情境教学对高职英语口语词块流利性的影响研究

基于实验班与对照班两次限时口语测试语料中的产出性词块,根据产出速度及产出频率分析情境教学对高职英语口语词块流利性的影响。结果显示,情境教学对产出性口语词块流利性的影响具有多层次、多角度和多方位的特征。其中,情境教学对语篇词块流利性的影响呈多样性变化趋势,语篇词块的产出速度变化不明显,但产出频率有显著提高;人际关系词块的产出速度及产出频率因情境教学而降低,故流利性有所减弱;话题内容词块的流利性则受情境教学影响而大大增强,不仅产出速度有显著提高,而且产出频率的增加也具有统计意义上的显著性。     

Learning to be human in a digital world: a model of values fluency education for physical education

ABSTRACT

It is argued that negotiation and performance of identity in contemporary society is linked with the value-laden spaces in which individuals spend time. Concepts of space, place and identity have become important when looking to understand elements of social practice, in light of the recognition that life is becoming progressively more mobile, varied and challenging. This has resulted in a shift in how subsequent generations experience space and place within digitally-mediated social landscapes. It is asserted that young people in contemporary society can be seen to occupy a hybrid virtual-real world (Jordan, B. (2009). Blurring boundaries: The ‘real’ and the ‘virtual’ in hybrid spaces. Human Organisation, 68.) where they experience the multiplication of place or duplication of space (Papacharissi, Z. (2011). A Networked Self: Identity Community and Culture on Social Network Sites. New York: Routledge). Such complex social geographies, we contend, have important implications for young people’s negotiation and performance of identity, the acquisition of socio-technical capital (Resnick, (2002). Beyond b?owling t?ogether: SocioTechnical c?apital. In J. M. Carroll (Ed.), Human-c?omputer i?nteraction in the n?ew m?illennium (pp. 647–?672). Upper Saddle River, NJ: ACM Press.) and, ultimately, digital well-being. In a time when there is a focus on developing global and connected citizens (Greene, M. (1995). Releasing the Imagination: Essay on education, the arts and social change. San Francisco, CA: Jossey-Bass.) we argue that pupils need to be both digitally fluent and values fluent as they negotiate spaces of reality and virtual reality. Both constructs require the learner to engage critically with information and misinformation as presented on ever-changing digital interfaces (Kahne, J., & Bowyer, B. (2017). Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation. American Educational Research Journal, 54, 3–34.) and to make value choices. Given that physical education (PE) has been identified as a significant place for meaning-making (Spracklen, K. (2015). Digital Leisure, the Internet and Popular Culture: Communities and Identities in a Digital Age. London: Palgrave Macmillan.) and a core site for values-based education (Mccuaig, L., Marino, M., Gobbi, E., & Macdonald, D. (2015). Taught not Caught: Values based Education through physical education and School Sport: Literature Review. AIESEP Partners for WADA, ICSSPE, IOC, Fairplay & UNESCO.) it is identified as a key context in which to examine some of the challenges posed for students and educators with regard to values-based practices in digitally-mediated spaces. Within this conceptual paper, we propose a praxis model of values fluency to help PE teachers to support young people to recognise and successfully navigate hybrid spaces, to critically engage with sociotechnical capital and become adept at transferring and translating values across and between social contexts.     

A contemporary review of the assessment,diagnosis and treatment of ADHD

Attention-deficit/hyperactivity disorder (ADHD) is a neuro-behavioural disorder that presents frequently in paediatric and mental health settings. Children with ADHD present with symptoms of hyperactivity, inattention, distractibility and impulsivity. The purpose of this paper is to provide clinicians with a summary of contemporary issues relevant to their clinical understanding, assessment, diagnosis and treatment of the disorder. Issues discussed include the primary and secondary symptoms of the disorder, developmental course, underlying causes, recognition in a clinical setting, diagnosis and treatment.     

A comparative study of variations in arithmetic fluency between Norwegian and Finnish third graders

ABSTRACT

The study aimed to investigate variations in addition and subtraction fluency by observing grade three students in Norway (n = 253, M_age = 8.38 y.) and Finland (n = 209, M_age = 9.35 y.) while controlling for their age and non-verbal reasoning. Gender differences were also examined. The focus of the study was on the performance of the low-achieving (LA) students in comparison to the typically achieving (TA) group, not neglecting differences in how early educational support was organised across the two countries. Two-minute speed tests in both addition and subtraction within the 1–20 number range were used to assess fluency. The Finnish students outperformed students in the Norwegian sample both in addition and subtraction fluency. There were more Norwegian students in the LA group (i.e. performance at or below the 25th percentile) in both addition (37.9% vs. 20.1%) and subtraction (39.1% vs. 15.8%). In comparison to the TA students, the LA students made more errors and skipped over more arithmetic tasks in an attempt to solve them. Observed differences are discussed in relation to both country characteristics concerning early mathematics education and early educational support.     

Responding to Renewed Emphasis on Handwriting

This article proposes a developmental model to socialize teachers at all levels (preservice, novice, and experienced) and in all positions (general education, special education, elementary school, middle school, and high school) in the methodology of action research. A process for advancing professional understanding is theorized to include the phases of acquisition, fluency, and generalization. Within each phase, a confluence of skills, abilities, attitudes, and contexts are addressed to highlight critical considerations that facilitate the systematic acculturation of teachers to this potentially compelling research approach.     

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。     

From letter names to word reading: The nascent role of sublexical fluency

Information processing theory suggests that sublexical fluency skills are important to word reading development, but there are few supportive data. This study investigated if sublexical fluency (letter name fluency, letter sound fluency, and phoneme segmentation fluency) contributed to the development of word reading and spelling in 92 kindergarten children. The pattern of findings suggests that, as early as kindergarten, sublexical fluency skills explain a small, but significant, amount of unique variance in literacy outcomes when also considering the influence of accuracy in these skills. Also, growth in sublexical fluency skills is related to both word reading and spelling proficiency at the end of kindergarten. We suggest that knowledge of early literacy skill development may be enhanced by attention to sublexical fluency and that these skills, specifically letter sound fluency, may provide the mechanism that supports early word reading and spelling.     

Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors

Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the shallow orthography of vowelized Arabic.     

自由写作提高写作流利性的研究

在输出假设和社会文化理论的基础上,实验要求受试者在每个星期至少进行两次自由写作练习,每次写完之后要数一下写出的单词数目,敦促学生提高写作速度。实验时间为四个星期。实验结果证实了输出假设以及社会文化理论的“思维语言化”促进思维发展的假说。数据表明,学生对这种训练方式认同程度很高,通过自由写作训练,学生增强了写作兴趣、写作的速度意识,有助于其提高写作流利性,并进而提高写作能力。     

区别特征学说与现代蒙古语音位模式

“区别特征”理论,是现代语音学的一个重要组成部分。这一理论认为,一切语音之所以能区别并表达意义。是由于音与音之间有区别特征,而这些区别特征都可以用“二分法”予以归类和分析。笔者运用这一理论,分析了现代蒙古语音位的区别特征,并把它们以矩阵表的形式描绘出来,从中可以看出现代蒙古语的音位模式。