雅思和托福口语新要求对口语教学的启发

基于雅思和托福说部分新要求的启发,并针对当前大学英语口语课堂教学中存在的学生说英语环境不真实、不积极等问题,本文强调了英语口语流利性在口语教学中的重要性,在此基础上从口语流利性的最新概念理解和成因分析展开论述。文章认为,在新形势下,机会与环境,动机和态度,以及缺乏对目标语和本族语的了解是导致口语流利障碍的重要因素。文章进而尝试从不同角度探讨对口语流利性教学的最新对策与建议。其中4／3／2教学技巧重新被放在很高的角度提及。     

非英语专业大学生口语流利性的提升策略

为探讨有利于提高非英语专业大学生的口语流利性的教学方式,以定性分析法,从不同的理论角度阐述了对口语流利性的理解,分析了大学生口语流利性发展过程中容易出现的问题,着重指出其影响因素。在此基础上,从英语教学的角度,提出了提升非英语专业大学生口语流利性的策略和教学技巧。英语口语的习得是一个缓慢的、不断实践的过程。     

是否应即时纠正学生在口语交际训练中的错误

本文通过引述相关语言学家的观点,结合问卷调查以及英语口语课堂教学实验,主要阐述了为更好地培养和发展学生的英语口语交际能力,教师不应即时纠正学生在口语交际训练中的错误。在英语口语教学中,应更注重语言的流畅性而不是语言的准确性。     

Does Poor Handwriting Conceal Literacy Potential in Primary School Children?

Handwriting is a complex skill that, despite increasing use of computers, still plays a vital role in education. It is assumed that children will master letter formation at a relatively early stage in their school life, with handwriting fluency developing steadily until automaticity is attained. The capacity theory of writing suggests that as automaticity develops, the proportion of working memory dedicated to the mechanics of handwriting is reduced, releasing capacity for the planning, composing and editing of content. This study examined the handwriting ability of 284 mainstream primary school children and explored possible associated factors. Correlations were found between poor handwriting, lower cognitive and literacy scores, and a longer duration for handwriting tasks. Giving children the opportunity to practise their handwriting sufficiently to increase the level of automaticity may release working memory to be applied to the cognitive demands of the task and may potentially raise their level of attainment.     

Training Parents as Effective Literacy Tutors: Increasing the Procedural Integrity of Tutoring

We trained parents to tutor their child through implementing a repeated reading procedure designed to increase oral reading fluency. Our study was conducted over a two-week winter break at the homes of the parent and child. Baseline data for each child were collected using curriculum-based measurement (CBM) to determine an instructional reading level prior to the tutoring session. Following baseline, we trained parents as tutors to implement all aspects of the reading procedure including administering, scoring, and recording data. All sessions were audio recorded to assist with the data collection, scoring, treatment integrity, and interobserver agreement (IOA). According to results from our study, parent tutors were able to accurately score the reading probes and implement the repeated reading procedure with a high level of treatment fidelity following the training. In addition, parents were satisfied with the tutoring experience and the reading fluency for all children increased at the completion of the tutoring sessions.     

外语课堂话语的准确性与流利性分析

在外语教学中,教师既要注重学生话语的准确性也要注意话语的流利性。究竟侧重于前者还是后者,历来都是有争议的。本文主要通过话语分析手段来阐述师生之间外语课堂话语的准确性与流利性问题。     

Moderate-to-vigorous physical activity,executive functions and prefrontal brain oxygenation in children: A functional near-infrared spectroscopy study

Despite accumulating evidence that regular exercise improves executive functioning, the underlying neurophysiological mechanisms have rarely been investigated. The present study aimed to compare cognitive performance as well as task-specific concentration changes in oxygenated haemoglobin in the prefrontal cortex between children with higher and lower moderate-to-vigorous physical activity (MVPA). Physical activity was measured over 7 consecutive days using actigraphy. Afterwards, participants (N = 50) completed verbal fluency tests (VFTs) and mental arithmetic (MA) for the assessment of cognitive flexibility and working memory capacity. During the tasks, changes of oxygenated haemoglobin were measured with functional near-infrared spectroscopy. Using average MVPA of 11-year-old children as cut-point, the sample was divided into children with lower and higher MVPA. Analyses of variance revealed no significant differences in correct and false responses on the cognitive tests between groups. With regard to oxygenated haemoglobin, no group differences were found for concentration changes in response to the cognitive tasks. In conclusion, VFTs and MA increased children’s activation in prefrontal regions associated with cognitive flexibility and working memory, respectively. However, these executive functions and cortical activation were not different between children with lower and higher MVPA.     

Read Two Impress and the Neurological Impress Method: Effects on elementary students’ reading fluency,comprehension, and attitude

This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students’ attitude toward reading. The 57 first-, second-, and third-grade students were randomly assigned to three conditions and were pre- and posttested on eight reading measures. Several 3 × 2 factorial analyses of variance revealed significant interaction effects on retell, comprehension questions, and the multidimensional fluency scale as well as time effects on words read correctly per minute and word recognition accuracy. Moreover, a comparison of mean difference effect sizes favored the treatment groups on all reading fluency and comprehension measures. The interventions, however, had little effect on students’ attitude toward reading. Practical implications and future research directions are also discussed.     

口语流利性与自我修正类型的研究

口语流利性与自我修正类型的研究是基于微型教学语料库的第二语言口语流利性的实证性研究。本研究借鉴了前人研究第二语言口语流利性的框架,从口语流利性的三个时间性指标出发考察了口语产出流利度不同的说话者采用自我修正类型的频率,发现说话者皆明显多采用相同信息修正,而流利的说话者单位时间的修正次数更多,且较之不流利者明显多采用恰当修正和错误修正,揭示了其注意力更易从内容转移到形式上来以完成更高质量的口语产出。     

汉英音位差异对英语语音教学产生的母语负迁移作用

语音迁移一直是应用语言学和语言教学领域的热点问题,也是影响二语习得的一个重要因素。基于此,在阐述什么是语音迁移现象及产生这种现象的根本原因的基础上,结合大量教学实践,举例说明母语负迁移现象,并对如何在教学中克服这种现象进行了阐释,以期进一步提高英语语音教学的实效性。