (1) does high L1 reading ability compensate for low L2 language proficiency? (2) does high L2 language proficiency compensate for low L1 reading ability? Participants were 241 Japanese university students learning English as a foreign language. They were divided into three levels (high, middle, low) according to the levels of their L1 reading ability and L2 language proficiency. Effects of these two factors on L2 reading ability were analysed by analysis of variance. A multiple regression analysis to estimate a compensation model was also applied. Results provided positive answers to both research questions. The present study thus demonstrates the mutual compensation between L1 reading ability and L2 proficiency, which works in order to achieve the highest possible level of L2 reading comprehension for readers with different ability backgrounds in L1 reading and L2 proficiency.     

Oral English language proficiency and reading mastery: The role of home language and school supports

The analysis of 21,409 participants of the Early Childhood Longitudinal Study–Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of school-based English language learner services to reading mastery. Results confirm that non-English language use at home is associated with a decreased reading mastery at higher levels of proficiency in Grades 1 and 3, and is reduced to nonsignificance in Grades 5 and 8 with the inclusion of teacher and school factors. Also, the negative association between timing of oral English language proficiency and reading mastery is partially explained by teacher and school factors, particularly children's receipt of English language learner services. The findings provide support for policies that provide language services for language minority children and families during the transition to school and through the elementary school years.     

显性语法知识习得对阅读能力影响实证研究

为探究显性语法知识的习得对英语专业学生阅读理解能力的影响程度,本研究采用实证探究的方式考察了浙江农林大学英语专业两个年级的学生在上语法课前后阅读理解能力的提高程度。研究结果显示:(1)显性语法知识的习得对英语专业学生英语阅读理解能力的提升有一定帮助作用。(2)显性语法知识的习得程度对二语学习者的二语水平的提高有一定促进作用。这为进一步阐明语法学习与英语阅读能力之间的关系提供一种参考。     

新课程标准下西部地区初中英语教学现状调查探究

通过问卷调查、阅读测试和回溯访谈方式,对西部某地级市初二年级两个班进行英语教学现状调查。研究发现：尽管新课程标准已实施多年,所调查班级的英语教学仍以教师和教材为中心。尽管在常规学习中,学生在课堂上能较好地记笔记,并完成课后家庭作业,但是,英语学习的整体情况与新课标所预设的目标还有很大差距。另外,常规学习习惯、阅读成绩、阅读策略和阅读元认知策略均与学习者英语水平呈正相关关系,而且都具有显著性。这验证了新课标所倡导的良好学习习惯和学习策略能极大地促进学习者的英语水平。     

Cross‐language correlates in phonological awareness and naming speed: evidence from deep and shallow orthographies

Phonological awareness (PA) and rapid automatised naming (RAN) skills in relation to reading acquisition were examined using two languages, one with a deep orthography (English) and the other with a shallow orthography (Korean). Participants were 50 Korean American children who spoke English as a dominant language (DL) and were learning to read Korean as a sequential language (SL). Parallel measures in English and Korean assessed PA, RAN and reading skills. The results showed the similarities and differences between the DL and SL acquisition patterns for PA and RAN. While PA skills of the DL were a dominant predictor in SL reading achievement, RAN became important for the children with the higher level of SL reading performance. This cross‐sectional study indicates that proficiencies of PA and RAN in the DL are the pathway to reading success in an SL. This suggests that a universal thread exists in learning dual languages, despite dissimilar orthography, phonology and writing systems.     

输入与输出研究对英语听力教学的启示

听力教学在英语言教学中占据着重要的地位,听也和说、读、写等其他语言技能有着紧密的相关性。该文基于输入与输出研究,探讨了如何进行有效的英语听力教学,并认为有效的可理解性输入与输出对听力教学的意义都是重大的,听力教学本身也是输入与输出同时进行的双向课堂活动。     

高中英语新课程改革背景下阅读教学策略探微

高中英语阅读在英语教学中起着重要的作用,是英语学习过程中极为重要的组成部分。在高中英语阅读教学中,教师存在对阅读教学理论研究不足、缺乏语篇分析意识、缺失背景知识的介绍、缺乏必要的阅读技巧指导的现状;学生存在阅读习惯不良、有效阅读量不够、阅读品质欠佳的现状。通过对图式理论、语篇分析理论和建构主义理论与英语阅读的相关性研究后认为：教师在阅读教学中应注重语篇模式教学,构建课文整体教学观;运用阅读策略指导学生提高分析问题、解决问题的能力;增加课外阅读量,增强语言的输入量,形成良好的英语语感,拓宽英语知识面和间接生活经验;借助于多媒体现代教育技术再现相关英语文化背景知识,丰富学生的内容图式,激发学生的阅读兴趣,增强其理解、分析、推理和鉴赏力,提高其综合语言运用能力。     

The Effect of Cooperative Learning in Teaching EFL Reading for Chinese Non-English Majors

In order to examine the effect of cooperative learning in teaching reading for Chinese non-English majors,an experiment was done on cooperative learning in reading course.After a four-month experiment,a conclusion was drawn that there really existed significant difference in the English reading proficiency between students who received cooperative learning instruction and those who adopted non-cooperative learning instruction.This paper concludes that according to the statistics,cooperative learning is an efficient way to improve students’ reading proficiency.     

Predictors of English spelling in bilingual and monolingual children in Grade 1: the case of Cantonese and Tagalog

In order to examine the effect of the home language on the spelling development in English in children who are learning English as a second language (ESL learners), it is best to directly compare groups of ESL learners from various home language backgrounds. This study compared the oral language, phonological awareness, reading, and spelling performance of Tagalog–English bilingual, Cantonese–English bilingual, and monolingual English-speaking children in Grade 1. The bilingual children had lower scores than the monolinguals on measures of oral proficiency, but demonstrated similar or better performance on most phonological awareness, reading, and spelling tasks after controlling for vocabulary size in English. A series of moderated regression analysis revealed that although phonological awareness was associated with English spelling performance regardless of language background, the associations between specific spelling tasks and related underlying skills seemed to differ across language groups.     

大学英语课外阅读的情感处理策略

国内外语言学家的研究表明,大量课外阅读有助于外语语言水平的提高,而情感因素是影响外语学习的重要因素之一。通过对某院校三个文科班级非英语专业本科生的实验研究,采用情感量表和阅读测试等研究工具,探求从情感维度对英语课外阅读进行指导性和任务性阅读,对学生英语学习情感的影响以及与阅读成绩之间的关系。结果表明。从情感维度对英语课外阅读材料进行处理有助于学生对英语阅读的积极情感体验;对学生进行指导性和任务性课外阅读,对阅读成绩有一定积极作用;在不同的阅读任务下,学生的英语阅读情感认识以及阅读成绩存在显著性差异。