加强英语词汇教学提高学生的英语应用能力

词汇是表达语言信息的建筑材料,是外语学习的重要组成部分.词汇教学是大学英语教学中的一个重要环节,对提高学生的英语应用能力具有重要的作用.语言应用是学习语言知识的目的,语言知识是语言应用的前提.本文从单词因素、语法因素、交际因素和文化因素这四个方面探讨了大学英语词汇教学的方法,指出把好词汇教学关不仅能加强学生对英语词汇及语法知识的熟练掌握,而且还有助于培养和提高学生用英语进行跨文化交际的能力.     

观看英文影视附带习得词汇

二语习得研究者普遍认为通过大量阅读是扩大词汇量的主要方式。阅读输入语言只利用了视觉渠道。通过剖析解释词汇附带习得的两个重要理论,深层次加工理论和投入量假设,发现结合听觉和视觉两种输入方式,可以减少学习者习得词汇的记忆负担,提高学习效率。英文影视是达到这一目的的最好资源。与阅读输入渠道相比,文字、声音和图像相结合的输入提供了丰富的情景语境和文化语境,而且影视语言输入能够帮助学习者从对词汇知识正确理解到词汇正确、熟练地使用。     

数字化背景下大学生词典使用与词汇习得相关性的调查研究

词典是外语学习者须臾不可离的工具,那么词典的使用和词汇习得之间存在着相关性吗?通过问卷调查和词汇水平测试,了解普通高校非英语专业学生词典使用的总体情况,利用spss软件计算出各项词典使用策略和词汇成绩之间的相关性。在此基础上通过一个教学实验,证明语言教师有意识地对学生使用词典的策略进行科学的指导,有利于学习者的语言习得。     

Improving Factor Score Estimation Through the Use of Observed Background Characteristics

A challenge facing nearly all studies in the psychological sciences is how to best combine multiple items into a valid and reliable score to be used in subsequent modeling. The most ubiquitous method is to compute a mean of items, but more contemporary approaches use various forms of latent score estimation. Regardless of approach, outside of large-scale testing applications, scoring models rarely include background characteristics to improve score quality. This article used a Monte Carlo simulation design to study score quality for different psychometric models that did and did not include covariates across levels of sample size, number of items, and degree of measurement invariance. The inclusion of covariates improved score quality for nearly all design factors, and in no case did the covariates degrade score quality relative to not considering the influences at all. Results suggest that the inclusion of observed covariates can improve factor score estimation.     

The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers

The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all.     

词汇准备活动对听力理解与词汇习得的影响

以"认知加工层次"和"投入量假设"为理论基础,通过实验对比的方法考察生词注释这种常规的听前词汇准备活动对英语学习者听力理解以及词汇习得产生的影响。研究结果表明:与听前无词汇准备活动相比,生词注释对听力理解的促进作用不明显,不仅如此,学生在听后进行的任务中对已注释的生词产出的效果也不理想。     

词汇习得理论基础与网络环境下大学英语词汇习得的策略的研究

词汇习得是大学英语课程教学的重要组成部分,词汇习得的成效将直接影响到英语语言能力和交际能力的提高．在我国,大学生词汇学习方面还有诸多问题。本文以词汇习得的相关理论作为研究探讨的理论基础,以网络环境下自主学习策略和协作学习策略作为切入点,探讨网络环境下,大学英语词汇习得的相关策略和方法．     

二语习得词汇研究对高职高专英语词汇研究的启示

词汇习得是二语学习的一个重要组成部分。国内外研究者对二语词汇习得开展了广泛和深入的研究,取得了丰硕的成果。高职高专二语习得词汇研究虽然起步较晚,但是可以借鉴国内外研究的成功经验。同时依据自身特点,开展对目标词汇量、现有词汇量和词汇学习策略的深入研究,为高职高专学生词汇习得研究奠定基础。     

词汇附带习得研究综述

近年来,词汇附带习得的研究已受到国内外学者的广泛关注。本文在综述词汇附带习得研究成果的基础上,探讨了影响附带性词汇习得的几个因素,进而对教学中如何合理运用这些因素来指导学生的词汇学习提出了建设性的意见和建议。     

基于网络语料库COCA 的英语词汇习得研究

词汇习得是英语学习者面临的重点和难点.近年来,随着语料库语言学的发展,在词汇习得中引入网络语料库成为英语教学发展的新趋势.本文对基于语料库的英语词汇习得进行理论阐释,并从词频分析、词语搭配、语义韵与构词法角度探讨美国当代英语语料库COCA在英语词汇习得中的实际应用.     

元认知与英语词汇习得能力的培养

词汇是构成语言的三大要素之一,在英语教学中起着举足轻重的作用,多少年来,专家教师们都努力寻求最佳学习途径,研究提出各种教学方法,随着对语言研究的不断深入,专家们从应用语言学、社会语言学、心理语言学的角度来讨论语言学习,提出元认知、元认知策略理论概念。这可以帮助学习者从元认知角度来重新认识和解决词汇学习问题。本文选定以元认知策略为切入点,探讨如何将元认知策略融入到学生的词汇学习中,培养学生词汇学习的能力。     

二语词汇习得研究回顾

词汇是构建语言的基石,词汇习得对于二语教学研究具有重要意义。本文回顾了近年来二语习得过程中二语词汇附带习得研究与学习策略研究,综述其理论发展及实证研究,以期为二语词汇学习及教学提供有益的启示。     

“学伴用随”对课堂环境下二语词汇习得的启示

"学伴用随"原则是王初明教授于2010年提出的新外语教学思想。语言学习要伴随正确的语境,相伴的语境正确,使用才能正确,相伴错误,使用就会出错。利用文献综述法,从分析课堂环境下词汇习得存在的问题入手,指出教师要把词汇和语境结合起来教,学生要把词汇和语境结合起来学。最后,从语块教学法、文化输入和建立语义场三个方面分别阐述如何伴随语境习得词汇。     

词汇习得研究及对英语词汇教学的借鉴

文章通过附带习得的研究成果,提出了促进附带词汇习得的因素,提出了这些成果对英语词汇教学的启示。     

Improving the Efficiency and Effectiveness of Grading Through the Use of Computer-Assisted Grading Rubrics

This study tests the use of computer‐assisted grading rubrics compared to other grading methods with respect to the efficiency and effectiveness of different grading processes for subjective assignments. The test was performed on a large Introduction to Business course. The students in this course were randomly assigned to four treatment groups based on the grading method. Efficiency was measured by the professor's time to grade the assignments; effectiveness was measured by a student satisfaction survey. Results suggest that the computer‐assisted grading rubrics were almost 200% faster than traditional hand grading without rubrics, more than 300% faster than hand grading with rubrics, and nearly 350% faster than typing the feedback into a Learning Content Management System. Results also seemed to indicate that the use of a computer‐assisted grading rubric did not negatively affect student attitudes concerning the helpfulness of their feedback, their satisfaction with the speed with which they received their feedback, or their satisfaction with the method by which they received feedback.     

Improving the Motivation and Retention of Online Students Through the Use of ARCS-Based E-Mails

Abstract

This study examined the use of ARCS-based, motivational mass e-mail messages designed to improve the motivation and retention of students enrolled in an online, entry-level, undergraduate computer applications course. Data from the Course Interest Survey, based on Keller's ARCS model, were gathered and analyzed for two online groups (one treatment and one control) and compared with a face-to-face class for differences in attention, relevance, confidence, satisfaction, and overall motivation. Based on the analysis, this article argues that simple, cost-effective, and easy-to-design mass e-mail messages show potential for addressing some of the motivational needs and retention concerns of online students.     

二语词汇习得中的问题与思考

摘要：本文从二语词汇习得中的“高原现象”入手,通过总结我国外语学习者词汇能力的发展特点,分析了词汇的掌握程度与语言产出能力之间的关系,论证了词块在二语词汇学习中的关键作用,并对加强词汇学习和语言产出能力提出了几点切实有效的建议。     

英语听力词汇附带习得研究

本研究以深加工理论、投入量假设理论为基础探讨英语学习者能否通过听力附带习得词汇。研究结果显示学习者并不能通过听力附带习得词汇,投入量不同的听力练习可能是影响词汇习得效果的因素之一。对于教学的启示是词汇的有效学习仍然需要要通过有意学习和不断强化实现。     

口语输出对词汇习得的影响

词汇习得一直是英语教学领域探讨的话题。人们对语言输出的作用也一直存在争议。输出是习得的结果还是习得的原因？在Swain提出的＂输出假设＂的理论指导下,通过实证研究的方式本文探讨了口语输出对词汇习得的影响。实验结论如下：（1）口语输出任务比输入任务更能促进词汇习得。（2）教师反馈的口语输出任务组在短时间内的产出性词汇能力比输入任务组和口语输出任务组都要强,但是在延时后测时并不是表现最强的。（3）三个组的接受性词汇能力都要强于产出性词汇能力。（4）注意和语言使用是语言学习的重要因素。该实验为Swain的输出假设提供了实证支持,并对英语词汇教学以及教师反馈有着积极的作用。在教学中,教师应该增加学生的口语输出和提高教师反馈效果。     

词汇附带性习得理论模型述评

词汇附带性习得在近年越来越成为国内词汇习得研究,尤其是第二语言词汇习得研究的热门话题。但是对附带性词汇习得理论模型的讨论屈指可数,并且因为对现有模型缺乏系统的讨论和分析,所以根据现有的理论模型进行的验证性实验在结果上存在很大分歧。文章选取词汇附带性习得领域中的深层加工理论、参与负荷假说和多特征假说进行系统的历时分析,希冀能理清词汇附带性习得领域中理论模型发展的脉络。