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1.
This study explores how group dynamics(such as group cohesiveness and group norms)influence learners’willingness to communicate(WTC)in an EFL classroom.The results from the 236 questionnaires showed that there was a significant correlation between group dynamics and WTC in an EFL classroom.A dozen students who participated in this study were interviewed for more in-depth information and the data revealed that most interviewees acknowledged the importance of the class group.The qualitative data also showed the importance of their own determination to learn in establishing their WTC. 相似文献
2.
As increasingly large number of Chinese students study abroad,Chinese students’classrooms behavious have captured attention.In addition to analyzing the factors affecting the learners’willingness to communicate(WTC) in second language(L2),the paper also aims to examine validity of the heuristic model of MacIntyre et al.(1998) in this particular context.Results show that interlocutor,topic and conversational context are the three main situational variables found to affect the Chinese learners’L2 WTC. 相似文献
3.
Memorization has been long viewed as a bad practice or the opposite of meaningful learning.A survey on the role of memorization in ESL/EFL learning is carried out in Vestal Middle School,Binghamton High School and Binghamton University under the guidance of Professor Jennifer Brondell.The result shows that a majority of subjects were found to emphasize the important role of memorization as a strategy in helping students to obtain better accuracy and fluency,use language knowledge reserve,and gain more self-confidence. 相似文献
4.
Vinita Gaikwad 《美中教育评论》2014,(7):490-499
Grammar is an important aspect of English language pedagogy in China and is taught as a subject of study in Chinese primary and high schools. Despite studying grammar for several years, however, high school graduates find it difficult to express their ideas in English especially when they are asked to write essays at university. This article reports a study that investigates students＇ views regarding the study of grammar when contextualized to their writing courses. It was found that students appreciate contextualized study of grammar as opposed to isolated learning of grammar using memorization, drills, and practices. The study suggests that a shift in the aims and methods of teaching English in high schools is necessary if students＇ preferences, which are consistent with research literature in second language teaching, are to be taken into consideration. 相似文献
5.
黄辉 《读与写:教育教学刊》2011,(11):5-6,11
This study explored the potential of using peer-teaching as a pedagogy to promote college English majors’ learner autonomy.Data collected over 2 weeks through observations,interviews and questionnaires revealed that the students were highly motivated in their learning and their self-confidence was greatly improved.The study also proved peer-teaching had also developed the students’ metacognitive strategies and social strategies.Thus,peer teaching is effective in promoting language learner autonomy. 相似文献
6.
Ulf Fredriksson Monica Eklund Karin Taube 《美中教育评论》2009,6(11):17-32,56
Researchers from Mid Sweden University and Kalmar University organised surveys on reading skills in Swedish municipalities. This paper will focus on the surveys made in four municipalities between 2002 and 2007. All students in grade 8 in these four municipalities participated in the surveys--in total 16,287 students. These surveys included a reading test for the students and information about the students collected from the teachers, including participation in instruction in Swedish as a second language and in their mother tongues. Students of immigrant origin in Sweden are offered the possibility to participate in instruction in Swedish as a second language and in instruction in the student＇s mother tongue. No obvious trends over time in the participation in Swedish as a second language and mother tongue instruction were found in the four municipalities on the tests we gave, in spite of national trends. There was no difference in results on the reading tests in Swedish between those students who participated in mother tongue instruction and those who did not, but there was a difference in test results between those who participated in Swedish as a second language and those who did not. Those who did not participate （in Swedish as a second language instruction） did, on average, score higher on the test. When different language groups are compared, it can be noted that a majority in all groups of immigrant students neither participate in Swedish as a second language nor in mother tongue instruction. However, there are important differences between boys and girls and between language groups. Girls seemed to be more willing than boys to participate in voluntary mother tongue instruction, while boys more often than girls had to participate in compulsory lessons in Swedish as a second language. 相似文献
7.
《英语辅导》2014,(2):205-208
A Study on the Relationship between Physical Educational Majors＇ English Classroom Anxiety and English Classroom Willingness to Communicate, by SHI Yu ＆ FAN Weiwei, p.4 This empirical study aims to explore the relationship between English classroom anxiety and English classroom willingness to communicate by using questionnaires and interviews with 218 college physical educational majors. It is found that the physical educational majors have experienced the high level classroom anxiety and low to medium level willingness to communicate. Moreover, students＇ anxieties are negatively correlated with their willingness to communicate. 相似文献
8.
In the 1970s, the EFL profession generally began abandoning grammar-based methodologies in favor of approacheswhich focused on communication as the goal of language learning. Affected by this trend, the process approach to writing (asopposed to writing as a product) was introduced. Yet EFL. teachers themselves are faced with some obstacles when applying thetheory. This article analyzes some factors that hinder students from focusing on content when writing, and suggests in conclusionthat teachers should not be too impatient; rather, they should take students' level into consideration and allow students to have atransitional stage to get themselves prepared. 相似文献
9.
This study is designed to examine how learning strategies and other different variables have affected the English language proficiency of a Chinese EFL Learner.Two interviews were conducted to collect data.It was found that the effective use of different learning strategies,the affective,socio-cultural,and educational variables have all contributed to her language proficiency. 相似文献
10.
Meaola Amituanai-Toloa Stuart McNaughton Mei Kuin Lai 《美中教育评论》2009,6(6):23-36
This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool used a listening comprehension format to avoid possible decoding limitations and provided a gradient of difficulty with a surprising drop in both oral and reading comprehension at year 7. This drop was attributed to a change in competencies of some students entering the bilingual classroom at year 7. For example, the mixed levels of both L 1 （Samoan） oral and L1 （Samoan） reading comprehension within and across years of schooling likely reflects the varied provision in the Samoan bilingual classes and the variations across cohorts in different degrees of bilingualism. We argue that this might be due to the make up of the two schools of which one was an Intermediate school of years 7 and 8 students and, the other was a full primary school with students from years 4 to 8. The patterns suggest two general instructional needs in Samoan bilingual classrooms. One is the need to develop metacognitive components and the need for deliberate and explicit instruction to build awareness of strategies and effectiveness. The other is the ubiquitous need identified in reading comprehension instruction generally to develop vocabulary both through oral and written forms. There was a highly significant relationship between L 1 oral at L1 reading comprehension levels reflecting a general relationship found in other studies of monolingual in L2 （English） contexts. 相似文献
11.
The purpose of this study was to investigate how washback effect of a reformed test influenced students’perspectives in their spoken English learning. This study was expected to enrich the existing literature in testing washback in English as a foreign language context.Findings indicate that the adding of oral part in achievement test does have a positive washback effect on students’learning. However, such a washback effect on students’learning is quite superficial and limited. 相似文献
12.
13.
The present study was carried out to analyze the effect of language self-efficacy and listening strategy on academic achievements in Chinese Qinghai-Tibet Plateau EFL learners.To achieve this goal,eighty-seven university students participated in the study and filled in language self-efficacy and listening strategy questionnaire.The result revealed that learners’language self-efficacy,listening strategy are positively correlated with academic achievements.Comparing the two factors influencing language learning,self-efficacy has higher prediction than listening strategies to academic achievements.Inner correlation exists in language self-efficacy and listening strategies.No gender exists.The study shed more light on the influence of self-efficacy and listening strategy on students’performance. 相似文献
14.
Chih-Cheng LIN 《美中教育评论》2010,(11):36-43
This paper was intended to investigate the effects of using e-books （or texts with multimedia support） in an ERP （extensive reading program） on EFL （English as a foreign language） learners＇ attitudes toward reading in English. In a junior high school in northern Taiwan, 109 students from 3 intact classes were recruited in the 10-week ERP of e-books. Each class was introduced to a list of 140 selected e-books for the reading program; each student was then encouraged to read e-books after school, with the target of reading 4 e-books every week. The degree of changes in reading attitudes was assessed by using the reading attitudes scale （Stokmans, 1999） before and after the e-book ERP. In addition, the teacher＇s class notes of the students＇ reading behaviors and reactions as well as their spontaneous oral or written feedback were analyzed to be triangulated with the quantitative data. The results showed that the e-books had positive effects on the students＇ attitudinal changes in all dimensions of reading attitudes, namely, utility, development, enjoyment and escape, as well as in all the cognitive, affective and conative components. The results also showed that the features of the e-books, especially oral reading, highlighting, animations and music/sound effects, were considered important to change their attitudes. The implementation of interaction and learner control in the e-books guaranteed positive attitudinal changes as well. 相似文献
15.
With the development of the society & the economy,the pace of reformation & opening-up,and the modernization in China,English language,as a discipline,is being paid more and more attention to in the school.Good and high-standard English proficiency is required at present.With the influence of the traditional English teaching and learning mode,many students feel frustrated in the process of learning English.Therefore,the traditional English teaching and learning mode is greatly challenged.Based on the continuous development of the modern technology,the multimedia teaching and learning mode is widely applied.Multimedia,applied in the English teaching and learning process,create more authentic language environments,which enable the learners to communicate in English in real-life situations.Because both the authentic environment and communicative purposes are encouraged in modern EFL(English as a Foreign Language) teaching and learning classes,the combination of multimedia and basic teaching and learning skills will be a necessity.It is proved that the combination of the two is an effective way in the modern English language classes. 相似文献
16.
YUAN Guo-fang 《美中教育评论》2009,6(10):39-47,60
This paper, through a phenomenological study, is designed to study those overwhelming problems and concerns in intercultural adaptations commonly confronted with foreign Chinese students at an American institute since September 11th. After a qualitative study on the concerns and intercultural adaptations of fifteen Chinese graduate students majoring in different programs, it was found that in addition to language and culture deficiencies, the instability and the changes of the immigration laws and regulations regarding international students and scholars after the September 11th incident in the US is the big hurdle that encumbers them from a comparatively faster and better adaptation. The growing economic prosperity in Mainland China also affects the foreign Chinese students＇ motivation in intercultural adaptations in the US. 相似文献
17.
Thasaneeya Ratanaroutai Wasu Pathom-aree 《美中教育评论》2010,7(8):37-42,27
The purpose of this paper was to study the learning of DNA （deoxyribonucleic acid） by disadvantaged high school students in a Thai welfare school. Three DNA units of the genetics instructional units （GIUs） based on a social constructivist approach were implemented to 14 disadvantaged school students at Grade 12 in Bangkok. The data were collected from classroom observation, interviews, students＇ works, basic genetics concepts survey and advanced genetics concepts survey. It was found that before the implementation of the GIUs, the majority of students had ＂no conceptions＂ about gene, chromosome and DNA including their relationships. During the implementation of the GIUs, the teacher induced students into the lessons, checked students＇ prior knowledge, used practical-inexpensive-durable instructional materials, promoted social interactions through a variety of teaching strategies, periodically used dynamic assessments and assigned students into groups where they were able to communicate with others. After the implementation, the majority of students showed having ＂scientific conceptions＂ in the chemical components of DNA and ＂partial understanding＂ of the DNA structure and relationships among cell-nucleus-chromosome-DNA-gene concepts. 相似文献
18.
Since linguistics is defined as the scientific study of language, it is obvious that such a study would help a lot in language teaching and learning. Linguistics defines the nature of language learning in connection with various linguistic theories therefore it helps the teachers to choose teaching methods and techniques. Furthermore, the process of linguistic study can be summarized as follows: First, certain linguistic facts are observed, which are found to display some similarities and generalizations, hypotheses are formulated to account for these facts; and then make sure these hypotheses; finally a rule of linguistics is constructed. Our students are doing the same. They imitated what the teacher did and did what the teacher told them to. At last, they bear the usage of English in minds. 相似文献
19.
Since mistakes or errors is an issue of much concern for the teachers and second language acquisition experts implicit feedback and explicit feedback are often used.This study observed a lesson to find which one was used and found the implicit feedback was often available in the form of repetition,then demonstrates its function and assesses its effectiveness in the EFL classroom with the instrument of COLT. 相似文献
20.
This paper will study on the factors that directly or indirectly influence the fluent communication in English for Chinese learners from both macro and micro perspectives,on the basis of some recent reports about English language learning.According to the principles of language learning and teaching,the author analyses a theoretical framework for the willingness to English language communication and puts forward the three kinds of factors,including personality factors,socio-cultural factors and styles and strategies that directly and indirectly influence the willingness to English language communication and then influence English communication.This study will further illustrate three aspects:first,the general tendency and characteristics of students’willingness to English language communication inside and outside the classroom;second,the influence of first language acquisition and inter-language on English communication;third,the influence of communicative motivation,communicative anxiety,communicative competence,language evaluation on fluent English communication. 相似文献