共查询到20条相似文献，搜索用时 31 毫秒
1.
谁是合格的英语教师,是本族语英语教师还是非本族语英语教师?非本族语英语教师,特别是中国的非本族语英语教师有其独特优势,但也面临着严峻的挑战。从理论指导的高度和实际措施结合的方面,对非本族语的英语老师存在问题与挑战的研究有着重要意义,即帮助非本族语的英语老师成为更合格的英语老师,使其在外语教学中更有作为。 相似文献
2.
《Journal of Language, Identity & Education》2013,12(4):251-268
This study examines imagined professional and linguistic communities available to preservice and in-service English as a second language and English as a foreign language teachers enrolled in one TESOL program. A discursive analysis of the students' positioning in their linguistic autobiographies suggests that the traditional discourse of linguistic competence positions students as members of one of two communities, native speakers or non-native speakers/L2 learners. The analysis also suggests that contemporary theories of bilingualism and second language acquisition, in particular Cook's (1992, 1999) notion of multicompetence, open up an alternative imagined community, that of multicompetent, bilingual, and multilingual speakers. This option allows some teachers to construe themselves and their future students as legitimate L2 users rather than as failed native speakers of the target language. 相似文献
3.
In English, positions of lexical stress in disyllabic words are associated with word categories; that is, nouns tend to be stressed more often on the first syllable, whereas verbs are more likely to be stressed on the second syllable (i.e. subject (noun) vs. subject (verb)). This phenomenon, which is called the stress typicality effect, has been shown to facilitate word recognition to native English speakers. However, there is little research on whether it also facilitates word recognition to non-native speakers of English, in particular, to English learners with a tonal first language. To fill this research gap, the present study investigated whether the stress typicality effect modulated word recognition in native speakers of Chinese who learned English as a second language. Both visual grammatical classification and lexical decision tasks were administered to ESL learners with intermediate and advanced English proficiency. The results revealed that Chinese intermediate ESL learners were not sensitive to stress typicality in English; however, the advanced learners were. The findings suggest that different performances in stress assignment among Chinese ESL learners were influenced by their English proficiency levels. 相似文献
4.
Jill B. Gidmark 《Innovative Higher Education》1982,6(3):172-183
The paper describes how integrating instruction in reading and vocabulary can aid language learning for non-native speakers of English. It discusses the theories behind some of the difficulties in learning English and gives some practical methods for lessening those difficulties. Finally, the article delineates the differences in focus and emphasis between teaching reading and vocabulary skills to native students and teaching the same skills to non-native students.Dr. Gidmark is Assistant Professor of Skills & Writing at the University of Minnesota General College, where she also coordinates the Reading Laboratory. Address reprint requests to the author at the University of Minnesota General College, 106 Nicholson Hall, 216 Pillsbury Dr. S. E., Minneapolis, MN 55455. 相似文献
5.
Hye K. Pae 《Educational Assessment》2013,18(2):97-115
This study investigated the role of item formats in the performance of 206 nonnative speakers of English on expressive skills (i.e., speaking and writing). Test scores were drawn from the field test of the Pearson Test of English Academic for Chinese, French, Hebrew, and Korean native speakers. Four item formats, including multiple-choice questions asking for a single answer (SAMC), multiple-choice questions allowing for multiple answers (MAMC), gap-filling, and summarizing items, were examined in relation to expressive skills. The results showed that, although the four groups showed different score distributions, their first language itself did not account for a significant variance in the expressive skills. The summarizing item format assessing listening skills accounted for the greatest variance in the test takers' expressive skills. The SAMC format explained consistently a smaller variance than that of MAMC in the expressive skills measured. Unlike the findings of previous research, no gender difference was found. 相似文献
6.
Keri-Anne Croce 《English in Education》2010,44(2):126-145
Within the United States, a priority has been placed on the area of reading assessment as mandated by the US Department of Education (2004) . Confusion still exists as to how to assess students who are not being taught in their native languages ( Wright and Choi 2006 ). Solorzano (2008) concludes that standardised tests are not appropriate for non-native language speakers. This debate continues to occur on a global level ( Wyse and Styles 2007 , Edwards and Potts 2008 ) and speaks to a need for research that investigates reading assessments used with non-native speakers. The research within this article contributes to a larger discussion of the use of assessments with non-native and native language speakers. The article presents the results of a study that took place at a kindergarten through eighth grade elementary school in central Arizona. The study investigated how six students from various language backgrounds made meaning of informational texts over the course of a year. It proposes that teachers need to be allowed to teach and assess each student based on his or her strengths and needs. 相似文献
7.
This case study aims to reveal how conceptualization of native speakership was constructed and reinforced in a South Korean
university classroom of English as a foreign language (EFL). In addition, it examines how this conceptualization positions
native speakers, a non-native EFL teacher, and learners, and what learning opportunities were provided in this classroom.
The participants of the study were one instructor and his students. The data include classroom observations, interviews with
the teacher and students, and student surveys. The findings indicate that the students had been exposed to American English
more frequently than any other English variety. Also, they wanted to learn American English in and outside of the classroom.
Furthermore, this study shows that American English norms were revealed in the teacher’s beliefs and reinforced in his classroom
through his instructional materials, classroom practices, and evaluation of the students. Thus, as a mediator between native
speakers and learners, the teacher positioned native speakers as authoritative possessors of correct pronunciation and expressions
for his students to imitate. Consequently, the students learned about pronunciation and informal expressions as modeled by
American native speakers rather than learning to use the L2 communicatively as recommended by the institutional policy. This
study has important implications for English language teaching in South Korea, specifically in terms of the concepts of native
speakership, student learning, and teacher education. 相似文献
8.
9.
进入21世纪以来,英语作为一门国际交流语言,其重要性不言而喻。环顾世界,很难再找到另外一种语言像英语这样,使用人数如此之多,分布范围如此之广。然而,随着英语世界通用语身份的逐步确立,原本对英语具有绝对领导权的英语母语使用者越来越感到自己的权威地位正受到其他英语使用者的挑战。非英语母语使用者的人数已经大大超越了母语使用者,而这一客观存在的事实,也促使了前者在世界英语俱乐部中发出愈来愈强烈的声音,以吸引学者尝试使用一种全新的视角去看待今日英语发展之状况。 相似文献
10.
In Canada, all regular K-12 teachers face the challenge of teaching both native and non-native English speaking students. Consequently, working with students who use English as a second language (ESL) has become everybody's business, irrespective of whether they are teaching language or mathematics, at elementary or secondary levels. As a result, it is essential for in-service teachers to gain knowledge and develop skills in working with ESL students. Teaching English as a second language (TESL) courses have been delivered traditionally at the Faculty of Education at Queen's University through on-site training and with opportunities for working with ESL students. These courses, however, are now delivered online to teachers in different locations across the province and even in other parts of the world. This paper addresses the challenges of converting the on-site courses to an online format. 相似文献
11.
Predictors and outcomes of early versus later English language proficiency among English language learners 总被引：1，自引：0，他引：1
Tamara Halle Elizabeth HairLaura Wandner Michelle McNamaraNina Chien 《Early childhood research quarterly》2012,27(1):1
The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development. 相似文献
12.
Michael R. Chrisman Frederick S. Ruland 《The Journal of Agricultural Education and Extension》2013,19(1):13-22
Abstract Interns evaluate their international agricultural and horticultural internship. Topics include: career and personal development, ability to learn and teach, and quality of life during internship. Findings are associated with intern's: gender, native language (English, non-English), type of placement during internship (agriculture, horticulture), present occupation (agriculture, horticulture, other), present work status (owns own business, works for others), and year of internship (1980–1994). Males report greater ability to teach the host. Females report higher quality of life during internship. Agricultural placement interns report greater personal development than horticultural placement interns. Non-native English speakers indicate greater career development than native English speakers. Male non-native English speakers indicate greater learning than female non-native English speakers. Interns now working in agriculture or horticulture and owning their own business report more learning than those now working for others. Personal development during intership has decreased over time for interns presently working in agriculture. Interns now working in other occupations, who had agricultural placements indicate more learning than those who had horticultural placements. Interns not presently working in agricultural or horticultural occupations rate their quality of life during the internship as lower than those now working in agriculture or horticulture. The survey instrument and its analysis are discussed, and the Ohio International Agricultural and Horticultural Intern Program is described. 相似文献
13.
米斯茹 《四川师范大学学报(社会科学版)》2012,39(5):152-156
解说作为电视纪录片语言元素的一种,主要功能是延伸画面信息量、增加作品意蕴、渲染烘托气氛、提炼升华主题等。配音员在理解创作者意图、熟悉文字稿件后,通过内部技巧——情景再现、内在语、对象感转化为解说的动力和激情而进入有声语言解说的创作过程,在这一过程中蕴含着丰富的美学意蕴。 相似文献
14.
John W. Young Jonathan Steinberg Fred Cline Elizabeth Stone Maria Martiniello Guangming Ling 《Educational Assessment》2013,18(2):87-106
To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers. 相似文献
15.
李姝 《湖北第二师范学院学报》2012,(9):34-37
对来自西南大学的10位英语专业四年级学生进行了一个英语会话测试以便收集其会话语料,并对他们与Zhang(2002)所报告的本族语使用者在英语会话中使用回声式反应的比率进行了对比分析。结果显示,与本族语使用者相比,学生在英语交谈中,对回声式反应使用不足。该结果的启示是,应把英语本族语使用者的口语语料库作为中国大学的英语口语课程的材料编写的最有效的来源之一,以便于学习者观察和模仿到更为地道的英语口语表达。 相似文献
16.
何冬兰 《金华职业技术学院学报》2012,12(2):22-25
自然语音教学法的核心是语音,教学目标是让学习者能够面对面地和目标语母语者进行流畅的口语交流。自然语音教学法以面对面的口语交流形式作为检验二语习得效果的首要评价标准,尝试将二语习得过程分为八个阶段：听音（无纸化）,辨音,常速语音训练,辨字形,积累词汇、语法,听写、默写,背诵,实际演练。整个学习过程主要通过视听等多媒体手段来完成,输入大量的语言材料,并强调真实有效的语言输出,实现自然流畅的口语交流。 相似文献
17.
大学英语写作能力的培养一直是较难解决的问题。然而,以现代信息技术为标志的语言教学现代化为解决这个问题提供了契机。本研究以形成性评价理论为依据,提出自主写作模型以指导实验过程,同时应用在线写作自动评价系统WRM2为写作和反馈工具,以问卷、教师日志、学生日志和访谈记录为数据收集工具,在两组学生中开展写作教学实证研究,试图探索融入WRM2系统的写作教学模式与大学生英语自主写作能力之间的关系。 相似文献
18.
Ya‐Chen Su 《Educational studies》2008,34(4):377-398
The emergence of the incorporation of culture into EFL education is a growing trend in Taiwan. The purpose of the study was to examine: (1) the effects of the ethnographic interview project on Taiwanese students' cognitive development in understanding native English speakers and their cultures; (2) changes in students' self‐awareness and understanding of both the target culture and their own; and (3) students' perceptions of the ethnographic interview project employed in EFL college classes. Data were collected through pre–post questionnaires, oral and written reports, classroom observation and interviews. Results indicated that participation in the ethnographic interview project helped facilitate the development of cross‐cultural awareness and communication skills by providing opportunities for students to gain insight into the values of target language countries, learn to view their own culture in new ways, increase their confidence in using English to communicate and view authentic communication as the goal of EFL learning. The majority of the participants saw the ethnographic interview project as an effective means of facilitating intercultural/interpersonal communication and understanding. 相似文献
19.
Metacognition and EFL/ESL reading 总被引：6，自引：0，他引：6
Several distinct research streams are converging in the field of foreign or second language reading in the U.S. Separate research streams in metacognition, in reading strategies, and in the training of reading strategies are converging in the field of English as a foreign or second language. This confluence of research is dramatically impacting the teaching of English to adult non-native speakers for academic purposes. In this article we will briefly review these distinct research streams for their relevance to the population in question, and will then describe the research design for an empirical study we are currently conducting to further investigate the efficacy of metacognitive strategy training for adult EFL/ESL reading. 相似文献
20.
王敬清 《湖北广播电视大学学报》2007,27(6):15-16
本文基于对广东电大某教学点面授辅导教学半年来的到课率的统计分析,通过剖析造成面授教学到课率呈下降趋势的原因,提出促进面授辅导教学效果和质量的提高,必须进一步转变教师观念、提高教师素质、改变辅导方式方法,加强对学生的引导和对学生自学能力的培养,转变教学管理理念,加强对面授辅导教学的研究、检查和督导工作。 相似文献