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1.
This article is mainly to review and comment on the article written by Sonbul, S.,& Schmitt, N.in 2009 which is con?cerned with the additional efficacy of putting explicit instruction as post process to incidental learning in obtaining vocabulary as well as testing the vocabulary knowledge of the form-meaning link at three different levels (meaning recognition, meaning recall, and meaning recognition). 相似文献
2.
In the education world, it is widely accepted that language learning is one of the pioneering disciplines in the application and use of the information and communication technologies, initially preceded by the widespread use of audiovisual resources which, finally integrated in the digital space, bring about the use of multimedia. Additionally, language learning has greatly contributed to standardizing lesson plans. They set the basis for learning design, one of the last advances in the pedagogical organization of education through the use of computers in learning managing systems. Most recently, language learning has also played an innovative role in the implementation of portfolios to education. These three perspectives address different issues for e-learning： the access to content through technology; the design of the learning initially with the help of tutors and then applying institutional frameworks for their own personal learning processes; and the edition of the resulting e-learning experience as evidence with the e-dossier, a part of the e-portfolio. Currently, the web is evolving towards its original function as the read/write web where the user, apart from accessing information, can create their own information and communicate more interactively, using technology-enhanced learning environments to integrate text and multimedia for real audiences both in the classroom and outside. Thus, taking language learning guided by the Common European Framework of Reference for Languages, the authors present here a complete e-learning system which integrates textual as well as multimedia facilities to acquire learning content, edit learning design and report learning experiences. 相似文献
3.
The Difference of Cognitive Process Between Native Language Acquisition and Second Language Learning
The Acquisition-Leaming distinction is the most fundamental of all the hypotheses in Krashen＇s theory and the most widely known among linguists and language practitioners. The relationship between the cognitive development and language acquisition is one of the linguists＇ concerns. Cognitive process is usually defined as any mental process which learners make use of in language learning, such as inferencing, generalization, deductive learning, monitoring and memorizing. Cognitive process can also be thought of as the development and maturation of cognitive capacity. This paper will focus on the difference of cognitive process between native language acquisition and second language learning. 相似文献
4.
徐飞 《当代文化与教育研究》2005,(1):57-60
Over the past few years, the Intemet has emerged as a prominent new technology. As the use of the Intemet is widespread in numerous fields and domains, without a doubt, it also carries great potential for educational use, specifically second and foreign language education. This paper will therefore try to explore the issue of the Intemet as a teaching aid, or as a teaching medium for English teaching and learning in China, through focusing on the following aspects： 1） the current state of CALL in China; 2） pedagogical benefits of the Intemet in English teaching and learning; 3） its implication in English classrocrn in China. 相似文献
5.
Tzu Judy Huang 《美中教育评论》2005,2(1):58-67
Why do some of adult learners successfully accomplish their learning while the others drop out？ This has been an important question in the field of adult learning. For a long time researchers has been exploring this subject around learning barriers as well as motivations. Not until lately did some of adult and distance scholars start to pay attention to the question of why some of the adult students could successfully push through their learning process even if they are in a disadvantaged situation. Thus, Learner Retention has become one of the important themes to discuss in order to understand more about how to assist learners to persist through their learning.
The main purpose of this paper is to explore how adult learners persist through their learning and factors that might have influences on them. Adult teachers and NOU students （including those who already graduated and those who dropped out） were interviewed and surveyed. Concluding from those data and content of interviews, this paper set a model that describes how adult learner retain through their learning process and some suggestions are made for better student learning support policies. 相似文献
6.
吴坤 《高等教育与学术研究》2007,(6)
This paper first presents a critical review of Noels,Pelletier,Clement and Vallerand's(2000) study and then explores Gardner's socio-educational model and the significance of motivation as a contributing factor in second language acquisition.Language learners have very strong instrumental motivation but their integrative motivation and correct learning attitude(or intrinsic motivation) need to be further developed.Based on the analysis,the author puts forward some suggestions on improving the quality of language teaching for language learners in order to make their language learning more effective. 相似文献
7.
Sara Servetti 《美中教育评论》2010,7(4):12-22
This paper focuses on cooperative learning （CL） used as a correction and grammar revision technique and considers the data collected in six Italian parallel classes, three of which （sample classes） corrected mistakes and revised grammar through cooperative learning, while the other three （control classes） in a traditional way. All the classes involved in this study were in their first year of secondary school, and although most students had a level of English which was A2, they made a certain number of mistakes also in grammar topics like the present tense, which is the grammar topic under examination in this study. This paper analyses the sample students＇ communicative exchanges while they performed the error correction activity through CL, compares the self-correction rates reported by the two groups of students after the two types of correction and revision activities （traditional and through CL） and the students＇ scores in tests given to students one, four and eight weeks after the correction lessons. The aim of the study is establishing if the use of CL as a correction and grammar revision technique had a beneficial effect on the students who experienced it and in particular on the low achievers. 相似文献
8.
Natalia Tikhomirova 《美中教育评论》2013,(10):722-729
The Internet penetrates deeply into the everyday life due to the availability of broadband networks and mobile devices. The widespread of the Internet, along with the development of innovative services, social networking, and tools （known as Web 2.0）, gives rise to the phenomenon of the digital world. A university striving not to be ＂an ivory tower＂ should meet the needs of the ＂Net Generation＂, prepare the graduates for professional work and life in the digital world and comply with the social demand for providing lifelong learning services, especially, in the vulnerable crisis times. MESI （Moscow State University of Economics, Statistics, and lnformatics） started implementing ICTs （information and communication technologies） both in the academic and administrative processes more than 15 years ago. Today, its unified e-learning environment allows rendering educational services to students of all levels and forms （both on-campus and off-campus） and 24 × 7 × 365 support （24 hours-7 days in a week-365 days in a year）. Information system for administration comprises electronic document management systems, students＇ records, and the results of their individual learning activities for the current, interim, and final assessment. The university management system empowers centralized management of its Moscow headquarters and branches, as well as regulation of teaching/learning process. Long-term development of education in Russia is directly dependent on large-scale introduction of e-learning tools, design and implementation of new methods of organization of educational process on its base, creating and using an appropriate electronic teaching and learning practices, and new approaches to the management of the education system and educational institutions. 相似文献
9.
邵华 《阜阳师范学院学报(社会科学版)》2003,(3):99-101
<正> This paper is a report of an empirical study of the washbaek effects of CET-4 on College Englishteaching and learning in ordinary teacher's colleges.The results of the study show that the skills,the activities andthe materials used in test preparation classes were solely consistent with those required in CET- 4;and that thenature of the impact of CET-4 on a variety of aspects of College English teaching and learning is both positive andnegative,but there are far more positive effects than negative ones,and,as a whole,the CET-4 can effectivelypromote the teaching and learning of College English. 相似文献
10.
Mun Fie Tsoi Ngoh Khang Goh 《美中教育评论》2008,5(7):29-35
The development of e-learning materials for teaching and learning often needs to be guided by appropriate educational theories or models. As such, this paper provides alternative e-learning design pedagogy, the TSOI Hybrid Learning Model as a pedagogic model for the design of e-learning cognitively in science and chemistry education. This model is hybridized from the Piagetian science learning cycle model and the Kolb＇s experiential learning cycle. The TSOI Hybrid Learning Model represents learning as a cyclical cognitive process of four phases： translating, sculpting, operationalizing and integrating. A major feature is to promote cognitive processing in the learner for active learning proceeding from inductive to deductive. Design specificity in science and chemistry education is illustrated in terms of instructional storyboarding for the developed research-based e-learning product. Learners＇ cognitive ability for example positive concept achievement will be addressed as part of the research data collected. 相似文献
11.
Meaning in the learning of a language is communicated in many different forms. All meaning is communicated in some form of context and the only way to understanding them is in context. In the learning of English, understanding the cultural context is the most effective way to learn real meaning and to read, write and speak competently. 相似文献
12.
TBL, also known as TBLT (task-based learning and teaching) and, in the USA, as TBL (task-based instruction) is an approach which uses communication tasks as the central focus for language teaching and learning. Basically the term task in TBL, refers to a meaning -focused activity. There are a number of definitions in the literature, but they can be characterized also follows: the learner s principle focus is on exchanging and understanding meanings, rather than on practice of pre-specified forms or patterns there is some kind of communicative purpose or goal set for the task, so learners know what they are expected to achieve by the end tasks can involve any or all four skills, e. g. a 相似文献
13.
ZHUANG Xin 《美中教育评论》2010,(12):1-9
The learning of English tenses and verbs is obviously the major and challenging part of second language learning and acquisition for Chinese students. The paper analyzes the features of simple present tense, simple past tense and verbs in them from the aspect of Sidney Greenbaum and Randolph Quirk＇s student grammar book as an instructive example. It is suggested that, it be meaningful and practical if the grammar rules are reflected rather in sentences or contexts than in the formula. Some possible pedagogical activities and materials are recommended to make tedious grammar learning and teaching more understandable and interesting. 相似文献
14.
JoAnn Salvisberg 《通化师范学院学报》2005,(3)
People learn and process new information in different ways.For decades researchers have been studying and com- paring the personality traits any cognitive learning styles of students to discover any distinguishing trait patterns(i.e.more characteristic of academically successful students than other learners).Moreover,many believe that if the classroom envi- ronment and even the teachers'teaching style can be tailored to meet the students'learning styles,learning as well as the students'self-concept as a learner will increase (Corzza,Gustin and Edelkind,1995).This article will offer a brief overview of differences in style and strategies and discuss the implications for teaching. 相似文献
15.
Maria Giovanna Onorati Furio Bednarz 《美中教育评论》2010,7(6):54-62
This paper dates back to 2009 （it was first presented at the CRLL Conference at Stirling University） and deals with the advances in lifelong learning introduced by an ERASMUS LLP--IP named Interdisciplinary Course of Intercultural Competences （ICIC）. The programme, that involves academic and non-academic institutions concerned with higher education of six different European countries, worked out an intensive international learning pathway aimed at developing intercultural competences in three professional fields： education, social work and health care. The paper focuses on the programme＇s innovative combination of formal and informal learning as a strategic lever to： （1） enhance a holistic concept of ＂competence＂ that puts human relationship at the centre of professional skills; （2） assume intercultural competences as key competences transversal to different professions; （3） introduce social skills and reflection as key factors for developing a transformative model of lifelong learning （Jarvis, 2005） that able to match the needs of the current complex, ever-changing societies; and （4） develop experiential learning without giving up to a strong theoretical framework of reference. The programme introduces an educational model that matches the main goals of higher educational priorities started by Bologna Process and relies upon a solid theoretical framework developed in the field of intercultural research at a sociological, socio-psychological and pedagogical level （Bennett, 1993; Gudykunst ＆ Ting, 2002; Camilleri ＆ Cohen, 1989; Hall, 1959; Hofstede 2001; Beck ＆ Grande, 2006; Farr, 1984）, as well as in one of the lifelong learning （Le Boteurf, 1997; Illeris, 2005; Jarvis, 2005; Schon, 1983）. 相似文献
16.
Xiao Mao is a pupil. He is learning English in his school. But it is difficult to learn English. One day he sees a piece of paper on the wall. It says,“if you hand in two hundred and fifty hundred yuan, we can teach you three foreign languages in three d… 相似文献
17.
Cooperative learning and learner autonomy have become heated topics in English teaching.Many researchers both at home and abroad have carried out the study on this field,and they proved that learner autonomy and cooperative learning are rel evant,cooperative learning can promote English majors’learning autonomy in terms of listening,reading,speaking,however,no obvious findings in vocabulary and writing.This study is conducted to prove the feasibilities and effectiveness of cooperative learning applied to foster first-year non-English majors’learning autonomy from the aspect of vocabulary and structure.The re sults of this study showed that cooperative learning was much more effective than traditional teaching approaches in fostering some positive affective factors.According to this research,cooperative learning can also improve learners’vocabulary and struc ture significantly. 相似文献
18.
This paper gives an understanding of PAD-based class acceptance among modern Chinese college students’English learning.It first introduces the brief definition of what the PAD-based class is,as well as the situation of English language learning in present China,especially the learning amongst Chinese college students.And then it focuses on the acceptance of the PADbased class in the English learning of Chinese college students,including the breakthrough of the traditional Chinese classroom teaching mode and the innovation of the PAD-based class among Chinese college students’English learning. 相似文献
19.
As for Chinese ESL (English as a second language) learners, one of the major problems in English learning is their poor performance of spoken English. Among various factors that improve spoken English skills, it is believed, learning strategies play an important role in acquisition of oral English. Beginning with the learning purpose and style of spoken English, this paper discusses the application of socioaffecrive, cognitive and metacognitive learning strategies in Chinese ESL learners' acquisition of spoken English. 相似文献
20.
The essay makes comprehensive literature review and analysis on various scientific experiments and research about the role of age in second language learning. Moreover, the introduction and analysis of... 相似文献