The ecology of language teacher assessment literacy: Insights from emotional critical incidents     

《Studies in Educational Evaluation》2023

Despite the substantial growth of research on language assessment literacy (LAL), the emotional side of LAL has been under-researched. In response to this gap of knowledge, the present study explored Iranian English language teachers’ LAL through the lens of emotional critical incidents (CIs). Drawing on an ecological lens as embedded in a case-study design, data were collected from narrative frames, classroom observations and post-class discussions, and semi-structured interviews. Data analyses revealed three personal, institutional, and sociocultural ecologies that shaped the teachers’ LAL-related emotional CIs and the associated sense-making, practice, and perceptions about assessment. In particular, we found that the emotional side of LAL is defined by agency, emotion labor, the need for voice, and broader discourses of assessment in Iran. Based on the findings, we provide implications for running professional development courses that build on teachers’ LAL and account for emotions as a key component of such courses.  相似文献   

基于XML/RDF的元数据描述在数字图书馆的应用     

李航  王臻 《情报探索》2014,(12):133-135

介绍了数字图书馆中基于XML/RDF的两种元数据描述技术,一种是传统的机读格式MARC元数据,一种是DC元数据。通过对比发现,DC元数据描述的数字资源信息更为直观、灵活、易读,但DC元数据并不能完全取代MARC元数据,二者各有优点和不足,并相互补充。  相似文献   

试论中国武术推广与对外汉语教学协同发展     

于野  李杰毅 《搏击·武术科学》2014,(3):12-13

中国武术有着悠久的发展史,但是要实现国际性的推广还需要我们更多的努力。文章以中国武术的发展史为铺垫,以提升对外汉语教学质量为依托,分析了武术推广与对外汉语教学之间的关系,得出协同发展的结论。  相似文献   

从自我概念的角度解读英语学习动机的变化     

孙筱岚  单春艳 《环球赛鸽科技》2014,(30)

本文从自我概念的角度对大学生英语学习动机的变化原因进行探讨,以期增加教师对于英语学习动机的重视和了解,从而采取有效策略来激发和维持学生的学习动机。  相似文献   

对中国现行职称外语考试制度改革的思考     

张航 《孝感职业技术学院学报》2008,11(1):29-32

文章分析了当前职称外语考试中的弊端和问题，提出了改革和完善职称外语考试的措施，以期使职称外语考试既能科学地选拔人才，又能对外语学习起正确的导向作用。  相似文献   

翻译与文化认知浅析     

李强 《福建师大福清分校学报》2005,(3):69-72

拟就跨文化交际工作者如何从语言习得、国与国间的传统文化认知以及译文的正确表达等方面阐述自己的一些浅见,意在谈谈21世纪翻译成才的问题.  相似文献   

小天地里的大世界——略论高校儿童文学课的教学改革     

杨宁 《赣南师范学院学报》2006,27(1):128-130

儿童文学课程在师范院校开设的历史由来已久,但是由于多方面的原因,课程一直不受重视,教学也存在着随意散漫的倾向。本文拟从儿童文学观念、学生接受和语文教学能力培养三方面阐述儿童文学教学改革的措施和方法,以适应当下学科建设和教学发展的需要。  相似文献   

Fallacies affecting policy and practice in the teaching of English as a foreign language in state primary schools in Asia     

David Hayes 《Asia Pacific Journal of Education》2017,37(2):179-192

This article discusses the impact of the worldwide trend to introduce English as a foreign language (EFL) into primary schools at ever younger ages. This trend has gained momentum in recent years, affecting millions of children in countries throughout Asia. A policy decision of this kind has far-reaching implications but it is often made without consideration of the availability of human and material resources for its implementation. The result is that children may end up learning little or no English, frustrating the intentions of national governments to develop English proficiency amongst the wider population which is, in turn, supposed to contribute to economic development. Drawing on evidence from India and Thailand, this article questions the economic rationale for introducing English into primary schools and argues that decisions on the starting age at which to teach English should, instead, be considered from an educational perspective, taking into account system constraints.  相似文献   

Application of a lexical-semantic intervention programme for students with Specific Language Impairment / Aplicación de un programa de intervención léxico-semántica en alumnado con Trastorno Específico del Lenguaje     

Ángeles Axpe  Víctor Acosta  Ana Moreno 《Cultura y Educación》2017,29(2):324-349

The aim of this research has been to test the efficacy of an intervention programme on lexical-semantic problems in children with Specific Language Impairment (SLI). The sample consisted of 34 children diagnosed with SLI and 34 children with typical language development, all enrolled in different schools on the island of Tenerife (Canary Islands, Spain). For the selection of the sample, CELF-3, Peabody, ITPA Auditory Association and Visual Association subtests and the K-BIT IQ tests were used. The intervention programme consisted of 72 sessions of 30 minutes each, using noun and action naming activities along with conversation and categorization tasks in order to increase vocabulary and improve lexical semantic competence. Significant results were achieved in aspects related to the acquisition of vocabulary as well as in lexical semantics or related terms. The educational implications are clear insofar as lexical-semantic aspects are key in terms of activating other linguistic components and in improving the academic progress of SLI students.  相似文献   

实践中的输入与输出假说——高校英语教学的方法与技巧     

柏能云 《中国科技信息》2007,(18):233-235

外语学习中的输入和输出是密切相关的。输入是输出的基础和必要准备，输出既是输入效果的最好检测，又能推动更好的输入，二者都有助于学生语言综合能力的提高。本文从结合Krashen的输入假设和Swain输出假说，指出高校英语教师在教学中，应建立目的语的有效输入体系，重视语言的输出，同时建立良好的监制与有效的反馈机制，才能使语言习得者更好地掌握和运用目的语言。  相似文献