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1.
《中学生英语》2017,(1)
Embodied Language Comprehension Theory claims that language is grounded in bodily activity and meaning is grounded in sensory motor system in modality.This study aims to examine whether EFL(English as a Foreign Language)learners triggered Action-Sentence Compatibility Effect(ACE)during sentence comprehension.The English sentences including concrete and abstract verbs are taken as stimuli.Reaction time and accuracy rate of the participants were collected as the experimental data.Two groups of students with different English proficiencies participated in the study.The results indicate that(1)While processing concrete-verb sentences,both groups triggered ACE.(2)There is no significant ACE in processing abstract-verb sentences.(3)High proficiency group responded faster with a higher accuracy.(4)It is difficult for EFL learners to process abstract actions.To conclude,the present study shows that mental simulation is activated while EFL learners with certain language proficiency are processing sentences.In foreign language comprehension,mental simulation would be facilitated with higher language proficiency. 相似文献
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Engagement as an essential factor for active and meaningful learning of English-as-a-Foreign-Language (EFL) is affected by both learner external (e.g., teacher support) and internal (e.g., growth language mindset and L2 grit) factors. This study examined the relationship between perceived teacher support, growth language mindset, and academic engagement by considering the mediating role of L2 grit. The participants were 295 Iranian EFL learners selected via multi-stage cluster sampling. The SEM results indicated that perceived teacher support and growth language mindset directly and positively predicted academic engagement. Additionally, L2 grit mediated the relationships ‘between perceived teacher support and academic engagement’ and ‘between growth language mindset and academic engagement’. EFL learners receiving more teacher support and endorsing higher levels of growth language mindset can successfully overcome failures and difficulties in their learning process by showing more persistence in dealing with challenges and sustaining their interest, which could considerably enhance their engagement in learning. 相似文献
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贺学勤 《湖州师范学院学报》2014,(9):63-69
重复阅读对外语水平的提高有多方面作用已得到多个研究的证实。本报告在阅读材料基本符合外语学习者水平的前提下,就外语重复阅读三个方面的问题,汇报两次同题阅读重复测试的结果:1)重复阅读能显著提高外语学习者的阅读理解水平,但针对不同水平对象的有效重复阅读次数可能并不相同;2)重复阅读对外语综合水平有较大差距的学习者效用的大小有基本对应关系,但对水平相当而初次阅读为及格成绩者的效能比对中等和良好成绩者更加显著;3)影响重复阅读效果的因素,除了学习者的综合外语水平这一基本要素外,工作记忆能对学习者、尤其是初次阅读及格程度的学习者起到更大作用。 相似文献
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Drawing on sociocultural theory, and a large number of empirical studies conducted on the effectiveness of scaffolding on second or foreign language learning, the authors investigated the application of different forms of scaffolding to improve listening comprehension of the Iranian intermediate English as a foreign language (EFL) learners. To this end, 90 intermediate EFL learners were randomly assigned to 2 experimental groups and a control group. During 15 treatment sessions of listening comprehension instruction, expert peers in the first experimental group assisted their less knowledgeable peers in their listening comprehension tasks. The participants in the second experimental group were asked to assist their coequal peers while doing the listening comprehension tasks, but the participants in group 3 did not interact with each other or even their teacher and no scaffolding scheme was used when they were doing the listening comprehension tasks. One-way analysis of variance and post hoc analyses revealed that the expert peers' scaffolding was the most effective procedure for the intermediate EFL learners' listening comprehension development. Furthermore, coequal peers' scaffolding was proved to be the second effective procedure for the listening comprehension improvement. The findings underscore the relative efficacy of different forms of scaffolding procedure and the superiority of the expert peers' scaffolding over coequals' scaffolding. The qualitative analysis of the recorded data indicated that the implicit scaffolding strategies were more frequently used by the expert peers. However, the explicit scaffolding strategies were more frequently used to by the coequals. The findings of the study underscore the positive potentiality of scaffolding in its different forms for the EFL learners' listening comprehension development. 相似文献
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Kyung Ja Kim 《Reading and writing》2011,24(8):861-881
This study was designed to identify underlying factors that motivate language learners to read in a foreign language (L2) context. It also examined the relationships between L1 and L2 reading motivation and any differences in reading motivation based on the learners?? academic majors and L2 reading proficiency. 259 Korean EFL college students participated in this study. Participants?? L1 and L2 reading motivation was measured using a Likert scale questionnaire and their L2 proficiency was estimated by test scores in their reading classes. This study yielded a four-factor solution for L2 reading motivation: learning goal-oriented motivation, intrinsic motivation, avoidance of reading, and utility value of L2 reading. The results indicated that learning goal-oriented motivation and utility value of L2 reading were the two primary indicators for the participants?? desire to read in English. The study also demonstrated that the factor-based L2 reading motivation scales correlated with some of the L1 reading motivation scales in the relatively low range but statements about the connection or transfer issue of reading motivation between the two languages must be tentative. All L2 reading motivation scales revealed significant differences between English and non-English majors except in utility value of L2 reading. Furthermore intrinsic and avoidance scales also differed significantly depending on the participants?? L2 reading proficiency. 相似文献
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Enisa Mede 《Education 3-13》2017,45(4):462-476
This study investigated the perceived beliefs and reported practices of fourth-grade English teachers in primary (elementary) public schools in Turkey. Significantly, it aimed to examine the participating K-4 English as a foreign language (EFL) teachers’ beliefs about the developmentally appropriate and inappropriate practices, discover the possible factors that might influence the planning and implementation of those instructional activities, and lastly, find out whether there is any correlation between the self-reported beliefs and practices. A sample of 158 EFL teachers teaching fourth-grade classes at Turkish public schools (primary level) participated in the study. Data were gathered from the Teacher Beliefs and Practices Survey: 3–5 Year Olds based on 1997 National Association for Education of Young Children's Developmentally Appropriate Practice (DAP) guidelines and focus group interviews. The findings revealed that future teacher training programmes should promote DAPs and enhance teachers’ skills to implement them effectively in the young learners' language classrooms. 相似文献
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The present study examined the link between teacher–student relationship at the class level and academic achievement via the serial multiple mediation effect of self-efficacy and learning strategy in Chinese EFL context with 11,036 eighth graders. Student-reported measures of teacher–student relationship, English self-efficacy, learning strategy and curriculum-based measures of English achievement were collected in fall 2015. Multilevel mediation model revealed that the positive relationship between teacher–student relationship at the class level and English achievement was partially mediated by self-efficacy, cognitive and metacognitive strategy, and serially mediated by self-efficacy and then learning strategy in Chinese EFL context, controlling for SES and gender. The findings suggest that positive teacher–student relationship can help students to develop English proficiency by fostering their English self-efficacy and use of learning strategy. The results of the present study extend our understanding of influential factors in foreign language learning processes and hold substantive theoretical and practical implications for educational researchers as well as teachers. 相似文献
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迟明赟 《昭通师范高等专科学校学报》2007,29(3):47-49
采用前后测现场教学实验的方法,对外语水平相同的英语专业大二本科生分两组进行焦虑水平测试,试验组采用合作学习方法进行教学,控制组采用传统教学方法进行教学。调查和测试结果表明,试验组学生的外语学习焦虑得到有效减轻,其英语语言水平有明显提高。 相似文献
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采用真实的、语境丰富的听力材料作为工具,以60名在校大学生为研究对象,运用定量定性相结合的方法,检测两组不同水平英语学习者的语用理解及在语用理解过程中对语用信息处理的特点。研究表明,高水平英语学习者在语用理解上明显优于低水平者。两组学习者都能运用社会和文化背景知识和个人经验等来理解语用意义。与低水平者相比,高水平学习者使用了更多的语用策略进行推论,并在语用理解中表现出显性的语用语言知识。 相似文献
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迟明赟 《南宁师范高等专科学校学报》2007,24(2):87-89
本文是一项有关综合英语课堂上情感焦虑和合作学习的实证行研究.近年来,合作学习和外语学习焦虑在国内外受到广泛关注.但目前还很少有研究就利用合作学习减轻外语学习焦虑并最终提高学习者英语语言水平问题进行实证调查.针对这一问题,笔者采用前后测现场教学实验的方法对外语水平相同的两组(实验组采用合作学习方法而控制组采用传统的教学方法)--英语专业大二本科生进行了一项实验,调查和测试结果表明,试验组学生的外语学习焦虑得到有效减轻,其英语语言水平有明显提高. 相似文献
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迟明贇 《南宁师范高等专科学校学报》2007,24(2):87-89
本文是一项有关综合英语课堂上情感焦虑和合作学习的实证行研究。近年来,合作学习和外语学习焦虑在国内外受到广泛关注。但目前还很少有研究就利用合作学习减轻外语学习焦虑并最终提高学习者英语语言水平问题进行实证调查。针对这一问题,笔者采用前后测现场教学实验的方法对外语水平相同的两组(实验组采用合作学习方法而控制组采用传统的教学方法)——英语专业大二本科生进行了一项实验,调查和测试结果表明,试验组学生的外语学习焦虑得到有效减轻,其英语语言水平有明显提高。 相似文献
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本次研究探讨了篇章回指的理解能力与阅读理解能力以及综合英语水平之间的关系。结果表明,受试解读篇章回指的能力与他们的阅读理解能力和综合英语水平都有着密切的关系。这说明篇章回指解读能力是阅读理解能力以及综合英语水平的重要组成部分。 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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A think‐aloud study of strategy use by EFL college readers reading Chinese and English texts 
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下载免费PDF全文 This study used a think‐aloud approach to compare reading strategy use in the first language (L1) and non‐native language (L2) among 36 English as a foreign language (EFL) college students at different reading levels. The participants took an English proficiency test and participated in two individual sessions in which a reading test and a think‐aloud task were administered separately in Chinese and English. Cross‐language transfer theory and the linguistic threshold hypothesis were used to conceptualise the similarities and differences in L1 and L2 reading strategies. This study found more frequent and diverse strategy use in English than in Chinese. Similar patterns of meta‐cognitive strategy use were evident in both languages. The applications of certain meta‐cognitive and support strategies served as indicators that differentiated more‐proficient from less‐proficient readers. The present study extended previous questionnaire studies and suggested that English reading instruction should be informed by this line of research to provide instruction on effective reading strategy use for EFL learners. 相似文献
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Songyut Akkakoson 《Journal of Research in Reading》2013,36(4):422-450
This study investigates the relationship between strategic reading instruction, the process of learning second language‐based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16 weeks, 82 students were taught using a strategies‐based approach (experimental cohort), whereas another 82 students were taught using a traditional, teacher‐centred approach (control cohort). A pre‐test/post‐test research design was employed, and a portfolio approach was used to investigate the experimental cohort students' process of learning reading strategies. The results showed that the experimental cohort outperformed the control cohort in the post‐course standardised English test. The higher‐level reading proficiency learners in the experimental cohort were also found to be better than their low‐level peers at learning to use second language‐based reading strategies effectively. Implications are discussed for alternative instructional practice of reading in English as a foreign language (EFL). 相似文献
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杜慧颖 《浙江教育学院学报》2012,(4):8-13,30
研究以某外语学院英语专业二年级和四年级学生为受试,考察焦虑与英语听力理解的关系,以及性别和英语水平对焦虑程度的高低和焦虑与英语听力理解的关系的影响。结果显示：（1）性别和英语水平对EFL学习者的听力焦虑没有独立和交互作用。（2）在二年级学生中EFL听力焦虑与语音识别负相关,在四年级学生中无相关。（3）EFL听力焦虑与听细节、听大意、推测和听力总体能力之间有负相关,并且性别和英语水平不会改变这一关系。（4）EFL听力焦虑与听大意、听力总体能力、推测、听细节、语音识别的相关程度依次降低,听力技能难度越高,相关程度越密切,这一结论不受性别和英语水平的影响。 相似文献
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本研究在认知及教育心理学理论框架内探讨内容教学法对高职高专英语学习者的学习动机、学习兴趣和学习焦虑的影响。研究采用定性和定量相结合的研究范式,通过课堂观察、半结构化访谈、问卷调查及学生日志等研究工具采集相关数据。研究显示:内容教学法能够激发学生学习英语的动机,培养学生学习英语的兴趣,一定程度上降低学生的学习焦虑,同时能使学生的综合语言技能得到进一步提高。 相似文献
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蒋秀玲 《湖南科技学院学报》2009,30(4)
采用一套看图写作试卷和对研究参与者的访谈,文章考察了中国学生是否有意识回避产出关系从句这一问题.结果发现,一部分参与者有意识地回避使用关系从句,一部分由于尚未达到使用关系从句的水平而无意识地"低产出"关系从句,而另一部分则能够较灵活地使用关系从句.因此,在讨论中国学习者较少使用关系从句这一现象时,不能用 "回避"二字简单概括,有必要区分"有意识回避"和"无意识低产出".教师最好能帮助学生克服使用关系从句的胆怯心理,多鼓励学生使用关系从句等复杂的结构. 相似文献
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This research explored the congruence and disparity between teachers’ and students’ attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students’ and teachers’ attitudes towards the direct and indirect teaching strategies were generally consistent, but not in terms of the collaborative teaching strategies. The findings also indicate that the beginner and elementary level students held different preferences for all the three teaching strategies. The underlying reasons could be learners’ different language proficiency levels, and how well teachers execute these different teaching strategies in class. This study concludes with some implications for foreign language teacher education. 相似文献