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1.
作为外语学习中特有的一种复杂心理现象,语言焦虑在学习者中普遍存在,并且在所有影响学习者的情感因素中是妨碍外语学习的最大不利因素,因此教师应分析学生语言焦虑产生的原因,并有针对性地提出缓解语言焦虑的方法。由于幽默的生理与心理功效,把幽默带入课堂将有利于创造良好的情感环境和课堂学习气氛,最大程度地降低学生的焦虑程度,提高学生的语言学习效果。 相似文献
2.
Language learning beliefs play a very important role in influencing learners’ attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz’s(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated. 相似文献
3.
何黎金英越南 《云南师范大学学报(教育科学版)》2011,(5):75-83
文章根据Selinker所提出中介语运作的5个程序,描写越南人学习汉语的中介语表现。具体分析了越南学习者由于母语负迁移、对汉语规则的过度概括化、语言训练的转移等因素所生成的语法偏误。通过分析学习者的汉语学习策略和汉语交际策略发现汉越词能帮助越南学习者产生正迁移的同时也会造成负迁移。文章还通过个案分析证明了Selinker所提出的二语学习策略和二语交际策略的不同类型确实一直被学习者所使用。 相似文献
4.
This paper describes 3 language learning approaches common in many urban and rural Ojibwe communities, as well as the ideologies of endangerment that drive and sustain them. Drawing from collaborative language revitalization work with teachers, learners, and community leaders, we analyze some of the teaching and learning practices that lead to the common mismatch between language learner goals and expectations, on the one hand, and the outcomes of language learning, on the other. We outline how these 3 approaches to language learning relate to cultural identities and place-based notions of authenticity as well as to current findings in the field of second language acquisition. We then profile 2 speakers who have learned Ojibwe successfully as adults to illustrate how their success was possible largely because they were able to engage with the Ojibwe language in interactive ways that run counter to common language learning approaches. We suggest that for language revitalization efforts, and individual learners, to experience higher levels of success, greater attention needs to be paid to how ideologies of endangerment impact language learning approaches. 相似文献
5.
邢伟华 《黑龙江教育学院学报》2005,24(6):114-116
焦虑是对二语学习影响力最大的情感因素,焦虑对语言学习的消极影响会给学习者带来巨大障碍。导致焦虑产生的原因是多方面的,针对不同原因,教师可以采取相应措施来帮助二语学习者克服焦虑。焦虑的克服有助于学习者以积极的心态成功地完成语言学习。 相似文献
6.
自七十年代初期开始,外语教学中研究的焦点已由＂如何教＂转到＂如何学＂,因而很多学者都在探究学习过程中的主体——学习者这个变量,外语学习焦虑则是最引人注目的研究之一。现在已经有大量的研究表明外语焦虑和学习成绩之间存在相关性,但对于教学的启示还不够充分,作者希望通过本文能够对外语教学实践产生积极的影响。 相似文献
7.
周明朗 《暨南大学华文学院学报》2014,(1):15-20
华语教育与国际汉语教育有何异同?这不仅是一个学术问题,而且也是中国当前亟待解决的一个语言政策问题。本文提出的"语言认同过程"理论把语言认同分解为个人多重身份库、个人语码库和身份与语码匹配过程,并认为,语码的学习、储存、和使用需要与语言学习者的身份认同相匹配。根据该理论分析,华裔学生对华语的认同有别于非华裔学生对国际汉语的认同,因此华语教育与国际汉语教育的对象有重大的认知差别。本文运用该理论分析华裔学生学习华语的身份认同困惑,提出相应的华语教育理念、华语教学法、华语教材编写和华语教师培养方法,以期解决华裔学生华语学习中的认同问题,达到华人身份与华语语码的有机匹配。 相似文献
8.
Chih‐Ming Chen Tai‐Hung Lee 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):417-440
e‐Learning is becoming an increasingly popular educational paradigm because of the rapid growth of the Internet. Recent studies have argued that affective modelling (ie, considering a learner's emotional or motivational state) should also be considered while designing learning activities. Many studies indicated that various learning emotions markedly impact learning outcomes. In the language education field, many studies have investigated anxiety associated with learning a second language, noting that anxiety has an adverse effect on the performance of those speaking English as a second language. Therefore, how to reduce anxiety associated with learning a second language to increase learning performance is an important research issue in the language education field. Accordingly, this study employed a sensor, signal processing, wireless communication, system‐on‐chip and machine‐learning techniques in developing an embedded human emotion recognition system based on human pulse signals for detecting three human emotions—nervousness, peace and joy—to help teachers reduce language‐learning anxiety of individual learners in a web‐based one‐to‐one synchronous learning environment. The accuracy rate of the proposed emotion recognition model evaluated by cross‐validation is as high as 79.7136% when filtering out human pulse signals that have bias. Moreover, this study applied the embedded emotion recognition system to assist instructor's teaching in a synchronous English conversation environment by immediately reporting variations in individual learner emotions to the teacher during learning. In this instructional experiment, the teacher can give appropriate learning assistance or guidance based on the emotion states of individual learners. Experimental results indicate that the proposed embedded human emotion recognition system is helpful in reducing language‐based anxiety, thus promoting instruction effectiveness in English conversation classes. 相似文献
9.
David B. Paxman 《College Teaching》2013,61(4):158-160
AbstractEnglish language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. The current study examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. Quantitative data was collected measuring perceptions of teacher power use and self-perceptions of learner empowerment. Qualitative data consisted of twenty in-depth interviews with ELL students illuminating their perceptions of teacher power and its relationship to their perceptions of learner empowerment. Differences were found by language in coercive, legitimate, and expert teacher power. Four themes emerged from interviews; what good teachers do, what bad teachers do, what teachers should know, and understanding ELL students. Implications for educators and future research are discussed. 相似文献
10.
谭立重 《深圳职业技术学院学报》2011,10(6):40-44
从心理词汇的组织着手,重点分析了二语学习者应该如何根据心理词汇的动态发展过程采取词汇学习策略。得出的结论是：二语学习者的心理词汇组织是一个从母语概念向目标语概念转化的动态变化过程,所以词汇学习策略也应该从以词形为中心的策略逐步向以语义为中心的策略过渡。 相似文献
11.
Chan LÜ 《Frontiers of Education in China》2020,15(1):99
With the promise of achieving bilingualism, biliteracy, and cultural pluralism, Chinese immersion programs for students from kindergarten to 12th grade (K-12) in North America, especially the US, have been proliferating in the past two decades. Research on this rapidly growing population of non-native Chinese learners is also growing. This research synthesis focuses on 35 selected studies published in recent years on Chinese immersion in both Chinese and English language journals and books. The review found that researchers are exploring a wide range of issues with respect to language and literacy development in Chinese immersion programs, including academic achievement in English, language and literacy acquisition in Chinese, instructional strategies and classroom interaction, as well as learners’ language use and its sociolinguistic variations. These studies reflect a growing interest in and demand for learning more about the lesser-researched Chinese foreign language (CFL) learner population, and this review concludes with suggestions for future research on Chinese immersion based on its curricular features as well as specific considerations for conducting research with young, emergent bilingual and biliterate learners. 相似文献
12.
Yueh-Min Huang Shu-Hsien Huang Ting-Ting Wu 《Educational technology research and development : ETR & D》2014,62(2):187-207
Mathematics is closely related to daily life, but it is also one of the lessons which often cause anxiety to primary school students. Digital game-based learning (DGBL) has been regarded as a sound learning strategy in raising learner willingness and interest in many disciplines. Thus, ways of designing a DGBL system to mitigate anxiety are well worth studying. This study adopts an Input–Process–Outcome DGBL model to develop a DGBL system with a diagnostic mechanism strategy for a primary school mathematics course. In addition to exploring the impact of different learning methods on learning performance, this study further analyzes the learning methods in terms of learner anxiety about mathematics, learning motivation and learning satisfaction from the perspective of Attention, Relevance, Confidence-building, and Satisfaction (ARCS) motivation theory. The diagnostic mechanism strategy demonstrates the advantages of the DGBL system for mathematics learning. During the learning process, the ARCS questionnaire revealed that students who engage in learning through the DGBL method are positively motivated. The findings of this study suggest that centering on the daily life experiences of learners, integrating a proper game model into mathematics learning and providing a diagnostic mechanism prompt can effectively enhance interest in learning mathematics and reduce anxiety. When anxiety is mitigated, both learning motivation and learning performance are enhanced. 相似文献
13.
Thai Distance English Learners and Learner Autonomy 总被引：1，自引：1，他引：0
Alisa Vanijdee 《Open Learning》2013,28(1):75-84
The study reported here represents an attempt to explore learner autonomy in a distance education setting in Thailand. Autonomy is a key element in learning a language at a distance and is reflected in the number and quality of learning strategies students employ. Data for this study were collected using a questionnaire sent to students country-wide, ThinkAloud protocols and interviews. Using a number of criteria which emerged from the study, students were grouped into two kinds of language learner: self sufficient language learners, who were able to follow the course but displayed a limited degree of learner autonomy, and dynamic distance language learners, who were more proactive in their approach to learning. The outcomes from this study were used to draw conclusions about recommendations for future distance language course development and to develop theoretical work by the author relating to autonomous learning of languages at a distance 相似文献
14.
动机是影响外语学习成败的关键因素之一,受诸多因素的影响,高职学生的外语学习动机错综复杂,文章从语言、学习者和学习情景等三个不同层面对其进行分析,并探讨了外语教师如何激发学习者的外语学习动机,以充分发挥学生在外语学习中的主体作用。 相似文献
15.
孙音 《湖南科技学院学报》2006,27(4):267-269
外语学习焦虑感的产生既有内部原因也有外部原因。本文通过调查分析成人外语学习者的基本情况（包括年龄、性别、学历、性格和期望值等）、焦虑的类型及焦虑的内容，讨论成人自身的个性特征对外语学习焦虑感形成产生的影响。本文旨在对今后成人外语教学提出了一些探索性意见和建议。 相似文献
16.
语言习得"关键期假说"对外语教学的启示 总被引：1，自引：0，他引：1
赵花兰 《西安文理学院学报》2004,19(2):53-55
本根据语言习得关键期假说及二语习得与外语学习在语言环境、语言输入、语言学习的认知基础和掌握程度方面存在的差异，提出在我国外语学习并非越早越好，决定外语学习成功的重要因素应是学习的努力程度、合格的师资及良好的语言学习环境。 相似文献
17.
在第二语言习得过程中,学习者个体差异因素诸如学习动机、性格、语言能力倾向、年龄因素、情感因素和学习习惯等对第二语言学习影响很大。为此,可采用以学习者为主体、合理对待语言输出、可理解语料的输入、目的语文化的介绍、分级教学等相应的教学策略,来提高学习者掌握所学语言知识的能力。 相似文献
18.
《Africa Education Review》2013,10(1-2):148-159
Abstract This article discusses data from a case study involving Grade 8–12 teachers in 14 classrooms. In all the schools that were identified, one teacher from each of the schools was identified for interviewing. After the interview the teacher was used as an ‘informant’ to identify other teachers who could provide additional information on the issue of classroom discipline in public high schools. Teachers are uncertain about how to relate to the learners and still maintain discipline in the classrooms. Reasons for the persistence of poor teacher–learner relationship include lack of knowledge regarding the effective use of alternatives to corporal punishment and the use of power to establish teacher authority. The results of the study showed that teachers, who are successful in managing misbehaviour in the classrooms, maintain good relations with the learners, encourage self-discipline and dignity, and involve the parents, learner peers as well as other teachers in the learning process. Involving all people who are close to the learner is essential in encouraging the learner to accept the teacher's authority and establish the required interpersonal classroom relationships. 相似文献
19.
Katie B. Howard 《Support for Learning》2023,38(3):154-161
Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.
Key points
- Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.
- Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.
- The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.
- To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.
20.
李美荣 《牡丹江教育学院学报》2011,(1):130-131
动机是影响外语学习非常重要的情感因素之一。本文从认知的角度分析影响外语学习的动机因素,探讨认知的动机理论给外语学习带来的启示,并提出相应的对策。 相似文献