Who cares about the bullies?

Children who bully have learned to use their power and aggression to control others, a mode that is not conducive to healthy relationships either in the present or in their future lives. Furthermore, there is evidence that children who bully are also likely to have mental health problems that persist into adult life. There are also wide social and cultural differences in how bullying is perceived and defined. The values and norms of the culture itself strongly influence the behaviour of perpetrators. In this article, we discuss how educators and health care professionals can use this knowledge to help young people who bully develop deeper understanding of themselves and their relationships with others.     

青少年儿童同伴接纳研究综述

同伴接纳在青少年儿童的社会性发展中起着重要作用,结合近年来国内外对儿童青少年的同伴接纳的研究,综述了青少年儿童的同伴接纳与心理理论、友谊、学校适应及学业成绩等的相关研究成果,望这些研究成果能在儿童、青少年的培养与教育中起到一定的作用。     

面子理论视角下中学英语教师课堂教学的纠错反馈

纠错反馈、意识唤起和语言输出并称为第二语言学习中的\"三大件\",其中,纠错反馈在近二十年成为二语习得领域中备受关注的主题之一。本文主要从Brown和Levinson(1978)的面子理论视角来探讨中学英语教师如何纠正学生的错误,从而采取既有效又不伤害学生积极性的纠正策略来营造良好的学习氛围。     

同伴互评对非英语专业学生写作水平的影响

同伴互评是过程教学法的重要组成部分,本次调查研究表明,在英语写作教学过程中有效实施同伴互评能够改变学生对写作的态度以及提高写作水平。     

介入性投射与对话空间建构——一项基于两种学术书评语料的对比研究

评价理论将投射视作调控作者与假定读者之间对话空间的重要介入资源之一.通过考察介入性投射资源在语言学和金融学两种英文学术书评中的使用情况,笔者发现：在对话空间建构方面,两种书评不仅因语类上的相同而表现有共性倾向,而且因学科差异表现有个性特征.其中一种书评倾向于建构较为狭窄的对话空间,另一种书评倾向于建构相对宽松的对话空间.据此文章指出,学术语篇写作教学不仅要强调衔接连贯和语类结构的分析,而且要重视各种介入策略的配置和适宜对话空间的构建.     

英语口语的发展性多元化考评模式实证研究

研究以两个教学班为实验比照对象,在口语教学中采用＂协作式互评互学＂的互动型实训教学模式,并对实验过程作全面跟踪和记录,旨在探究一种体现以人为本的英语口语发展性多元化综合考评方式,并对该考评方式的绩效性进行分析研究。研究结果显示,这种发展性多元化综合考评,几乎不受人数限制,也不受学习者个性差异的影响,能有效地激发学生的创造性、能动性和协作性,从而提高其语言交际能力,对高校英语口语教学有很强的借鉴作用,特别是大班口语教学。     

反馈和互动对外语网络阅读能力的影响

随着计算机和网络技术的发展,语言教学中使用网络进行教学越来越受到人们的重视,相关的教学试验也验证了网络教学的问题和优点．运用网络和软件进行学生的外语阅读理解能力的培养,相关的试验目前还不是很多．如何使反馈和互动运用到网络教学中,使有效反馈与互动和网络阅读教学结合,具有一定的理论和实践意义．     

Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run?

The authors examined whether feedback from student ratings of instruction not augmented with consultation helps college teachers to improve their student ratings on a long-term basis. The study reported was conducted in an institution where no previous teaching-effectiveness evaluations had taken place. At the end of each of four consecutive semesters, student ratings were assessed and teachers were provided with feedback. Data from 3122 questionnaires evaluating 12 teachers were analyzed using polynomial and piecewise random coefficient models. Results revealed that student ratings increased from the no-feedback baseline semester to the second semester and then gradually decreased from the second to the fourth semester, although feedback was provided after each semester. The findings suggest that student ratings not augmented with consultation are far less effective than typically assumed when considered from a long-term perspective.     

Trainee teachers’ experiences of classroom feedback practices and their motivation to learn

While different theoretical frameworks have been proposed to characterise the nature of feedback and the conditions under which feedback contributes to student learning, few empirical studies have examined the usefulness of these theoretical frameworks to understand student feedback experiences in classrooms particularly in a pre-service context. This article explores what classroom feedback practices trainee teachers experience, and how their feedback experiences relate to their learning motivation. The paper presents the results of questionnaire surveys conducted with 276 pre-service ESL trainee teachers in a BEd English education programme. The study found that trainee teachers in this study experienced predominantly activity-based feedback and teacher evaluation feedback, while peer/self feedback and longitudinal-development feedback were relatively infrequently used in the classroom. However, peer/self feedback and longitudinal-development feedback appeared to be most powerful in predicting positive motivational processes, followed by activity-based feedback and teacher evaluation feedback.