共查询到20条相似文献，搜索用时 484 毫秒
1.
Florence Chang Gisele Crawford Diane Early Donna Bryant Carollee Howes Margaret Burchinal 《Early education and development》2013,24(2):243-269
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language. 相似文献
2.
Wong Kwok Shing Richard 《Early Years: An International Journal of Research and Development》2006,26(3):279-293
Informed by knowledge of linguistics, research findings in the areas of monolingual and bilingual acquisition, dyslexia and speech therapy clinical practice, five factors are proposed to argue that the acquisition of English by young non‐native learners can be enhanced by learning activities which take into account factors of developmental sequence in language acquisition, language‐specific properties, the relationship between oral and written language, the what‐to‐learn‐first issue and the quality of the language input. Proper language goals can be set and appropriate activities designed, only if the language input provider interacts with a learner in a concrete activity while being sensitive to the developmental trajectory of monolingual speaking children, the development of the less dominant language in a bilingual child, the prosodic and phonological differences between the learner's mother tongue and the target language, the importance of phonological awareness which defines dyslexia, the use of non‐abstract language structures grounded in concrete lexical items in the early stage of language acquisition and the strategy of expanding learners' utterance by one element as used in speech therapy. 相似文献
3.
《International Journal of Educational Research》1995,23(7):573-579
This chapter argues for the recognition of the importance of student affective reactions in discussions of second language learning and teaching. It is argued that language learning is a particularly intense and ego-involving undertaking which requires a positive emotional stance on the part of the learner. The chapter reviews literature on how affective reactions — particularly motivation for language learning, foreign language anxiety, and student beliefs about language learning — impact on the language learning process and makes suggestions as to how teachers can promote positive affective characteristics. As affective variables represent the learner's willingness to engage in the activities necessary to develop second language proficiency, it is essential that teachers make the emotional needs of their students an instructional priority. 相似文献
4.
话语分析是被同一个语言交际圈中的成员所使用的语言检查手段。对外语老师来说，话语分析不仅仅是调查他们自己教学实践的研究方法，而且也是研究语言学习者之间交互作用的一种工具。本文讨论了话语分析和第二语言教学之间的相互关系，并指出语言学习者如何使用话语分析探究语言是什么的问题，以及如何应用话语分析在不同的语境中达成交际目的。本文还讨论了如何利用话语分析创建更准确的第二语言学习环境，从而鼓励学习者更有效地利用第二语言达到交际目的。 相似文献
5.
E-learning allows learners individually to learn “anywhere, anytime” and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to increase the results of the learning process. In addition, providing the same learning content to all the learners may lead to a reduction in the learner's performance. Hence, there is a need to classify the learners based on their performance and knowledge level. Learner profiles play an important role in making the e-learning environment adaptive. Providing an adaptive learning environment, catering to the changing needs and behavior of the learner can be achieved by evolving dynamic learner profiles. Navigation logs can be used to analyze learners’ behavior over a period of time. In this work, we propose dynamic learner profiling to cater to changing learner behaviors, styles, goals, preferences, performances, knowledge level, learner's state, content difficulty, and feedbacks. Based on the continuous observation of learner preferences and requirements, the learner profile is dynamically updated. Furthermore, we propose an automatic learner classification to construct the learner profile and identify the complexity level of learning content, using the Bayesian belief network and decision tree techniques. We evaluated our system with two traditional adaptive e-learning systems, using static profiles and behavioral aspects, through our performance evaluation method of different learner types. In addition, we compared the actual learners’ data with the system generated results for various types of learners, and showed the increased interest in their learning outcomes. 相似文献
6.
Yu-Hsuan Chen 《Interactive Learning Environments》2018,26(5):695-708
Although research has indicated that augmented reality (AR)–facilitated instruction improves learning performance, further investigation of the usefulness of AR from a psychological perspective has been recommended. Researchers consider presence a major psychological effect when users are immersed in virtual reality environments. However, most research on learner presence has focused on measuring it rather than the factors influencing it. This study explored the relationship between learner perception and presence in an AR-facilitated learning environment. A game-type AR learning process was developed and an experiment was implemented employing a one-group pretest–posttest method. Three sets of research instruments were developed, comprising a learning achievement test, a learner's presence inventory, and a questionnaire on learners’ perception of the AR-mediated environment. A total of 60 validated data samples were collected and statistically analysed. The researchers determined that learner presence closely relates to learning achievement and AR learning perception. These results indicate that a more satisfactory AR perception leads to a higher level of learner presence in the AR environment, thereby resulting in more beneficial learning outcomes. 相似文献
7.
詹泽慧 《现代远程教育研究》2011,(4):76-82
智能教学代理是以鲜活的动画人物或拟人形象出现在计算机辅助教学过程中,对学习者进行学习支持的教育软件。智能教学代理近年来受到广泛关注,其应用和研究的广度和深度也在不断增加。在远程教育领域,智能教学代理可以作为辅导教师、学习伙伴、自身影像和实习对象,从认知、情感、创新等方面给予远程教育支持。为了保证智能教学代理的效果,设计过程中应注重其形象、能力、信息传递、情绪状态和交互方式等因素的设计。当前智能教学代理的研究尝试从双代理或多代理角度优化教学环境,提供更为精细、多元化的形象、信息和交互方式。今后,学者们将把学习者特征纳入到智能教学代理研究中,挖掘其在情感和元认知支持方面的更多功能。 相似文献
8.
《Africa Education Review》2013,10(2):221-241
Abstract Although mother tongue education is recommended by policymakers, researchers and language learning authorities, the reality in South Africa is that many parents/caregivers and learners believe that English is the best choice as Language of Learning and Teaching. Many English second-language (ESL) learners experience barriers to learning, because of a limited English proficiency. An empirical study was conducted to identify the needs and perceptions of Grade 4 educators regarding ESL learners with a limited English proficiency. The following factors were targeted in the study: demographic factors; language issues; educators' perception of learners with language barriers; and teaching of ESL learners who have limited English proficiency. The findings suggest that educators teaching ESL learners are in need of support. 相似文献
9.
İhsan Ünaldı 《Assessment & Evaluation in Higher Education》2016,41(1):67-80
Although self-assessment of foreign language skills is not a new topic, it has not yet been widely explored in the Turkish English as a Foreign Language (EFL) context. The current study investigates the potential of self-assessment of foreign language skills in determining proficiency levels of Turkish learners of EFL: 239 learners participated in the study. Their receptive language skills were tested with an objective placement test, and the results were compared with the grades assigned by their instructors and the results of criterion-referenced self-assessment scores. Multiple regression analysis revealed that teacher and self-assessment scores were significantly correlated with each other; however, teacher assessment, compared to self-assessment, appeared to be a much stronger predictor of the actual proficiency levels of the participants. In addition to this, participants at lower level of proficiency revealed a common tendency of overestimating their language skills, while with the higher level learners there were clear signs of underestimation. 相似文献
10.
Richard L. Sparks Jon Patton Leonore Ganschow 《Learning and individual differences》2012,22(4):463-472
This retrospective study examined L1 achievement, intelligence, L2 aptitude, and L2 proficiency profiles of 208 students completing two years of high school L2 courses. A cluster analysis was performed to determine whether distinct cognitive and achievement profiles of more and less successful L2 learners would emerge. The results of nonhierarchical (k — means clustering) revealed three distinct cognitive and achievement profiles. Participants in the high-achieving cluster scored above average range generally on all L1 and L2 measures; students in the average-achieving cluster scored average range generally on all L1 and L2 measures; and those in the low-achieving cluster scored low to below average range generally on all measures except IQ. Findings suggest that students' level of achievement in L1 skills developed prior to L2 exposure is strongly related to and consistent with their L2 aptitude and proficiency, level of attainment in L2 is moderated by level of attainment in L1, and L2 learning runs along a continuum of learners with stronger to weaker language skills. 相似文献
11.
We examined the extent to which positive interactions with peers and the amount of English exposure received from them during social interactions in the fall of preschool contributed to low-income Spanish-speaking children's (N = 107; Mage = 53 months; SD = 4.30 months; 56% boys) English vocabulary and letter-word skills in the spring (controlling for parents’ language use, family income, number of English books at home, and children's nonverbal cognitive abilities). We also examined the mediating roles of children's learning behaviors (e.g., attentiveness, independence, initiative, persistence, and participation) and English oral proficiency in the classroom. The association between positive peer interactions and English vocabulary skills was mediated by children's English oral proficiency, whereas the association between positive peer interactions and English letter-word skills was mediated by children's learning behaviors and English oral proficiency. The associations among peer English exposure and children's English vocabulary and letter-word skills were mediated by children's English oral proficiency. There was also evidence of a transactional association between positive peer interactions and children's learning behaviors and between peers’ and children's English oral proficiency. The findings highlight the importance of peer experiences in fostering Spanish-speaking preschoolers’ English vocabulary and letter-word skills. 相似文献
12.
This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK. 相似文献
13.
In view of conflicting claims about children's sensitivity to the needs of other children in learning situations, the present study was designed to explore the sensitivity of child and adult tutors in one‐to‐one tutoring interactions. Sixteen adults and 31 11‐ and 9‐year‐olds tutored 47 9‐year‐old tutees on an animal classification task. Tutors were tested on their ability to apply the rules and knowledge they had obtained after training, and tutees were tested after being tutored. On all the verbal and nonverbal tutoring indices adult tutors showed greater sensitivity than child tutors: they were more likely to display behaviours which promoted efficient learning in their tutees. Results suggested that tutors operated on the basis of an implicit theory of teaching which involves three types of sensitivity: (1) sensitivity to the learner's need to have sufficient information for understanding the task, coupled with adequate checks on the learner's understanding; (2) sensitivity to the learner's need to participate actively in the learning process; and (3) sensitivity to differences in learning abilities among individual learners, and being able to accommodate to them. 相似文献
14.
Stephen Yelon Christopher Reznich Deborah Sleight 《Performance Improvement Quarterly》1997,10(2):134-155
In this exploratory study, researchers collected and analyzed physician's stories of how they had applied what they had learned from a medical fellowship. We describe and explain the patterns shown in five cases of application. Based on these cases we form a theory of transfer for autonomous professionals learning an open skill. The findings support the claim that transfer is a dynamic process. We view transfer as part of a continuous learning and motivational process extending to a learner's past and projecting into a learner's future. The theory, in brief, is that professionally oriented learners follow an iterative constructive pattern of application when applying knowledge: learners perceive the usefulness of an idea, become ready to use the notion, make the application, and learn from its implementation. We also briefly describe practical and theoretical implications of the theory. 相似文献
15.
Learning is integral in the present dynamic environment characterized by factors, such as intense technological innovation and global economy. Thus, learning is constantly required as, for example, rapid development of technologies is both a push factor in learning requirements and a vehicle to advance the learning process. The global nature of the environment today calls for virtual learning because of convenience, time and cost factors. This research seeks to draw measures to promote virtual learning experience. The research is based on a virtual learning of a master’s level information and communication technology for development (ICT4D) course at the University of Tampere in 2016. This course was offered two times and to two sets of different student groups. A questionnaire was conducted at the mid-course stage to assess the virtual learning experience and propose the ways to improve learning process. The assessment included how well the virtual environment and pedagogy promoted qualities of learning, these are, active, constructive, collaborative, intentional, contextual, transfer and reflective learning. Excellence in learning should always be promoted and in virtual environment, there is always new opportunities because of the advances in technology. This research seeks to promote qualities of learning by considering context in terms of assessing the learning environment that is, participants’ virtual learning experience, study contents and learning technologies. Context is important in order to map the learning process that suits the learners and study contents. The results of this study include highlighting of pedagogical techniques and technological tools that fit the learners’ and study content requirements to foster learning in a virtual environment. 相似文献
16.
Identifying characteristics of individuals who will be negatively impacted by interactive learning environments (ILE) was explored in a field study conducted among learners whose high-stakes performance depended upon grasping training scenarios quickly. Gauging the appropriateness of computer-based simulations for individuals became a pedagogical theme, and examining whether the history of technology usage was a factor revealed what may negatively impact an individual’s stress and workload and therefore hinder learning. This study found that individuals reporting higher frequency of computer usage experienced more temporal demand, and reported higher virtual world usage predicted a decrease in temporal demand. Implications suggest continual development of digital literacy skills to prepare for using ILEs especially for faculty and instructors. Establishment of consistent nomenclature of virtual technology terms will improve reliability and validity of measures. Areas of future research include inquiry into digital leadership for promoting metacognition and self-efficacy. 相似文献
17.
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
18.
Florence Chang Gisele Crawford Diane Early Donna Bryant Carollee Howes Margaret Burchinal Oscar Barbarin Richard Clifford Robert Pianta 《Early education and development》2007,18(2):243-269
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language. 相似文献
19.
近年来,我国大学英语教学中所存在的"哑巴英语"现象已广泛引起语言教学者和研究者的关注,而与外语学习中"哑巴英语"现象相对应并形成鲜明反差的则是幼儿母语学习所取得的普遍成功。以幼儿母语与大学生英语口语语料对比为切入点,着眼于外语学习中语言水平与思维发展之间的非平衡状态,试图对"哑巴英语"现象进行深入分析,探讨其形成的原因,旨在对外语学习的认识和外语教学改革有所启示。 相似文献
20.
Margaret KETTLE Yifeng YUAN Allan LUKE Robyn EWING Huizhong SHEN 《Frontiers of Education in China》2012,7(4):534
As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked according to their value and importance to users. The website ranking was undertaken using a system known as PageRank. The aim of the study was to identify the features characterizing popular sites as opposed to those of less popular sites for the purpose of producing a framework for ELL website design in the Chinese context. The study found that a pedagogical focus with developmental instructional materials accommodating diverse proficiency levels was a major contributor to website popularity. Chinese language use for translations and teaching directives and intermediate level English for learning materials were also significant features. Content topics included Anglophone/Western and non-Anglophone/Eastern contexts. Overall, popular websites were distinguished by their mediation of access to and scaffolded support for ELL. 相似文献