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John W. Young Jonathan Steinberg Fred Cline Elizabeth Stone Maria Martiniello Guangming Ling 《Educational Assessment》2013,18(2):87-106
To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers. 相似文献
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Jill B. Gidmark 《Innovative Higher Education》1982,6(3):172-183
The paper describes how integrating instruction in reading and vocabulary can aid language learning for non-native speakers of English. It discusses the theories behind some of the difficulties in learning English and gives some practical methods for lessening those difficulties. Finally, the article delineates the differences in focus and emphasis between teaching reading and vocabulary skills to native students and teaching the same skills to non-native students.Dr. Gidmark is Assistant Professor of Skills & Writing at the University of Minnesota General College, where she also coordinates the Reading Laboratory. Address reprint requests to the author at the University of Minnesota General College, 106 Nicholson Hall, 216 Pillsbury Dr. S. E., Minneapolis, MN 55455. 相似文献
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Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. 相似文献
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Acuve reading makes a reader interact with the text.It promotes learning,Acuve reading model actually presents six reading strategies that teachers should consider when teaching English to a class of non-native speakers.That guides both teachers and students in their working and learning. 相似文献
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The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers. 相似文献
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This case study aims to reveal how conceptualization of native speakership was constructed and reinforced in a South Korean
university classroom of English as a foreign language (EFL). In addition, it examines how this conceptualization positions
native speakers, a non-native EFL teacher, and learners, and what learning opportunities were provided in this classroom.
The participants of the study were one instructor and his students. The data include classroom observations, interviews with
the teacher and students, and student surveys. The findings indicate that the students had been exposed to American English
more frequently than any other English variety. Also, they wanted to learn American English in and outside of the classroom.
Furthermore, this study shows that American English norms were revealed in the teacher’s beliefs and reinforced in his classroom
through his instructional materials, classroom practices, and evaluation of the students. Thus, as a mediator between native
speakers and learners, the teacher positioned native speakers as authoritative possessors of correct pronunciation and expressions
for his students to imitate. Consequently, the students learned about pronunciation and informal expressions as modeled by
American native speakers rather than learning to use the L2 communicatively as recommended by the institutional policy. This
study has important implications for English language teaching in South Korea, specifically in terms of the concepts of native
speakership, student learning, and teacher education. 相似文献
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研究性学习与语文阅读教学 总被引：2，自引：0，他引：2
詹燕 《河南师范大学学报(哲学社会科学版)》2001,28(4):103-105
本阐明了研究性学习的定义及其特点，根据研究性学习的特点和语阅读教学的性质分析了在语阅读教学中应用研究性学习的可能性，论述了研究性学习在语阅读教学中的应用。 相似文献
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《Journal of Language, Identity & Education》2013,12(4):251-268
This study examines imagined professional and linguistic communities available to preservice and in-service English as a second language and English as a foreign language teachers enrolled in one TESOL program. A discursive analysis of the students' positioning in their linguistic autobiographies suggests that the traditional discourse of linguistic competence positions students as members of one of two communities, native speakers or non-native speakers/L2 learners. The analysis also suggests that contemporary theories of bilingualism and second language acquisition, in particular Cook's (1992, 1999) notion of multicompetence, open up an alternative imagined community, that of multicompetent, bilingual, and multilingual speakers. This option allows some teachers to construe themselves and their future students as legitimate L2 users rather than as failed native speakers of the target language. 相似文献
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A study of 97 students from two schools in Göteborg, Sweden, examined reading proficiency and phonological skill using a comprehensive battery of group measures in the classroom. The sample comprised 38 monolingual native‐Swedish speakers, and 59 multilingual students for whom Swedish is an additional language. Students were administered tests of non‐verbal intelligence, vocabulary, reading comprehension, word recognition and non‐vocal phonological tasks. Two sub‐groups of 26 monolingual and 26 multilingual students, matched on non‐verbal intelligence, also participated in oral word and nonword reading tasks. No significant differences were found between language groups on the separate phonological subtests or the composite phonological score after controlling for non‐verbal intelligence in hierarchical regression analyses. The language groups were equally represented at the 20th percentile on both composite phonology and word reading measures. The composite phonological score was equally powerful for both language groups in predicting word recognition. The results of the present study suggest that, given sufficient exposure to the majority language, it is possible to assess a range of phonological skills among speakers of minority languages using the same battery of tasks as for native speakers. 相似文献
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在二语言语行为的研究中,有无必要习得、能否习得、如何习得二语的言语行为是研究重点。通过梳理二语语言水平与二语言语行为的关系、二语学习者是否能达到操母语者言语行为水平、言语行为能否教学等问题,最后得出结论：提高二语言语行为能力应与提高二语言语能力一起进行;显性的言语行为教学是有效的,也是言语行为习得的途径之一。 相似文献
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商务英语阅读课程的教学目的除了要求学生了解英语语言知识外,还要求学生从阅读中获得相关的商务知识,即商务英语阅读课程必须要达到既培养语言能力又传授商务知识的双重目的。本文旨在分析商务英语阅读课堂中了解和掌握商务内容的必要性,以及如何进行基于商务内容的商务英语阅读教学,并提出了应该注意的事项,为商务英语阅读教学提供一种新模式。 相似文献
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张林军 《暨南大学华文学院学报》2010,(2):15-20
研究考察了韩国、日本和泰国留学生的汉语声调知觉,发现：零起点的韩国和日本留学生的知觉是连续性的,泰国留学生则表现出一定的范畴化特征,但和汉语母语者的知觉模式并不一致;初级水平的韩国、日本和泰国留学生表现出和汉语母语者一致的知觉模式,但在范畴化程度上和母语者存在差别;初级水平的韩国、日本和泰国留学生在知觉的范畴化程度上不存在差别。结果表明零起点学习者汉语声调的范畴化知觉受到母语经验的影响,但音高重音和声调语言的母语经验对声调范畴化知觉能力的发展并没有明显的促进作用。 相似文献
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本文研究中国英语专业研究生和以英语为母语的英语专业研究生的口语朗读流利程度。采用时间性、语言性和表达性三个类别十个指标对学生口语能力进行研究,对受试者的语言数据进行定量与定性的对比分析,发现受试的口语流利度在时间性五个指标上与本族语者均有显著差异,但在语言性和表达性四个指标没有显著性差异。本研究发现对国内二语流利度教学与研究具有实验参照和指导意义。 相似文献
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Two-way immersion (TWI) is a variant of the increasingly popular bilingual instruction. Most TWI research lacks longitudinal data or the consideration of background variables to control for possible selection effects. This article examines the development of German reading comprehension of TWI students (N = 984) from fourth to sixth grade compared to conventionally taught students (N = 992). The latent growth curve models showed that immersion students reached the same level of German reading comprehension over the three measurement points, even if background variables like first language, socioeconomic background, and cognitive ability were included. Despite reduced instruction in German, TWI students showed the same reading comprehension level as students in regular instruction while having the advantage of learning an additional language. Although the level of reading comprehension differed between language groups (L1 German speakers, L1 partner language speakers, simultaneous bilinguals), the learning trajectories of reading comprehension were similar. 相似文献
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The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills
in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor
scores of those 5 reading components from on a prior investigation of the reliability and construct validity of measures of
reading component skills (MacArthur, Konold, Glutting, & Alamprese, 2010). In that investigation, confirmatory factor analysis found that a model with those 5 factors fit the data best and fit equally
well for native and non-native English speakers. The study included 486 students, 334 born or educated in the United States
(native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English
reading classes. The cluster analysis found an 8-cluster solution with good internal cohesion, external isolation, and replicability
across subsamples. Of the 8 subgroups, 4 had relatively flat profiles (range of mean scores across factors <0.5 SD), 2 had
higher comprehension than decoding, and 2 had higher decoding than comprehension. Profiles were consistent with expectations
regarding demographic factors. Non-native speakers were overrepresented in subgroups with relatively higher decoding and underrepresented
in subgroups with relatively higher comprehension. Adults with self-reported learning disabilities were overrepresented in
the lowest performing subgroup. Older adults and men were overrepresented in subgroups with lower performance. The study adds
to the limited research on the reading skills of ABE learners and, from the perspective of practice, supports the importance
of assessing component skills to plan instruction. 相似文献
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Metacognition and EFL/ESL reading 总被引：6，自引：0，他引：6
Several distinct research streams are converging in the field of foreign or second language reading in the U.S. Separate research streams in metacognition, in reading strategies, and in the training of reading strategies are converging in the field of English as a foreign or second language. This confluence of research is dramatically impacting the teaching of English to adult non-native speakers for academic purposes. In this article we will briefly review these distinct research streams for their relevance to the population in question, and will then describe the research design for an empirical study we are currently conducting to further investigate the efficacy of metacognitive strategy training for adult EFL/ESL reading. 相似文献
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Jennifer Jenkins 《通化师范学院学报》2005,(2)
The term English as a Lingua Franca (ELF) refers to the English that is used as a contact language among speakers who come from different first language and cultural backgrounds. Although native speakers of English are not excluded from ELF interactions, they are a very small minority, given that English is the first language of only around 25 per cent of the world s Enlgish speakers (Crystal, 2003). More typically, then, speakers who engage in ELF interactions are non-native speakers of English communicating with each other. This means that ELF is rather different from EFL ( English as a Foreign Language), whose goal of learning is to be able to interact with native speakers of English, and whose norms are therefore those of English as a Native Language. The term EIL (or English as an International Language) is often used interchangeably with ELF. However, the latter has come to be 相似文献