英语文章阅读过程中的文章标记效应研究

该研究通过三个实验探讨高职生英语阅读的文章标记效应。实验一探讨文章标记对阅读英语长、短文章的影响,结果发现文章标记对英语长文章主题信息保持的促进作用大于对英语短文章主题信息的促进作用。实验二以EyelinkⅡ型眼动仪为工具,考察被试阅读有、无标记文章的主题句的眼动模式的差异,结果发现被试阅读这两类主题句的眼动模式存在显著差异。实验三考察对被试进行文章结构策略训练对文章标记效应的影响,结果发现训练促进了被试对无标记英语长文章主题信息的保持,研究结果支持策略转换假设。     

三维干预促进小学生心理健康的研究

为了探索有效的小学生心理健康教育模式,以昆明市两所普通小学分别作为实验组和对照组进行了为期两年的实验研究,对影响小学生心理健康的主要因素:教师、家长和学生自身三个子系统进行了多侧面的三维干预。结果表明:(1)实验组学生比对照组学生的总体一般焦虑水平下降;(2)学习适应性提高;(3)问题行为症候群的学生人数和问题行为比干预前明显减少。验证了教师、家长、学生三维干预结合模式对促进小学生心理健康的有效性。     

Web模式下三维装箱问题的一种解决方法

为解决Web模式下多约束三维装箱问题对求解时间和效率的要求,针对混合遗传算法中交叉算子的模式干扰带来的求解速度较慢问题,从优化搜索策略方面入手,引入克隆选择算法(SCA),利用克隆扩增、克隆选择算子完成种群进化,并结合六空间启发式策略对SCA算法加以改进,使两者相辅相成、互相受益。实验表明:本算法对提高Web模式下三维装箱的速度成效显著,且算法效率较高。     

汉英双语者语言产生与理解过程中的切换研究

分别用图片命名和词汇判断的方法考察了汉英双语者的语言切换过程.实验一发现,当被试分别用英语和汉语对图片进行命名时,只有汉语出现了切换代价,而英语没有出现.在实验二中,当被试进行词汇判断时,切换代价的模式发生了根本的变化,只有英语出现了切换代价,而汉语没有出现.研究表明,双语者语言产生与理解中语言切换的认知过程有本质的差异.     

体验式听力教学策略 构建小学英语高效课堂

高效课堂教学关注“三维目标”的达成情况,而听是语言输入、语言积累和语言互动内容的主要途径之一,也是小学英语高效课堂必须重视的问题。本人将“三维目标”融入小学英语课堂听力教学的目标,结合体验式的教学方式,提出在体验式教学中培养听力,来构建小学英语的高效课堂。     

探析多模态话语分析理论在成人英语教育中的应用

随着网络技术以及多媒体技术的不断发展,语言的阐释已经从传统的单一的文本模式转变为当今的多种模态的表达模式。本文结合成人英语的教育现状,从多模态话语分析理论角度,对成人英语课堂中的多模态符号进行分析,提出要通过协调多模态话语因素,最大化教学成果,从而促进成人英语教育的发展。     

幼儿学习英语初探

这是一篇关于幼儿学习英语的实验研究报告。在报告中介绍了对一个大班和中班幼儿进行英语教学的实验情况,其中包括选用的教材内容和教学方法,幼儿学习英语的心理分析,以及学习效果的测查等。实验证明,英语学习从幼儿开始是可以的。当然,这个实验还是个很初步的东西,仅供参考。     

翻译训练对大学生心理词汇概念间联系的影响

采用词汇联想实验,通过两项实验探讨了翻译训练对大学生心理词汇概念联结的影响。结果表明：①翻译专业大学生的母语心理词汇与二语心理词汇概念联系特性存在显著差异,相对于母语,二语的概念联系较多受语音和字形等非语义联系的影响;②翻译训练和实践可促进大学生英语心理词汇的语义联结,减弱英语词汇语音和字形等语言形式的影响;③翻译训练和实践对大学生心理词汇的主题关联联系意识的促进效应高于对其分类学意识的促进效应。     

汉字触觉辨认与触觉双指模式

大量的以往研究涉及到字词识别 ,其中又有相当一部分是对字词或字母的触觉辨认研究 ,但未见汉字模式的触觉辨认研究。为了探讨汉字模式与英文字母或词模式触觉辨认的异同 ,我们先做简单汉字的视触匹配实验以确定此类实验是否可行。把 10个高频且笔画少的汉字在 6× 2 4的触觉振动仪上转换成振动的触觉模式 ,由于汉字比以往触觉模式辨认实验中所用的单指振动模式要复杂 ,所以我们不得不把汉字转换成双指模式 ,即用了两片振动显示仪来呈现一个模式 ,被试用双指接触振动片。汉语母语被试与从没学过汉字的英语母语被试各 10名对这些汉字触觉模式作了触觉与视觉模式匹配实验 ,结果表明两类被试的匹配成绩都很低而且无显著差异 ,结果可能是由于双指模式所致 ,从而不能完全说明汉字模式太难不适合触觉辨认 ,于是我们用单指模式的通常结构构建双指模式 ,使单双指模式的复杂度差异只表现在量上 ,检验了单双指模式的辨认效果 ,结果表明双指模式辨认成绩虽比单指辨认差但辨认中的认知特征如干扰中的反应竞争与知觉竞争效应相同。     

三维图形的客体和空间工作记忆存储机制

采用单探测变化检测范式,通过两个实验探讨了三维双特征图形在视空间工作记忆中的存储方式。实验一的记忆材料为由颜色和形状两种基本特征组成的三维图形,实验二的材料为由基本特征和细节特征组成的三维图形。被试为60名大学本科生（实验1、2各30名,年龄在19~24岁之间,平均21.25岁和21.71岁）。两个实验的结果均显示：特征交换变化条件下的记忆成绩与单一特征变化条件下最小的平均检测正确率无显著差异。这表明,由两种异质特征组成的三维图形在视觉客体和视觉空间工作记忆中均能以整合的单元进行存储。     

Characteristics and rules of college English education based on cognitive process simulation

Metacognition is a process of self-cognition and self-thinking based on self-reflection, control, evaluation and regulation to achieve continuous cognition of individuals. Metacognition plays a very important role in coordination and guidance in college English education. Therefore, in this paper, the characteristics and rules of college English education were studied based on the cognitive process simulation. First of all, the basic theory of metacognition and the advantages and methods applied to English teaching were expounded. Then, a mathematical model was set up for college oral English teaching, and how to improve oral pronunciation for oral learners by quantitative and effective evaluation was discussed. After that, targeted information evaluation results were provided, and the algorithm was optimized and improved. Finally, by using computer aided technology and metacognitive method, the effect of oral English teaching was simulated and tested. The results show that the results of this study provide a useful exploration for improving the effectiveness of college English education and have good application value.     

阅读教学在大学英语中作用

英语阅读教学对大学生综合能力的培养有着至关重要的作用。由于英语阅读教学的现状,我们有必要对英语阅读教学进行研究并且提出阅读的策略,原则和阅读技巧,以提高学生的英语阅读能力。     

浅谈内隐学习在大学英语教学中的应用

内隐学习是一种自动的、不易觉察的、对复杂规律敏感的学习,内隐学习与学科教学的结合是近年来内隐学习研究取得的新进展。结合大学英语教学的实际,对内隐学习在大学英语教学中的应用进行了思考并提出了几点认识。     

情感因素在外语教学中的应用与作用

外语学习与教学是一个非常复杂的习得过程,它涉及到各种因素。或许由于我国教育体制的局限,长期以来在教学过程中,尤其是英语教学过程中,过分强调英语成绩、识记能力而忽视教学过程中的情感因素、认知因素,致使教学目标单一、片面化、效率低下。为解决这些问题,必须在英语教学中融入情感因素,发挥其在英语教学中的作用,改变传统的英语教学模式,优化教学效果。     

Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception

The present study investigated Iranian English as a Foreign Language (EFL) teachers’ perception of their own reflective teaching, of inhibitors to their reflective teaching, of inhibitors to their students’ reflective thinking, and the impact of teaching experience and academic degree on their perception of reflective teaching. To this end, 304 private-language-institute English as a Foreign Language Teachers teachers participated in the study by completing English Language Teaching Reflection Inventory developed by Akbari, Behzadpoor, and Dadvand, Inhibitors to EFL Teachers’ Reflective Teaching Questionnaire and Inhibitors to EFL Learners’ Reflective Thinking Questionnaire, with the last two instruments being developed and validated by the researchers. The results indicated that (1) Iranian EFL teachers perceived their reflective teaching to lie at a medium level, (2) three types of inhibitors to EFL teachers’ reflective teaching included ‘lack of knowledge’, ‘affective-emotional’ and ‘teaching situation’ inhibitors, and (3) three types of inhibitors to EFL learners’ reflective thinking also comprised ‘affective-emotional’, ‘cognitive’ and ‘learning situation’ inhibitors. The results of two-way ANOVA indicated both academic degree and teaching experience significantly differentiated Iranian EFL teachers with respect to their reflective teaching perception, but the interaction effect of them did not do so. The results are discussed in detail in the article.     

Transfer of signed responses in American Sign Language from vocal English stimuli to physical object stimuli by a chimpanzee (Pan)

A chimpanzee was taught 10 signs of Ameslan (American Sign Language) using only vocal English words as stimuli. The corresponding physical objects were items found in the subject's home environment, and which he frequently encountered during daily activities. Reference was not made to these items during teaching sessions. Each teaching session was followed by a test session in which the objects were silently presented to the subject and the question What that? was signed to him. The subject acquired all 10 signs in response to the English word stimuli and then successfully transferred these signs to their physical object referents during testing.     

Home Literacy Environment and English Language and Literacy Skills Among Chinese Young Children Who Learn English as a Second Language

The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents completed a questionnaire about home literacy practices. Results showed that these practices can be classified into three aspects: shared reading, exposure to English materials and home teaching. Shared reading uniquely predicted receptive and expressive vocabulary, syllable awareness and word reading in English. Exposure to English materials predicted expressive vocabulary and home teaching predicted letter knowledge.     

Teaching cognates in isolation and context: a practical note on Montelongo, et al. (2009)

The use of cognates in teaching word identification and vocabulary meaning is an underused resource in the teaching of English-language learners, especially for learners whose language is similar to English, e.g., Spanish. A recent study by Montelongo, Hernandez, Herter, and Hernandez reported that the effect of initial consonants was strong for recognizing words in isolation. In addition, they pointed out that cognates containing suffixes identical between English and Spanish were more quickly recognized than cognates containing similar but not identical suffixes. Further, they stated teachers would do well to take these differences into account when employing a cognate strategy with their Latino English-language learners. The purpose of this response is to discuss how different types of cognates and their various meanings may be examined by educators and students when employing cognates as a strategy in learning English.     

The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China

Learning style is one of the main factors that determines how students learn English and has a significant influence on students’ learning strategy selection, which further affects their learning outcomes (Ehrman and Oxford in Mod Lang J 74(3):311–327, 1990; Oxford in Language learning styles and strategies: an overview, 2003. http://web.ntpu.edu.tw/~language/workshop/read2.pdf). This study examines the learning style preferences of Chinese university students and whether those preferences influence their English achievements. Four hundred undergraduates from one university in eastern mainland China participated in this study. Data from 329 valid questionnaires were analysed. The results revealed that the Chinese university students preferred the visual learning style the most, followed by the auditory and kinaesthetic styles. However, no learning style preference was found to influence the students’ English proficiency. Cultural reasons are discussed to explain the findings, which contradict those of previous studies of learning style theories and practices. This study recommends that Chinese scholars consider issues of English teaching and learning in China and to adopt appropriate teaching methods to effectively improve English teaching.     

小学儿童英语课堂学习焦虑发展及其与教师教育行为的关系

运用《外语课堂学习焦虑量表》和《教师教育行为问卷》对399名3～6年级小学儿童英语课堂学习焦虑及他们知觉到的英语教师的教育行为进行了考察。结果发现:(1)小学儿童英语课堂学习焦虑随年级升高而逐渐增长,五、六年级儿童在交际畏惧、考试焦虑、否定评价恐惧方面的得分都显著高于三、四年级儿童;(2)交际畏惧和考试焦虑是我国小学阶段儿童的主要焦虑类型;(3)在英语课堂学习焦虑的三个维度上,男女生差异均不显著;(4)教师的消极反应与评价、鼓励与帮助是预测学生英语课堂学习焦虑的重要变量。研究结果表明,学校、教师和家长应重点关注高年级学生的课堂学习焦虑情况,加强情感疏导,并且教师要多给予学生积极的评价,有助于降低学生的课堂焦虑情绪。