任务因素对二语习得和产出影响的研究现状简

任务因素在二语习得和产出中的作用主要表现为任务难度、任务复杂度和任务条件对二语学习者语言习得和产出的影响,而对学习者语言习得和产出表现的评价主要是测量语言产出的流利度、准确度和复杂度（CAF）.目前关于任务因素的研究在理论基础和研究方法上还有一定的局限性,亟需新的理论,如来自认知心理学方面的理论和假设的支持.任务难度、任务复杂度和任务条件的确定还有一定的困难,需要建立一个切实可行的评价模式.在测量方法方面,需要对CAF测量进一步完善,建立一个动态的、有机的语言产出测量模式.     

任务型教学中“汇报”方式对大学生英语口语的影响——以准确性、流利度及语音为例

从口语使用的准确性、流利度及语音进步三个方面,研究了任务型教学中“汇报”的方式对大学生英语口语的影响.统计分析显示,不同的汇报方式对大学生英语口语的准确性、流利度及语音的影响不同.即在采用任务型口语教学的两个班中,教师随机抽取汇报人的方式比小组自选汇报人的方式更能显著提高学生口语使用的准确性和流利度,但在促进语音进步方面,前者的优势不明显.从整体效果而言,教师随机抽取汇报人的方式对大学生英语口语发展更有促进作用.     

Primary school text comprehension predicts mathematical word problem-solving skills in secondary school

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9–10 years old at the baseline). The children’s text-reading fluency, text comprehension and basic calculation ability were tested in grade four. In grade seven and nine, their skills in solving mathematical word problems were assessed. Overall, the results showed that text comprehension in grade four of primary school predicts math word problem-solving skills in secondary school, after controlling for text-reading fluency and basic calculation ability. Among boys, good text comprehension skills in grade four predicted good math word problem-solving skills in grade seven. Among girls, good text comprehension skills in grade four predicted their subsequent mathematical word problem performance in grade nine. The practical implications of the results are discussed as well.     

Facilitating English-language learners' oral reading fluency with digital pen technology

Oral reading fluency is an indicator of overall reading competence. Many studies have claimed that repeated reading can promote oral reading fluency. Currently, novel Web- or computer-based reading technologies offer interactive digital materials that promote English oral reading fluency using the repeated reading strategy; however, paper-based English materials in physical classrooms are still used to train students in oral reading fluency because most students are used to learning environments with paper, pen, and face-to-face interaction. With the growth of digital pen technologies, developing an interactive learning environment that combines printed textbooks and a digital pen to support English-language classroom learning has become feasible. Thus, this work presents a digital pen and paper interaction platform (DPPIP) composed of a student-learning tier, course management tier, and teacher tutoring tier, in which digital pen technologies are integrated with printed textbooks and Moodle course management system, to support the repeated reading strategy for promoting English-language oral reading fluency, learning motivation, and learning satisfaction. Meanwhile, this work also examined whether the proposed DPPIP provides different benefits in terms of the promotion of the oral reading fluency to students with field-dependent and field-independent cognitive styles. Based on the non-equivalent control group design in the quasi-experimental research, this work recruited two junior high school classes from Taoyuan County, Taiwan, to participate in an instructional experiment. One class was randomly assigned to the experimental group, which used the DPPIP to perform the repeated reading strategy in order to enhance English-language oral reading fluency. By contrast, the other class was assigned to the control group, which adopted the traditional paired reading method to support the repeated reading strategy to improve English-language oral reading fluency. Analytical results show that applying the proposed DPPIP to support a regular English-language course in classrooms had significantly positive effects in promoting the English-language oral reading fluency, learning motivation, and learning satisfaction of junior high school students. Moreover, this DPPIP simultaneously helped the experimental group students with the field-independent and field-dependent cognitive styles accelerate their oral reading fluency. Importantly, the oral reading fluency of the experimental group students is positively correlated with the frequency which the digital pen was used.     

交际法英语教学及其基本方法

交际法英语教学要坚持一切教学活动体现交际功能、教学中尽量重现交际过程、教师对学生不能每错必纠三条基本原则，要正确处理教师与学生、准确与流利、学习与习得三对主要关系，要适时开展好扮演角色、模拟活动、小组讨论三种典型活动。     

从普通话水平测试谈我院的普通话教学

本从我院普通话水平测试的情况入手，分析测试中出现的典型问题，提出相应的教学对策，以使我院普通话教学更具针对性。     

一项有关中国大学生二语口语流利度的实验研究

本文研究中国英语专业研究生和以英语为母语的英语专业研究生的口语朗读流利程度。采用时间性、语言性和表达性三个类别十个指标对学生口语能力进行研究,对受试者的语言数据进行定量与定性的对比分析,发现受试的口语流利度在时间性五个指标上与本族语者均有显著差异,但在语言性和表达性四个指标没有显著性差异。本研究发现对国内二语流利度教学与研究具有实验参照和指导意义。     

钢琴演奏中“松、紧、通”的辩证关系

高等音乐院校音乐专业钢琴教学中,如何运用科学放松的演奏方法弹奏出优美动听的声音,如何处理紧张与放松而得出流畅的音色是我们一直追求的。对钢琴弹奏中放松、紧张、通畅的辩证关系进行研究,着重从初学钢琴、钢琴重要技术训练、钢琴音乐表现三方面阐释,对于高师音乐教育专业的学生在钢琴弹奏中把握＂松、紧、通＂的概念和训练很有帮助。     

任务型教学对提高五年制师范英语专业学生口语流畅性的探索

五年制师范学校英语专业的任务是培养能正确地运用英语进行流畅交际的小学英语教学人才。历时一学期的实验表明,在五年制师范英语专业英语口语课堂上采用任务型教学法,有助于提高学生说英语的兴趣,增强学生说英语的自信心,改变学习态度。并且能有效提高英语专业学生英语口语的流畅性,表现在学生语速提高,停顿时间缩短,内容的连贯性得到提高以及修改次数有所减少。