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1.
Identifying native language difficulties among foreign language learners in college: a "foreign" language learning disability? 总被引：4，自引：0，他引：4
L Ganschow R L Sparks J Javorsky J Pohlman A Bishop-Marbury 《Journal of learning disabilities》1991,24(9):530-541
The present study compared successful and unsuccessful college foreign language learners on measures of intelligence, foreign language aptitude, native oral and written language, and math. Unsuccessful students had received petitions to waive the foreign language requirement. No significant differences between groups were found on intelligence and reading comprehension. Significant differences were found on the Modern Language Aptitude Test, on tests of written and oral language in the syntactic and phonological domains, and on math calculation. Authors suggest that students with foreign language learning difficulties may have underlying native language problems manifested especially in the areas of syntax and phonology. Suggestions for diagnosing a foreign language disability are made. 相似文献
2.
As increasing numbers of colleges and universities require a foreign language for graduation in at least one of their degree programs, reports of students with difficulties in learning a second language are multiplying. Until recently, little research has been conducted to identify the nature of this problem. Recent attempts by the authors have focused upon subtle but ongoing language difficulties in these individuals as the source of their struggle to learn a foreign language. The present paper attempts to expand upon this concept by outlining a theoretical framework based upon a linguistic coding model that hypothesizes deficits in the processing of phonological, syntactic, and/or semantic information. Traditional psychoeducational assessment batteries of standardized intelligence and achievement tests generally are not sensitive to these linguistic coding deficits unless closely analyzed or, more often, used in conjunction with a more comprehensive language assessment battery. Students who have been waived from a foreign language requirement and their proposed type(s) of linguistic coding deficits are profiled. Tentative conclusions about the nature of these foreign language learning deficits are presented along with specific suggestions for tests to be used in psychoeducational evaluations. 相似文献
3.
This study explored the congruence and disparities among three groups of foreign language (Chinese, French, and German) students’ and teachers’ perceptions of collaborative/cooperative language learning (CLL) strategies in novice-level classroom contexts. A total of 168 participants from a university in the USA took part in this mixed-method study. The quantitative findings from a 10-item CLL questionnaire suggested that while the students’ and teachers’ perceptions of CLL strategies were generally consistent and positive, some disparities emerged in terms of their perceptions towards pair work, 3–6 as a group work, interview, and role playing. The qualitative findings from interviews and classroom observations provided some possible explanations to the differences discovered. The quantitative findings also revealed that foreign language type was not a factor differentiating students’ and teachers’ perceptions of CLL strategies. Some practical implications are provided for the effective implementation of CLL strategies in novice-level foreign language classrooms. 相似文献
4.
According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group’s pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors’ Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity. 相似文献
5.
涂文娟 《佳木斯教育学院学报》2012,(3):335-335
学习者所处语言环境对外语学习效果有着重要的影响,中国学生虽然从小学到大学接近十年一直不间断学习外语,但收效并不明显,主要是学生缺乏很好的语言环境。本文主要从分析学生外语学习中的语言环境因素,并将这一原理应用于外语学习与教学当中,以提高学生外语学习效率。 相似文献
6.
Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation. 相似文献
7.
《Learning and individual differences》2004,14(3):137-151
It has been suggested that the ability to learn a foreign language is related to working memory. However, there is no clear evidence about which component of working memory may be involved.Two experiments investigated working memory problems in groups of seventh and eighth grade Italian children with difficulties in learning English as a second language. They were compared with control groups of children matched for age, education, school, and intelligence who differed for foreign language learning ability.Experiment 1 focused on clarifying how modality-specific the memory problem of children with a foreign language learning difficulty (FLLD) is. Verbal working memory tasks (forward and backward digit span) were proposed together with visuospatial working memory (VSWM) tasks. Groups showed a significant difference only in the more passive verbal working memory task, that is, the forward digit span.Experiment 2 focused on clarifying how central the verbal working memory problem of students with an FLLD is. A nonword repetition task and an Italian version of the listening span test were proposed. Groups differed significantly in both tasks. However, differences in the listening span test disappeared when nonword repetition performance was partialed out. It was concluded that a difficulty in learning a foreign language is mainly related to the more passive aspects of verbal working memory, typically associated with the articulatory loop. 相似文献
8.
9.
Richard Sparks Leonore Ganschow Jane Pohlman Sue Skinner Marjorie Artzer 《Annals of dyslexia》1992,42(1):25-53
Research findings suggest that most students who have foreign language learning problems have language-based difficulties
and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native
language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained
sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of
the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was
instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group
on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S
group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign
language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk
students are discussed. 相似文献
10.
Robert O. Davis Joseph Vincent 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3252-3263
Pedagogical agents in multimedia learning environments have frequently been designed to produce pointing gestures (deictic) to direct spatial awareness. Although this might be beneficial for native English-speaking students who possess high levels of comprehension, only using pointing gestures with foreign language students learning English is problematic because these students need more assistance with language comprehension than just directing spatial awareness. The purpose of this study was to explore how gesture type and gesture frequency help foreign language students perceive the agent’s persona and the ability to recall procedural information. The results found one significant interaction between average gestures and no gesture in terms of facilitation, but all other conditions and persona subscales were not significant. For learning outcomes, the enhanced gesture condition significantly recalled more information than the no gesture condition (p = 0.017), and was approaching significance with the conversational gesture condition (p = 0.059). The findings suggest that when the learning population consists of foreign language students, pedagogical agents should use representational and beat gestures to help students comprehend more of the language, and the gesture frequency needs to be increased to account for the lack of verbal listening skills with this population. 相似文献
11.
窦岩 《外语教学理论与实践》2015,1(3):42
本文采用问卷调查和访谈的方法,对我国大学外语教师的教师信念进行了分类,并探讨了教师信念与教学行为的关系。本文所得结果显示: 我国的大学外语教师,其教师信念可以明确地归纳为五类, 按其信念强度, 可依次排列为: 教师角色观、 外语教学与评估观、 课程设置观、 外语学习观和语言观; 在具体教学过程中, 属于外语教学与评估观的大多数外语教师信念,难以实施。其中,最难以实施的信念是教师不应该使用同一标准来评价所有学生。 相似文献
12.
赵广发 《南昌教育学院学报》2012,(7):166-167
外语(即第二语言)能力的获得途径长久以来一直是语言学家和语言教学者长期以来争论的焦点。本文结合外语教学实践把外语习得和学习有机地结合起来,生成第三条途径,也就是指导下学习,并进行了可行性论证。 相似文献
13.
影响外语学习的因素 总被引：1，自引：0，他引：1
李丽 《沈阳教育学院学报》2002,4(1):51-52
学习外语一直被许多人当成是一件头痛的事情。本文对影响外语学习的因素作了分析，以帮助在学习外语时遇到困难的人顺利解决学习障碍。 相似文献
14.
Native language predictors of foreign language proficiency and foreign language aptitude 总被引：1，自引：0，他引：1
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors
of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French,
or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure
of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade.
Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal)
intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are
related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between
L1 and L2 skills, and for speculation that “lower level” skills in phonological processing are important for written language
development and oral proficiency in a FL. 相似文献
15.
Richard L. Sparks 《Annals of dyslexia》1995,45(1):187-214
In this paper, it is suggested that foreign language learning problems result from difficulties with native language learning
and hypothesized that difficulties with phonological processing may be the locus of foreign language learning difficulties
for some poor foreign language learners. Evidence is described that supports these positions. It is argued that conceptualizing
foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language. Research evidence
which shows that good and poor foreign language learners exhibit significantly different levels of native language skill and
phonological processing is summarized. Finally, potential challenges to my hypotheses as an explanation for foreign language
learning problems are reviewed. 相似文献
16.
Máirín Hennebry 《Irish Educational Studies》2013,32(1):83-112
This paper presents some of the findings of a study investigating young people's attitudes towards Europe and the European Union and their self-reported learning about European citizenship in Ireland. The paper considers adolescents’ attitudes and motivations for language learning in light of recent literature arguing for the role of modern foreign language instruction in the teaching of European citizenship. Findings based on the results of a knowledge test regarding the rights and opportunities offered through European citizenship are also included. Data provide evidence that Irish students possess more knowledge than their counterparts in England, Spain and France on the subject, while showing more positive attitudes than other students. The paper considers the contribution of modern foreign language teaching to this knowledge and their positive attitudes, drawing some possible inferences for other European member states. 相似文献
17.
加强外语教学管理 提高外语教学质量 总被引：1，自引：0，他引：1
加强外语教学管理 ,要从三个方面入手 ,1.要提高外语教师的整体水平 ;2 .要加强学生管理 ;3 .加强外语教学管理 ,使学生学习由被动转变为主动 ,明确学习目的 ,即学习外语不单纯是为了考试、拿毕业证书 ,更重要的是提高综合素质 相似文献
18.
鲁玉霞 《佳木斯教育学院学报》2012,(3):273+275
外语学习动机备受研究者和教育工作者关注和研究,但有关二外俄语学习动机研究较少。本文对二外俄语学习动机类型、动机现状及影响学生动机因素进行分析,得出如下结论:外在和内在因素使学生二外俄语学习动机明显缺失。笔者建议,社会、学校、教师和学生应该积极配合,采取相关措施,强化学生学习动机,落实双语教学。 相似文献
19.
Gisela Schmid-Schönbein 《Instructional Science》1980,9(2):183-194
First-year failure of German Gymnasium pulils is frequently the result of insufficient achievement in EFL (English as a foreign language); such failure has traditionally been attributed to a lack of talent and/or effort on the learner's part.The poor statistical correlation between intelligence and EFL achievement does not adequately explain this failure. Although the proportion of failure in EFL has long been known, no basic changes in teaching approach have resulted.Concepts of didactic models presented by Carroll, by Bloom, and by Harnischfeger and Wiley indicate that too little emphasis on active learning time, quality of instruction, and individualized teaching strategies may constitute sources of failure. Furthermore, the concept of learning hierarchies suggests that the cumulative effect of learning deficits will inhibit further learning.In the absence of institutionalized remedial teaching in the German school system, a research project was planned; its aim was to identify factors responsible for learning difficulties, and to work remedially with failing pupils in order to ensure further learning in the normal classroom setting.Both areas and sources of failure in first-year EFL and effective strategies are reported on. The possibility of monitoring and quantifying the effectiveness of remedial teaching is discussed in presenting multiple baselines as documentation of single-case experimental designs.Presented in part at the Third Overseas Conference of the International Association of Teachers of English as a Foreign Language, Poznán, Poland, April 18–20, 1979. 相似文献
20.
卢丽虹 《南昌教育学院学报》2011,26(4):149-150
外语磨蚀属于外语学习的逆过程,意指外语学习者在外语学习结束后,其外语水平随着外语使用的减少或停止而逐渐减退.为了推动国内外外语磨蚀领域实证研究的开展,提取出影响外语磨蚀的主要因素,再基于这些因素对磨蚀程度的影响力度,依靠数据分析,确立导致磨蚀程度迥异的分界线,最后结合教学改革实际,综合分析大学英语课程改革. 相似文献