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1.
Diane Larsen-Freeman 《通化师范学院学报》2002,(8)
Introduction The topic of this paper is language teaching methodology—and the matter of its appropriateness. A number of writers in our field have criticized language teaching methods during the last decade. Some have noted that the search for the best method is ill-advised (see, for example, Bartolome, 1994). They say that there can be no one best method. Others have 相似文献
2.
Christopher Kelen 《通化师范学院学报》2000,(1)
Big class? Small room? Needing to regularly shift modes of interaction (groups, pairs, big circle)? Do you have trouble motivating students to actually move? Noisy scraping chairs? Are studonts getting stuck in cliques and clamming up? Or is your 'group-work' only in English when you are within earshot? In-any of these circumstances the panauricon could be the 相似文献
3.
This study examines impact of the educational use of Facebook group on the high school students’ proper usage of language. The study included thirty students who attend 11th grade in a high school in Trabzon, Turkey. Firstly, preliminary data about Facebook usage of students were obtained to understand the factors that motivate students to use Facebook and whether they use them for the educational purpose or not. Then, a Facebook group was created, in which a literature teacher was assigned as the guide of the group. This study lasted twelve weeks. The students’ assignments such as compositions, poems, and vignettes, discussions, the teacher’s views and observation, data from the interviews with participants were analyzed in this study. Results from this study indicated that that Facebook group was effective on issues such as development of writing abilities of students, communication and cooperation between teacher and students, and cooperation and communication among students. The original idea for this research was to determine that proper usage of language can be improved in social context if Facebook group is created as a flexible online community with interactive and reflective activities, effective tool of sharing and communication. This study demonstrates how Facebook can successfully be used in educational environment appropriately. 相似文献
4.
Manfred Wu 《课程研究杂志》2016,48(3):346-366
This article explores the implications of Hegel’s theories of language on second language (L2) teaching. Three among the various concepts in Hegel’s theories of language are selected. They are the crucial role of intersubjectivity; the primacy of the spoken over the written form; and the importance of the training of form or grammar. Applying these three concepts to L2 teaching results in several recommendations. Firstly, there should be more emphases of the goal of L2 learning as achieving intersubjectivity. Secondly, the teaching of spoken language should precede the written form. Thirdly, in L2 instruction, the teaching of forms, or rules of grammar or mechanical practices, should be treated as another major goal. The final recommendation is that culture learning is essential. 相似文献
5.
Diane Atkinson Gorcyca William R. Kennan Marianne G. Stich 《Communication quarterly》2013,61(1):38-43
Language samples of college and middle‐aged respondents were syntactically analyzed in order to determine if the use of college students is appropriate for generalizations to other elements of the population. Multiple Discriminant Analysis was employed to determine correct classification of written language samples based on syntactic categories. Twenty‐two college‐aged subjects and 22 middle‐aged subjects responded to a TAT‐type photograph. The correct classification of college and middle‐aged subjects was 93.18%. A second MDA calculated on a three‐way distinction (college/nursing home employees/educators) yielded 90.91% discriminability. Utilizing a four‐way distinction (freshmen/sophomores/nursing home employees/ educators], the correct classification was 81.82%. Finally, an MDA calculated for male/female resulted in 68.18% discriminability. These results cast doubt on the validity of a “science of sophomores.” 相似文献
6.
张宏 《高等教育与学术研究》2006,(2)
The term, culture shock, was introduced for the first time in 1958 to describe the anxiety produced when a person moves to a completely new environ- ment. This term expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appro- priate or inappropriate. The feeling of culture shock generally sets in after the first few weeks of coming to a new place. "Coming to America is like jumping into cold water," says an inte… 相似文献
7.
高淑玲 《华夏少年(简快作文 )》2007,(7)
A.Use all kinds of teaching aids In the classroom,students should be provided with a chance to experience the language in meaningful ways and try out their skills,so the teachers should try to use all kinds of teaching aids to set the language context for the students.And we should not only be acquainted with the use of flash cards and wall pictures,but also we need to learn to collect and make visual aids,such as pictures from magazines,used objects like can and boxes,flannel board,and stick-figures.So with a piece of chalk,objects,people,animals,settings are created on the blackboard and the students'interest and attention are aroused. 相似文献
8.
FU Jing-yuan 《美中教育评论》2007,4(9):38-45
This paper conducted on an empirical study among 466 first-year semester diploma students of Wenzhou University, contemplates some metacognitive strategies for facilitating learners＇ self-autonomy for oral language learning. Oral language appropriateness and procuration within the context of globality and lifelong learning are essential to the Chinese college students. To support the improvement, we initiated a ＂Four-dimensional-cycle＂ Approach （Four-d-c Approach） to examine the result of metacognitive strategy training, and we produced a ＂Four-dimensional-cycle＂ oral communicative test. To pledge ＂Four-dimensional-cycle＂ oral communication, ＂the NTP English Learning Model＂, ＂the SCARF English Teaching Enlightened Procedure＂ and ＂SLS-focus Infiltration English Teaching Mode＂ have been in succession designed. Results of this paper are expected to provoke a depth research on how to heighten learners＇ self-autonomy for oral language by effectively utilizing metacognitive knowledge, metacognitive experience and metacognitive monitoring. 相似文献
9.
Andrew Burrell 《Education 3-13》2018,46(2):202-217
There has been little research into how children use language play in writing. The unprompted language play of 36 children was investigated through their writing of a short advertisement. The sample comprised three attainment sub-groups from a larger repeat-design study of persuasive writing in the 9–11 age-range. The writing was analysed using qualitative methods derived from relevant linguistic literature. Extensive use of language play was evident, as well as stylistic differences between the sub-groups. The findings indicate how teaching and learning might be enhanced from more conscious use of children’s propensity for manipulating the forms, meanings and uses of language. 相似文献
10.
Luis S. Villacañas de Castro 《课程研究杂志》2016,48(3):367-387
This article aims to apply Stenhouse’s process model of curriculum to foreign language (FL) education, a model which is characterized by enacting principles of procedure which are specific to the discipline which the school subject belongs to. Rather than to replace or dissolve current approaches to FL teaching and curriculum development, this article seeks to improve and enrich communicative and task-based orientations with an additional criterion for assessing the educational worth of the tasks through which these orientations are developed. Unlike the objectives and competences models, principles of procedure provide an intrinsic justification of school curriculum by enacting the epistemological structure of any given area of knowledge in the educational process. Accordingly, the article will first justify the need to come up with a process model of curriculum for FL education which is built around such principles; then, it will formulate a basic framework that reflects the logical structure, concepts and epistemological perspectives of the language studies, as a first step to allowing these to enter the FL classroom and orient the teaching conducted in it; finally, it will present three tasks whose design was inspired by the abovementioned framework, and which were put into practice with Primary education English as a Foreign Language learners during the 2013–2014 and 2014–2015 academic years. 相似文献
11.
The medium of （oral） language is mostly disregarded （or overlooked） in contemporary media theories. This ＂ignoring of language＂ in media studies is often accompanied by an inadequate transport model of communication, and it converges with an ＂ignoring of mediality＂ in mentalistic theories of language. In the present article it will be argued that this misleading opposition of language and media can only be overcome if one already regards oral language, not just written language, as a medium of the human mind. This paper fall back on Wittgenstein＇s conception of language games to try to show how Wittgenstein＇s ideas can help us to clear up the problem of the mediality of language and also to show to what extent the mentalistic conception of Chomskyan provenance cannot be adequate to the phenomenon of language. 相似文献
12.
Shu-Wen Lan 《International Journal of Science Education》2019,41(9):1246-1270
Recent science-education reforms have targeted students’ ability to ‘talk science’, especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The present study explores this issue in a fourth-grade science classroom in the United States in which students from various linguistic and cultural backgrounds were studying together. Specifically, it analyzes the case of a focal Asian-background ELL who encountered challenges in her attempts to respond to the teacher’s questions and participate in the classroom academic discourse on earth science. Our analysis indicated that this ELL was unaware of the teacher’s expectations regarding the intertextual connections and academic language required to successfully accomplish science tasks. The ELL’s unexpected responses exposed a complex set of academic and social issues – notably, gaps between the teacher’s, students’, and ELL’s own expectations about language participation – that could have contributed to her supposed behavioural problems. 相似文献
13.
In recent years, because of the ’open-door’ policy and the increasing role of English as a global language, increasing numbers of English words have been absorbed into Chinese by both direct and indirect borrowing. This article is explored to discuss the way of English borrowing into Chinese and how the changes of China’s English language policy have been made. 相似文献
14.
Ayşe Eser Başyurt Tüzel 《欧洲师范教育杂志》2009,32(3):271-287
This study investigates the challenges that non‐native pre‐service English teachers (Haluk, Gaye, Selin, Öznur and Serkan) experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures, explaining unknown words to students, modifying language according to students’ level, and authenticity of the classroom language. During this study, the target language awareness training session was offered by the university supervisor in order to improve the student teachers’ target language use in the classroom. The training sessions included classroom observations, feedback sessions, semi‐structured interviews, retrospective protocols and discussion meetings with the student teachers. The findings indicated that the language awareness training had a positive impact on the target language use of the pre‐service English teachers. Furthermore, this study discusses the curriculum and the requirements of the language teacher education programme in an EFL setting and makes suggestions for the professional development of non‐native pre‐service language teachers. 相似文献
15.
China’s policy of Chinese as a foreign language and the use of overseas Confucius Institutes 总被引：1，自引：1，他引：0
China’s economic power is changing attitudes towards Mandarin Chinese worldwide. Chinese as a foreign language (CFL) consequently
emerges as a subject for research as well as an educational market. This article investigates the modern evolution of CFL
curriculum policy that has led to the current rapid growth of the Confucius Institute (CI) around the world, using media sources
including government policy, Confucius Institutes themselves, newspaper reports from the Internet, and individual blogs posted
by teachers of Chinese language, as well as university academics’ observations. It opens up a discussion of the implications
of the development of China’s CFL policy, particularly through the Confucius Institutes, in diversifying the world’s lingua
franca and sharing the market of education in the coming era. The analysis indicates that it is unlikely that Chinese will
displace English as the world’s most widely used language in the foreseeable future, but the view that the Chinese language
is an important element in the future unity of the world has been voiced. 相似文献
16.
Laura Hills Anactoria Clarke Jonathan Hughes John Butcher Isobel Shelton Elaine McPherson 《Open Learning》2013,28(3):238-249
Ensuring the fairness of assessment is important in all areas of higher education. It is particularly so in distance education, where the communication around assessment and feedback is a principal method of supporting learning, and even more so when the students are at the entry point into higher education. This research explores the nature of the language used in explaining the purpose and process of assessment on an access programme at The Open University, UK, from the perspective of the module team, the tutors and the students. It takes a qualitative approach to examine the clarity and consistency of assessment tasks, assessment guidance and TMGs. Analysis revealed inconsistencies in the language used in relation to assessment, which has led to a revision of how assessment tasks and guidance are communicated to students and tutors. 相似文献
17.
David A. Green 《International Journal for Academic Development》2013,18(1):33-45
Seventy‐seven new academics – 59 at a large, public university in the UK and 18 at a medium‐sized, private comprehensive university in the USA – were asked to read an extract of an article on the scholarship of teaching and learning (SoTL) and mark the text according to categories of difficulty or dislike. Analysis of the data revealed six main linguistic barriers in the text: specialist vocabulary, passive constructions, pronouns, figurative language, derivations and poor editorial standards. These barriers were similar at both institutions, suggesting they apply across different contexts. Contrary to expectations, no conclusive disciplinary‐based distinctions were detected. Implications for both readers and writers are explored and proposals are made for developing a literary style in SoTL literature that is simultaneously accessible and credible. Soixante‐dix‐sept nouveaux enseignants – cinquante‐neuf provenant d’une université publique britannique de grande taille et dix‐huit provenant d’une université privée américaine de taille moyenne – ont lu l’extrait d’un article portant sur le scholarship of teaching and learning (SoTL) et ont identifié les parties qu’ils jugeaient difficiles ou qu’ils n’appréciaient pas. Une analyse des données révèle la présence de six barrières linguistiques principales dans le texte: le vocabulaire spécialisé, les constructions passives, les pronoms, le langage figuratif, les dérivations et des standards de rédaction de piètre qualité. Ces barrières étaient similaires dans le cas des deux institutions, ce qui suggère qu’elles sont applicables dans des contextes différents. Contrairement aux attentes, aucune distinction reposant sur les disciplines permettant de tirer des conclusions n’a pu être détectée. Les implications pour les lecteurs et les rédacteurs sont explorées et des propositions visant à développer un style littéraire pour la documentation portant sur le SoTL qui soit à la fois accessible et crédible sont formulées. 相似文献
18.
The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers’ oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers’ target words and comprehension of stories. Four digital storybooks were adapted and printed for read-alouds. Children were randomly read two stories on the digital platform, and two by the assessors. Following the story, children completed vocabulary and comprehension tasks, and a brief motivation checklist. We found no significant differences across medium; children comprehended equally well regardless of whether the story was read digitally or in person. However, using repeated ANOVA measures, we found a significant main effect of the story read. This research indicates that the content of the book rather than its form predicts story comprehension. Implications for using digital media in the preschool years are discussed. 相似文献
19.
Learning mathematics in a second language is a challenge for many learners. The purpose of the study was to provide new insights into the role of the language context in mathematic learning and more particularly arithmetic problem solving. We investigated this question in a German–French bilingual educational setting in Luxembourg. Participants with increasing bilingual proficiency levels were invited to solve additions in both their first and second instruction languages: German and French. Arithmetic problems were presented in two different conditions: preceded by a semantic judgment or without additional language context. In the French session we observed that additions were systematically performed faster in the condition with an additional language context. In contrast no effect of the context was observed in the German session. In conclusion, providing a language context enhanced arithmetic performances in bilinguals' second instruction language. This finding entails implications for designing optimal mathematic learning environments in multilingual educational settings. 相似文献
20.
Josephine Marie Moate 《欧洲师范教育杂志》2011,34(3):333-346
Content and language integrated learning (CLIL) has received significant interest in recent years as a practical means of creating a plurilingual European community. A key feature of CLIL is the non-native speaking teacher responsible for developing learners’ content and language knowledge in a foreign language mediated environment. Teachers often enter the CLIL classroom with established expertise in either content or language learning; however, the impact of entering the foreign language mediated environment is little explored in existing literature. This investigative research is based on six teacher interviews intended to access the teachers’ own understanding of how foreign language mediated teaching impacts their professional integrity. The interviews aimed to explore how CLIL teachers experience the change in language, how new demands are encountered and handled. This research found that foreign language mediated teaching affects teachers’ sense of professional integrity with regard to both the person and the practice of the teacher at a fundamental level. 相似文献