共查询到20条相似文献，搜索用时 627 毫秒
1.
费翔 《南宁职业技术学院学报》2001,6(1):27-30
外语学习是一个十分复杂的过程，学习者在学习的过程中会受到诸多因素的影响。他们不但要受到动机与态度、语言学能、认知能力、观念等可控因素的影响，同时也要受到语言环境、教学氛围、性格、年龄等不可控因素的影响。 相似文献
2.
英语阅读能力的发展直接影响到听、说、写和译四项语言技能的发展,对于英语学习者具有重要的作用。学习者因素,也称为学习者特征,包括学习者的认知能力和初始的知识能力、对所学内容的学习动机和态度、学习的方法和习惯、心理因素以及性格特征等。以娄底市卫生学校为例,通过问卷调查分析了影响高职学生英语阅读能力的因素：语言因素和非语言因素,并从认知能力和初始的知识能力、学习动机和态度、学习方法和阅读习惯等方面提出提高高职学生英语阅读能力的对策。 相似文献
3.
《佳木斯教育学院学报》2017,(2)
文化语言学将认知语言学的核心概念"图式"和"意象"应用到语篇分析上构建语篇情节,更新了认知、语言和文化的理论框架。本文以文化语言学为理论基础,从构建语篇能力的视角探索大学英语文化教学模式,以求构筑一个能有效地提高学生跨文化交际能力的语言与文化教学的平台。 相似文献
4.
《新疆教育学院学报》2009,25(4):45-45
语言学界普遍认为,语言学习效果受到两种因素的制约,即学习者本身的内源因素和学习环境外源因素。其中,内源因素大致可以分为两类：一类是学习者的语言学习能力,即人们的语言认知能力,它可以帮助习得语言结构;另一类是指学习者的情感能力以及性格特征等, 相似文献
5.
《外语教学理论与实践》2019,(4)
本研究采用问卷和测试工具,探讨了情绪智力、外语焦虑、学习动机、工作记忆、语言学能、认知风格6个学习者因素与英语口语成绩之间的交互关系。结构方程模型(AMOS 22.0)分析结果表明:由工作记忆、语言学能和认知风格构成的认知能力对口语成绩的预测力最大,外语焦虑次之;认知能力与情绪智力呈共变关系,共同影响口语成绩;外语焦虑在口语成绩和学习动机之间起中介效应,调节焦虑对口语成绩的影响力。 相似文献
6.
石碧 《南昌教育学院学报》2011,26(6):142-143
认知语言学产生于新兴认知科学被引入语言学研究领域的过程中。学习外语的过程是对不同文化的认知过程,教师在教学中,要从不同的文化角度帮助学生提高语言认知能力。日语精读课是日语专业学生接触最频繁、最基础的一门课程,其教学质量的好坏直接关系到学生高年级后的专业知识的学习。本文将探讨认知语言学的原型理论在日语精读教学中应用问题。这一理论将有助于学生对一词多义、同义句型等方面的掌握理解。 相似文献
7.
汤晓芬 《荆州师范学院学报》2011,(9):96-97
作为影响二语习得的学习者个体差异因素之一,语言学能在一定程度上可以用来预测学习者的成就及指导课堂教学。通过语能测试有助于教师分析学习者的语能倾向类型,进而了解学生的个体差异,以指导教师的中介作用。语言学能倾向是影响一个外语学习者学习成效的重要素质因素,教师可有效利用中介者的身份来引导学生认知自身语能优势,自主探寻语言学习的成功出路。 相似文献
8.
顾艳 《宁波教育学院学报》2009,11(6):71-74
外语学习是一个非常复杂的过程,在这个过程中有诸多因素影响外语学习的效果。学习者个体差异因素对外语学习的影响越来越受到研究者们的重视,这些因素包括:年龄、智力、语言学能、学习策略、认知风格、动机与态度、性格情感因素等。对这些因素的研究有助于教师和学生共同认识外语学习的规律,探索最有效的教学和学习方法。 相似文献
9.
兴趣是学生学习中最积极、最活跃的因素,能调动学生的求知热情、学习的主动性和积极性．对学生的学习能力和教学效率起着重要的促进作用。前苏联教育家苏霍姆林斯基曾经说过：“学习兴趣是学生学习、活动的重要动力。”学习不是学生被动接受知识的过程．在教学前教师要充分了解学生的认知规律和性格特征．对知识体系进行知识结构的建构与重组． 相似文献
10.
何丽芬 《内江师范学院学报》2005,20(3):123-125
认知语言学是从认知的角度来研究学习者语言学习的一门学科。认知语言学理论对中学英语词汇教学有重要影响，它能使我们纷繁复杂的词汇学习方法具有一定的理据和一定的系统性。 相似文献
11.
笔者采用问卷调查、访谈等方式,对少数民族院校学生在英语学习中的不可控因素、可控因素、民族学生的语言特性、文化因素等进行了调研,并依据抽查结果分析了民族院校学生英语认知能力的特征及这种能力形成、发展的规律。 相似文献
12.
情感因素与外语教学 总被引：1，自引：0，他引：1
谈永红 《贵阳学院学报(社会科学版)》2002,(3)
在过去一、二十年的语言习得研究中 ,大多数研究者都把研究重心放在学习者的认知能力和学习策略等方面 ,因为这些因素直接或间接地影响了外语习得的效率 ,但也有一些研究表明学习者的情感因素在习得外语的过程中起着同等重要的作用。本文旨在利用Krashen等人的情感理论 ,探究外语学习与情感因素之间的互动关系 ,同时着重强调情感因素对语言习得的影响 ,并指出语言教师应激活学习者的各种情感因素 ,使之更好地服务于外语教学 相似文献
13.
Feraco Tommaso Resnati Dario Fregonese Davide Spoto Andrea Meneghetti Chiara 《European Journal of Psychology of Education - EJPE》2023,38(1):109-130
The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.
相似文献14.
Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global–sequential, active–referential, and visual–verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups. 相似文献
15.
Reading is a complex activity that is related to factors from the cognitive, ecological, and psychological domains. However, few studies have investigated the mechanisms underlying word learning by including the factors from the three domains in Chinese children. One hundred and ninety-four Chinese first graders completed tasks on cognitive abilities and word reading ability and a questionnaire relating to the psychological domain, their parents answered questionnaires relating to the psychological and ecological domains. The cognitive factors in the present study involved general (i.e., working memory) and reading-specific (i.e., vocabulary and morphological awareness) abilities. As ecological factors, the parent-reported family socioeconomic status (SES) and home literacy environment (HLE) were used to indicate parents’ resource characteristics of the literacy interactions at home. As psychological factors, an overall mental status was measured by the Conners’ Parent Rating Scale-Revised and reading self-efficacy were used to indicate children’s demand and force characteristics in the literacy interactions. The results of path analysis showed that, after controlling for age and nonverbal intelligence, the reading-specific cognitive abilities had a direct effect on word reading. Working memory, HLE, and reading self-efficacy contributed to word reading through the reading-specific cognitive abilities. Family SES facilitated HLE, which subsequently benefited the reading-specific cognitive abilities, and then assisted word reading. 相似文献
16.
基于不同学习风格的英语教学设计 总被引：1，自引：0，他引：1
张诚 《湖南第一师范学报》2006,6(2):128-129,140
认知心理分析研究表明:在二语习得中,学习者个人的学习风格在一定程度上影响着学习效果。因此,教师在进行课堂教学设计时,要针对不同学习风格的学生采用相应的教学策略。同时,认知因素和非认知因素也极大地影响着学生的语言习得,教师应该充分利用学生认知因素和非认知因素来进行英语教学设计。 相似文献
17.
ABSTRACT— Genetics contributes importantly to learning abilities and disabilities—not just to reading, the target of most genetic research, but also to mathematics and other academic areas as well. One of the most important recent findings from quantitative genetic research such as twin studies is that the same set of genes is largely responsible for genetic influence across these domains. We call these "generalist genes" to highlight their pervasive influence. In other words, most genes found to be associated with a particular learning ability or disability (such as reading) will also be associated with other learning abilities and disabilities (such as mathematics). Moreover, some generalist genes for learning abilities and disabilities are even more general in their effect, encompassing other cognitive abilities such as memory and spatial ability. When these generalist genes are identified, they will greatly accelerate research on general mechanisms at all levels of analysis from genes to brain to behavior. 相似文献
18.
王钢 《常熟理工学院学报》2009,23(6):13-16
发展师范生的教育教学实践能力是当前高师院校迫切需要加强的工作。以现代认知心理学的视角,从安德森关于知识分类及其学习的观点出发,科学理解和把握师范生专业实践能力的实质、学习过程及培养模式等问题,对有效指导师范生专业实践能力的培养具有一定的理论和实践意义。 相似文献
19.
中小学生自我监控学习能力的发展及影响因素研究 总被引：4，自引：0，他引：4
本研究拟探讨不同地区、不同民族、不同年龄中小学生自我监控学习能力的发展特点及其影响因素。研究选取昆明地区和德宏州小学五年级到高中二年级的汉族、傣族、景颇族学生，通过量表、问卷和访谈方式了解学生自我监控学习能力的发展状况，通过相关分析、方差分析法探讨与智力、非智力因素、认知风格间的关系。结果发现不同地区、不同民族间学生自我监控学习能力差异并不明显；学生的年龄、智力、非智力因素与自我监控学习能力间有显相关；学生的认知风格对自我监控学习能力有一定影响，影响的强度和维度因年级的不同而有所不同。 相似文献
20.
在参考大量文献资料及教育游戏软件和网站的基础上,以认知心理学为依据,对教育游戏在小学生认知学习作用方面进行深入探讨.论证了教育游戏在小学生知觉学习、认知结构、学习动机和信息加工四方面起促进作用,并提出教育游戏应用于课程学习的建议. 相似文献