浅谈语言教学中的语境与文化的重要性

外语学习是一个很长的语言习得进程只有掌握语言的表达方式 ,语言的使用使你的及文化背景、社会功能 ,才能自如的使用语言 ,教师应在自身的教学过程中 ,拓展思路 ,利用语境教学发展学生的能力     

Perceived stress,executive function,perceived stress regulation,and behavioral outcomes of adolescents with and without significant behavior problems

Despite school‐based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school—a high‐risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary responses), and executive function of 79 middle schoolers with and without significant behavior problems were related to internalizing and externalizing behaviors. Results showed students with significant behavior problems (a) had lower executive function abilities and higher peer stress, (b) used less engagement coping, and (c) reported more maladaptive behaviors than typical peers. For all students, school‐based stress positively predicted behavior problems and use of stress regulation techniques, with group moderating effects. Involuntary responses to stress positively predicted maladaptive behaviors, whereas engagement/disengagement coping predicted internalizing behaviors only. As a mediator, engagement coping decreased the relationship between perceived stress and behavior problems. Based on these findings, we highlight important prevention and intervention areas.     

“使用与满足理论”视角下教学微视频设计

碎片化学习时代对学习资源提出了更高要求,教学微视频逐渐成为传播知识的重要载体,而传统教学微视频难以满足学习者需求。为丰富教学微视频设计思路,更好地满足碎片化学习需求,设计了学习者喜闻乐见的教学微视频。从传播学“使用与满足”理论角度出发,对这一理论及教学微视频资源的发展与内涵进行详细解读,强调以学习者为中心进行教学微视频设计。针对学习者各方面的学习需求提出教学微视频设计新要素,即满足学习者的审美体验、情感需求和环境监测需求,为教学微视频设计提供一定参考,以期在传播学相关理论指导下提高教学微视频质量及其应用价值,进而提高教学效果。     

Mediation in the relationship among EL status,vocabulary, and science reading comprehension

The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehension, above and beyond EL status. The full parallel mediation model accounted for 55% of the variance in science reading comprehension. Notably, the mediating effects of both vocabulary types were significant and statistically similar in size, yet, not sufficient to fully explain ELs' reading scores. Implications and directions for future research are discussed.     

I don’t need peer support: effective tutoring in blended learning environments for part-time,adult learners

ABSTRACT

Given the rise of social media engagement within society, there are challenges for tutors in blended and online contexts to provide opportunities for social constructivist learning experiences within their institutional learning environments. This article proposes a module approach to teaching, learning and assessment for learners undertaking part-time, vocationally related degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; and an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Analysis of modules suggested limited online peer-to-peer interaction, with tutors noting the difficulties of promoting engagement. The article argues for a constructivist approach in this context with a need for tutors to promote a simple module structure, focused around assessment, that creates space for learning. This structure appeared appropriate for these learners, enabling them to manage the influence of daily events, together with pressures and time constraints of work. The findings could aid tutors in designing and delivering courses for similar groups of learners.     

Group-based intervention on attention and executive functions in the school context

The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group (n = 26). Specific effects of the intervention on behavioural deficits in attention and EF in a classroom setting as well as on academic skills were examined. Our analysis indicated that significant intervention effects could be found in the behavioural manifestation of attentional and executive skills in the classroom setting among children (n = 30) who were evaluated as having moderate symptoms in the pre-intervention assessment. Positive effects of the intervention were also observed in arithmetic and reading skills. The severity level of pre-intervention attention and EF deficits did not moderate the results observed in the academic skills tests. The results of this study suggest that a combination of behavioural, cognitive and skills training methods applied in a school context can be effective in reducing attention and EF problems and enhancing the academic performance of children with attention and EF deficits.     

重庆个案:远程学习者教育环境调查及建设

近年来，重庆远程开放教育呈现快速发展的趋势。为了卓成效地实施远程开放教育，我们对重庆远程开放教育学习特征，包括学习的基本情况，化素质，学习环境、学习风格进行了调查分析，根据调查结果和数据分析，对构建适合重庆远程开放教育学习的教学模式，提高远程开放教育的有效性进行了深入的分析和思考。     

The effects of presenting different types of vocabulary clusters on very young learners’ foreign language learning

The main aim of this study was to find out which type of vocabulary cluster – semantic, thematic and unrelated – very young learners benefit from the most while learning foreign language vocabulary. The study also aimed at shedding light on the effects of these three vocabulary clusters on the immediate and delayed recall of foreign language vocabulary. In accordance with the aims, 51 very young English as a Foreign Language learners participated in the study. A pre-test was administered to determine the target words in the three clusters so that all target words were new to all participants. The participants received immediate recall tests immediately after the instruction of L2 words in each cluster. Delayed recall tests were also administered for each cluster after three days of reviews of the words in the clusters The analysis of the quantitative data results of the study revealed that the presenting L2 words in different type of clusters have a significant effect on very young EFL learners' L2 vocabulary retention, and the subjects remembered significantly more L2 words when the words were grouped in unrelated clusters.     

Student teachers’ team teaching: how do learners in the classroom experience team-taught lessons by student teachers?

This study focuses on student teachers’ team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching process, their perspective is often ignored. Therefore, the central research question is: How do learners experience sequential and parallel teaching? A questionnaire was administered to the 229 learners participating in the experiment. Exploratory factor analysis and multilevel analysis revealed that both models were evaluated positively. However, parallel teaching scored significantly higher on advantages whereas sequential teaching scored higher on disadvantages. Quantitative content analysis revealed additional information. Benefits of parallel teaching were high levels of concentration and involvement and a positive atmosphere. In sequential teaching, learners appreciated the additional support and variation. Disadvantages of sequential teaching referred to the fact that it was confusing and to differences between both teachers. Learners in parallel teaching disliked the splitting of the class group. They were concerned that both learner groups would not be treated equally. These findings reveal that from the learners’ perspective, parallel teaching should be preferred above sequential teaching.     

Mixing languages for science learning and participation: an examination of Korean-English bilingual learners in an after-school science-learning programme

Bilingual and multilingual speakers mix two or more languages for communication, gaining information and sense-making in varieties of contexts. How do bilinguals mix languages and what does the mixing afford for their learning and participation? This study examines these questions, focusing on Korean-English bilingual youths in a community-based after-school science programme in the United States. A close analysis of videorecordings of the programme sessions demonstrates the ways in which bilinguals negotiate their participant positions and negotiate meanings in their study of science topics. The findings reveal that bilinguals utilise their Korean proficiency to craft diverse ways of participation and that linguistic and scientific sense-making co-occur and support each other. Based on these findings, I offer implications as to how science teachers should perceive students’ mixing of multiple languages and how they can support bilinguals’ learning of science content and English. Additionally, I suggest a future research direction that can help teachers to prepare for linguistically diverse science-learning and -teaching contexts.