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叶譞 《乐山师范学院学报》2014,(6):106-110
通过两次测试调查了独立学院非英语专业新生英语水平磨蚀情况。配对样本T检验发现:经过一年英语学习,全体受试对象、部分高分组学生和所有低分组学生英语水平有显著磨蚀。影响磨蚀的不可控因素包括:磨蚀前语言水平、受蚀时间、目的语语种。可控因素包括:与受蚀语言接触、态度与动机以及读写能力等。基于以上结论提出一些对策以帮助改善独立学院非英语专业新生英语磨蚀状况。 相似文献
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叶譞 《福建师大福清分校学报》2013,(4):73-78
以144名非英语专业大一新生为受试对象,通过一个历时研究发现:经过一年大学英语学习,整体上受试对象三类否定倒装结构有两类发生显著磨蚀,高分组学生任何类别否定倒装结构均没有显著磨蚀,低分组三类都有磨蚀。影响大一新生否定倒装结构磨蚀的因素包括:磨蚀前语言水平、受蚀时间、与英语接触减少及其引起的汉语对英语干扰、读写能力和学习动机。汉语和英语在句子结构上相似性有助防止否定倒装结构磨蚀。 相似文献
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以文秋芳制作的学习动机量表和两次四级成绩为测量工具,通过问卷调查、访谈的方式,研究了学习动机对公外学生英语水平磨蚀的影响。配对样本T检验发现:全体受试对象、高分组受试对象英语水平有显著提高,低分组有显著磨蚀。高、低分组大多数表层动机强度相似,但努力程度和元认知策略影响他们英语水平是否磨蚀。低分组学生由于对英语学习持悲观态度且认为英语学习没有价值,在通过四级后不会继续学习,加之不会将英语作为交流工具及用于学术研究而造成深层动机强度较低,从而磨蚀英语水平。 相似文献
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《Assessing Writing》2008,13(2):130-149
The present study interviewed 16 international students (13 from Mainland China and 3 from Taiwan) in a Canadian university to explore their perceptions and experiences of two standardized English writing tests: the TWE (Test of Written English) and the essay task in LPI (English Language Proficiency Index). In Western Canada, TWE is used as an entrance test for international students who speak English as a second/foreign language (ESL/EFL) whereas LPI is required, in many post-secondary institutions, for all incoming ESL/EFL students and some native-English-speaking students whose final English mark from high school is below a certain level. As international students, all participants in the study passed TWE but many took LPI repeatedly before passing it. At the time of the interviews, five still had not passed LPI. Relevant findings illustrate that many participants passed TWE by relying on memorization of writing samples whereas they failed LPI because they lacked skills in constructing their own texts. The participants’ complaints about culturally biased essay prompts in LPI and a lack of understanding of what is expected of LPI also raise questions about the validity of the test from the students’ perspectives. The study generates pedagogical implications for standardized writing tests involving ESL undergraduates from various cultural backgrounds. 相似文献
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Alberth 《Technology, Pedagogy and Education》2019,28(1):21-36
The study aimed to scrutinise how incorporating Facebook into a conventional writing class might impact on students’ intrinsic motivation, self-efficacy and writing performance, and to uncover how best to provide corrective feedback on students’ writing posted on Facebook. Sixty-four subjects from an intact group were recruited by means of purposive sampling. All participants sat the pre-test measuring intrinsic motivation to study writing, writing self-efficacy and writing performance. Following the pre-test, participants attended a regular conventional writing class incorporating Facebook for four months. At the conclusion of the study, participants sat the post-test and were interviewed regarding their learning experience. Participants were also requested to indicate which type of feedback provided on FB is preferred and to justify their responses. It was found that students’ intrinsic motivation and self-efficacy, as well as writing performance, improved markedly in the post-test and that direct corrective feedback is more favoured by students. Overall, the study suggests that not only does incorporating Facebook into a conventional writing class benefit students academically, but it also helps boost their intrinsic motivation to study writing and writing self-efficacy – two critical variables that dictate success in foreign language learning. 相似文献
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Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
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试从母语写作能力与二语写作焦虑关系入手,通过问卷调查和统计分析探讨了这二者的关系,研究结果显示：（1）英语专业学生在用二语写作时普遍产生焦虑心理,大二学生比大三学生更焦虑;（2）认知焦虑、生理焦虑、规避行为这三种不同焦虑指数有显著差异,大二学生比大三学生更焦虑,其中认知焦虑程度最高;（3）不同二语写作焦虑水平的学生的汉语写作成绩表现出较大的差异,表明汉语写作水平随着二语写作焦虑的不同而不同;（4）三种二语写作焦虑水平与被试的汉语写作成绩负相关,其中规避行为与汉语写作成绩呈显著负相关。 相似文献
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外语学习研究主要有两条研究途径:一是针对外语学习本身特点的研究,二是关于英语学习者个体差异的研究。该文是一篇关于二语学习动机变化的实证研究。在该次研究当中,包括一份来自大一大二85个学生所作的调查问卷。它倾向于确定出一些外语学习动机的组成部分,探讨了在整个两年的大学教育对影响英语学习动机变化的原因。结果显示工具型动机在外语学习情景方面起着至关重要的作用。 相似文献
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英语写作教学借助形成性评价可以激发学生写作兴趣,提高学生写作能力和写作水平。形成性评价的形式丰富多样,在课堂教学活动中,教师应结合学生英语水平和学习规律,采取分值评价、语言评价、自我评价、相互评价等方式,优化学生的英语写作活动,提高写作教学效率和质量。 相似文献
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《中国学生发展核心素养》提出"全面发展的人"的培养目标,学科教师要在课程实施中落实学生核心素养的发展。基于核心素养的中学英语文学阅读教学实践从语言学习、认知发展、社会生活三方面促进学生的发展。在语言学习目标层面,学生在准确理解故事文本基础上,通过准确拼读、流利朗读、正确复述、互动讨论、创新表演、创意写作等系列活动,提高语言理解、赏析和创意表达能力;在认知发展层面,学生在语言交流活动中培养思维的逻辑性、批判性和创新性,掌握语言知识学习策略,提升分析和解决问题能力、元认知能力;在社会生活层面,学生通过一系列阅读、思考和创作分享活动,形成正确的人生观、价值观,培养自尊、自信、自强的良好品格,学会做人、做事,提高文明素养和社会责任感。 相似文献
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Irina L. Mokrova Marion O’Brien Susan D. Calkins Esther M. Leerkes Stuart Marcovitch 《European Journal of Psychology of Education - EJPE》2013,28(4):1495-1503
The current study examined the role of preschoolers’ motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at age 3; children’s academic skills were assessed at kindergarten. Results indicated that preschooler’s persistence was related to their academic skills two years later over and above demographic factors and early cognitive-linguistic skills. The findings are discussed in terms of the importance of early childhood motivation for later school achievement. 相似文献
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Interactive teaching mode refers to a dynamic process of teaching in which teachers and students and teaching materials will affect each other. It offers language learners a chance to communicate and exchange information frequently. Group cooperative leaning has long been considered to be one of the most important forms of the interactive teaching mode. English writing,one of the essential English language skills, is an integral part of college English teaching. The high or low level of English writing is a comprehensive reflection of various abilities. This paper aims to explore the application of the interactive teaching model in college English writing class in order to improve students’ motivation and ability of English writing, thus can provide an effective way of learning to the current college English writing class. 相似文献
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《校园英语(教研版)》2016,(16):108-111
With the development and advancement of social and cultural communication between China and other countries in the world,the second language education is very popular with Chinese people.And usually,it will take the young for nearly16 years to learn a second language,especially English.Most of them learn English from primary school until university.Besides having routine English classes at school,they also pay extra time and money to learn English in their spare time in many training companies.And now,English education has already become an industry in China and some training companies such as New Oriental English,are familiar to common people.And a crucial problem is that,after so many years of hard work,most of them are even having basic writing difficulties.The systemic and effective teaching method of writing in a second language education in China is being researched.This thesis attempts to cultivate the students’subjective initiative in second language education activities,raise the students’learning consciousness,and enhance their lasting interests in learning so as to reach the goal to improve the students’writing ability in second language education. 相似文献
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Vahid Aryadoust 《Pedagogies: An International Journal》2017,12(2):151-179
This study adapts Levels 1 and 2 of Kirkpatrick’s model of training evaluation to evaluate learning outcomes of an English as a second language (ESL) paragraph writing course offered by a major Asian university. The study uses a combination of surveys and writing tests administered at the beginning and end of the course. The survey evaluated changes in students’ perception of their skills, attitude, and knowledge (SAK), and the writing tests measured their writing ability. Rasch measurement was applied to examine the psychometric validity of the instruments. The measured abilities were successively subjected to path modeling to evaluate Levels 1 and 2 of the model. The students reported that the module was enjoyable and useful. In addition, their self-perceived level of skills and knowledge developed across time alongside their writing scores but their attitude remained unchanged. Limitations of Kirkpatrick’s model as well as lack of solid frameworks for evaluating educational effectiveness in applied linguistics are discussed. 相似文献
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以150名非英语专业学生为受试对象,通过两次以SILL量表作为测量工具的问卷调查,结合受试对象两次四级成绩的数据分析发现：经过三学期大学英语学习,高分组英语水平有显著提高,低分组英语水平有显著磨蚀;记忆、认知、元认知和情感/社交策略的使用频率降低会造成受试英语水平的磨蚀,补偿策略的使用频率则与英语水平磨蚀无相关性. 相似文献
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The present paper reports results of a longitudinal research project studying the contribution of cognitive skills and other factors to proficiency in a foreign language (L2) in the Hungarian educational context. The larger project aims to describe the levels of L2 proficiency of school-aged populations in order to explore the conditions and factors contributing to processes and outcomes in foreign language education in public schools. For this purpose, paper and pencil tests were administered in English and German as a foreign language to nationally representative student samples. The project also aims to find answers to some theoretical questions; therefore, a questionnaire and other assessment instruments complemented L2 tests to provide insights into how participants' cognitive, affective and first language (L1) variables, as well as their social and school variables interact with one another over time. Students' general thinking and learning abilities were assessed with an inductive reasoning test.In the present paper we focus on the relationship between students' proficiency in English or German and inductive reasoning skills to show how general cognitive abilities interact with levels of L2 proficiency. We use a multivariate context to explore complex relationships between L2 levels in English and German and inductive reasoning skills if influences of other variables are controlled. We present results of multiple regression analyses on L2 listening, reading, and writing tasks in the two target languages. In the present paper we use both cross-sectional and longitudinal data to examine the relationships between students' L2 proficiency in the first phase (2000) and two years later (2002). Thus, a longitudinal research design was implemented by repeating cross-sectional assessment at a two-year interval. 相似文献
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牛敏 《佳木斯教育学院学报》2012,(4):280+282
英语写作作为一项重要的语言产出技能,全面地反映了学生的英语水平。本文通过SPSS13.0统计,采用卡方检测,调查并分析了影响少数民族英语专业学生写作能力的因素,并提出对策,以帮助提高其写作能力,培养少数民族英语专业人才。 相似文献
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This study was conducted in Slovenia, and explored the views of a sample of 226 pupils (aged 14‐15 years) regarding their motivation to learn English and the views of a sample of 95 student teachers regarding their motivation to become a teacher of English. The data consisted of two questionnaires. The first questionnaire asked the pupils to rate the importance of each of 15 reasons for wanting to learn English. The most frequent reasons given by pupils were ‘Because English is an international language’, ‘Because English helps me with advanced study’ and ‘Because English will help me with my future career’. The second questionnaire asked the student teachers to rate the importance of each of 20 reasons in influencing their decision to become a teacher of English. The most frequent reasons given by the student teachers were ‘I enjoy the subject I will teach’, ‘English is important to me’ and ‘I want to help children succeed’. The findings are further explored in terms of the relative importance of the different types of motivation involved. 相似文献