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1.
本研究采用历时质性个案研究方法,对北京某重点高中两位英语教师进行了为期一年的跟踪调查。通过分析访谈、课堂观察等多种数据,本研究发现两名教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的,且与其他技能的培养相融合。她们采用体裁式写作教学方法,将写作教学嵌入日常英语教学活动,关注学生学习写作的过程。本研究发现表明高中英语教师在日常教学中可以突破应试束缚,切实培养学生的写作能力。 相似文献
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Comparison of communication apprehension levels of Puerto Rican college students with U.S. mainland students indicate the Puerto Ricans are much less apprehensive about communication in their native language than are the U.S. students but are much more apprehensive about communication in English. Additional findings indicate that apprehension in a first language is a much better predictor of apprehension in a second language than is self‐perceived competence in that second language. It is suggested that the problem of communication apprehension must be addressed by second language teachers if students are to be taught to be truly bilingual. 相似文献
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Lin Sophie Teng 《师资教育杂志》2016,42(1):106-109
A plethora of research has found that teachers’ beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students’ learning to write, there is a paucity of research on writing teachers’ beliefs about these approaches and how their beliefs change in the process of their professional development. Such a lacuna becomes prominent in English as a Foreign Language contexts, especially in China, where there are numerous calls for changing the nature of classroom practices from product-focused to process- and student-centred instruction. In order to fill this gap, this brief article reports on a case study regarding changes in two Chinese English teachers’ beliefs after attending a professional development project for teaching writing. A key research question guides this study: What changes, if any, did the two teachers experience in their teaching beliefs during the project? Two writing teachers were voluntarily recruited for a case study. Findings show that the professional development project for teaching writing broadened the teachers’ understanding of different writing theories, provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice. 相似文献
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英语写作是英语学习中的一大难点。除了具备英语语言知识和各方面的综合能力外,还要克服文化差异造成的障碍。本文主要从文章结构、语法与遣词造句以及篇章组织的思维方式和话语策略三个方面,探讨英汉语写作中的语言文化差异,以在英语写作教学中培养学生的跨文化交际能力,使其真正掌握英语写作特点,提高英语写作能力。 相似文献
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Mustafa Zülküf Altan 《欧洲师范教育杂志》2012,35(4):481-493
Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students’ beliefs about language learning. This article reports on a study of beliefs held by 217 full-time undergraduate students (142 females and 75 males) enrolled in English Language Teaching (ELT) programmes at seven state universities in Turkey. Horwitz’ BALLI was used to collect data. The data reveal that where some of the results carried by pre-service teachers might surprise language teaching educators and teacher trainers, some others probably confirm their experiences and intuitions. 相似文献
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Li-Yi Wang Li Jen-Yi Liang-See Tan Irene Tan Xue-Fang Lim Bing Sheng Wu 《The Australian Educational Researcher》2016,43(2):165-183
This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers’ task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in exams was identified by both the high efficacy teachers (HETs) and the low efficacy teachers (LETs) as the sacred task, but the HETs perceived more contextual support from school culture, school leaderships and collegiality than the LETs did. Although the HETs showed more confidence than the LETs in instructional strategies, classroom management and student engagement, both the HETs and LETs experienced struggles when their personality traits and beliefs were in conflict with required strategies or imposed regulations. Despite the LETs having a lower level of perceived competence, their hunger for learning reveals that their sense of efficacy could be enhanced if provided with courses that focus on coaching and mentoring experiences. 相似文献
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龙慧 《读与写:教育教学刊》2011,(7):19-20,4
听说读写译是英语学习的基本技能,培养学生的听说读写译能力是大学英语教学的主要目标。在英语作为外语教学的大学英语教学中,强化学生读写技能的培养,从读写技能训练入手,有助于学生英语综合应用能力的全面提升。 相似文献
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The objectives of this study were to determine whether middle school students' writing self-efficacy beliefs make an independent contribution to the prediction of their writing competence and to explore grade level and gender differences in writing self-beliefs (N = 742). Writing self-efficacy was the only motivation construct to predict writing competence in a model that included writing self-concept, writing apprehension, perceived value of writing, self-efficacy for self-regulation, previous writing achievement, gender, and grade level. Girls were more competent writers than were boys, but there were no gender differences in writing self-efficacy beliefs. However, when students were asked whether they were better writers than their peers, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did the boys. These findings suggest that girls and boys may use a different metric when responding to traditional self-efficacy scales. Students in Grade 6 reported higher self-efficacy and found writing more valuable than did their older peers, and students in Grade 7 reported lower writing self-beliefs than did students in Grades 6 or 8. 相似文献
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Dianna Townsend Cynthia Brock Jennifer D. Morrison 《International Journal of Science Education》2018,40(3):328-347
To a science ‘outsider’, science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students’ (N?=?59) growth in academic vocabulary as it relates to their teacher’s instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57)?=?2.32, p?=?.024 and of discipline-specific science words, t(57)?=?3.01, p?=?.004 in science writing. Results from the qualitative strand of this inquiry contextualised the students’ learning of academic vocabulary as it relates to their teacher’s instructional practices and intentions as well as the students’ perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher’s intentional use of resources supported students’ academic vocabulary growth. Implications for research and instruction with science language are shared. 相似文献
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Enisa Mede 《Education 3-13》2017,45(4):462-476
This study investigated the perceived beliefs and reported practices of fourth-grade English teachers in primary (elementary) public schools in Turkey. Significantly, it aimed to examine the participating K-4 English as a foreign language (EFL) teachers’ beliefs about the developmentally appropriate and inappropriate practices, discover the possible factors that might influence the planning and implementation of those instructional activities, and lastly, find out whether there is any correlation between the self-reported beliefs and practices. A sample of 158 EFL teachers teaching fourth-grade classes at Turkish public schools (primary level) participated in the study. Data were gathered from the Teacher Beliefs and Practices Survey: 3–5 Year Olds based on 1997 National Association for Education of Young Children's Developmentally Appropriate Practice (DAP) guidelines and focus group interviews. The findings revealed that future teacher training programmes should promote DAPs and enhance teachers’ skills to implement them effectively in the young learners' language classrooms. 相似文献
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The main purpose of this paper is to explore the perception of applying self-and peer-assessment in English writing,through an Action research process.The learning in the programme,the students have learnt translating Chinese into written English for first stage,and have learnt writing in English for second and third stage through self-and peer-assessment.The research result shows that the most students feel that the process of self-and peer-assessment are useful for improving their English writing skill and they feel that self-reflection and peer discussion around their English writing is helpful for promoting the development of self-and peer-assessment.Especially,key findings about four types of students are more important.Overall,based on student’s perception about using self-and peer-assessment,learning written in English is also an ongoing research,it can develop the ability of students’ ability to solve problems independently,and raise their language communicative competence gradually. 相似文献
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Okhee Lee 《科学教学研究杂志》2004,41(1):65-93
This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth‐grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 41: 65–93, 2004 相似文献
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大学英语写作一直以来被认为是大学英语教与学中比较薄弱的一个环节,而写作能力又是衡量学习者语言综合运用能力的一项重要指标。本文运用错误分析理论并结合实证调查与研究,提出在大学英语写作教学中使用归纳法帮助学生纠正语言错误以促进语言的学习。 相似文献
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ABSTRACT The present qualitative study explores the beliefs of Iranian early childhood English teachers regarding their roles in teaching English as a foreign language (EFL) to young learners at kindergarten and preschool age. The data were collected through classroom observations and interviews with 13 Iranian EFL kindergarten teachers who volunteered to participate in this study. More specifically, after initial introductory interviews with each participant, their classes were observed, and subsequently, verbal recollection interviews were conducted. Depending on the various administrative constraints at different kindergartens, each participant was observed two to four sessions, 36 sessions in total. Three major themes representing beliefs of the participants emerged from thematic analysis of the interview data. The themes included teachers’ beliefs about, first, the constraints affecting early childhood methodologies and pedagogical practices; second, the influence of English language on children’s native language, culture, and, identity; and third, the attempts required for achieving an ideal early childhood EFL instruction. As such, these results may provide potential implications for policy makers and curriculum designers responsible in this field to encourage reforms in kindergartens’ instructional, administrative, and marketing policies. 相似文献
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This study was designed to examine secondary teachers’ use of evaluative language resources in their qualitative written feedback on student work and factors shaping the deployment of such resources. Drawing on appraisal theory as an analytic framework for the language of evaluation, the study analyzed 84 teachers’ evaluative reports on their students’ research projects. The teachers’ use of several types of evaluative language was found to differ along the lines of disciplinary background and teaching experience. These results can be explained by disciplinarily valued dispositions, epistemological beliefs, knowledge-making practices, and varying knowledge of (in)effective feedback resulting from cumulative teaching experience. Implications are derived from these findings for developing teachers’ competence in using evaluative language effectively to provide feedback that can support and maximize students’ learning. 相似文献
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万晓卉 《伊犁师范学院学报》2009,(1):124-127
通过实证和访谈,对30名维吾尔族英语专业大学生的作文进行分析,结果发现,语言错误严重,缺乏写作技巧方面的训练是制约少数民族大学生写作水平提高的主要因素。因此,在少数民族英语写作教学中,应该加强语言能力的培养,指导学生掌握一定的写作技巧并树立正确的学习态度,从而提高少数民族大学生英语写作水平。 相似文献
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Vahid Aryadoust 《教育心理学》2016,36(10):1742-1770
This study sought to examine the development of paragraph writing skills of 116 English as a second language university students over the course of 12 weeks and the relationship between the linguistic features of students’ written texts as measured by Coh-Metrix – a computational system for estimating textual features such as cohesion and coherence – and the scores assigned by human raters. The raters’ reliability was investigated using many-facet Rasch measurement (MFRM); the growth of students’ paragraph writing skills was explored using a factor-of-curves latent growth model (LGM); and the relationships between changes in linguistic features and writing scores across time were examined by path modelling. MFRM analysis indicates that despite several misfits, students’ and raters’ performances and scale’s functionality conformed to the expectations of MFRM, thus providing evidence of psychometric validity for the assessments. LGM shows that students’ paragraph writing skills develop steadily during the course. The Coh-Metrix indices have more predictive power before and after the course than during it, suggesting that Coh-Metrix may struggle to discriminate between some ability levels. Whether a Coh-Metrix index gains or loses predictive power over time is argued to be partly a function of whether raters maintain or lose sensitivity to the linguistic feature measured by that index in their own assessment as the course progresses. 相似文献
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For migrant students enrolled in a postsecondary institution where the language of instruction is not their native language, experiencing anxiety using a new language can manifest in their daily social interactions, and lead them to avoid using the target language, thereby undercutting their academic and social adaptation. We propose that this vicious cycle of language anxiety and intercultural experiences is influenced by language mindsets (i.e., beliefs about the extent to which language learning ability is fixed versus malleable). We conducted three studies (N = 581), including a social interaction task, a double-blind randomized experiment, and a preregistered cross-sectional survey, to test the role of language mindsets on English-as-a-second-language (ESL) students’ rejection sensitivity, perceived rejection, self- and experimenter-reported contact avoidance, willingness to interact with peers, and the amount of time in using English. We found that fixed (vs. growth) language mindsets were linked to negative perceptions of language-based rejection and self- and experimenter-reported contact avoidance. Importantly, growth language mindsets mitigated perceived language-based rejection and encouraged future communication among those with low (but not with high) perceived English competence. The findings highlight that growth mindsets contribute to the resilience of language minority students during their university experience, especially for those with low English competence. 相似文献
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《校园英语(教研版)》2015,(19):53-55
English writing has been increasingly important nowadays.Cultivating students’written skills has become one of the most important tasks in vocational school English teaching But,because of the lack of linguistic competence,effective vocabulary,and basic writing skills as well as the negative effects from mother tongue and cultural differences between China and western world,numerous kinds of mistakes occur in English writing.In view of this,the author found the most frequently-made mistake in students’English writing,based on personal teaching practice and research,is the improper employment of English tenses,and the main error converges at the present perfect tense.This thesis mainly analyzes the reasons and the possible solutions from two aspects:mother tongue transfer and tense confusion and ends up with the strategies of improving the writing abilities of the concerned students. 相似文献