个体差异对大学英语学习影响的研究

从20世纪70年代开始,研究二语习得的学者越来越多,这方面的著作也是硕果累累。作为从事大学英语教育工作的一份子,我充分感受到了研究大学英语学习的重要性。关于大学英语学习的研究能够帮助学生更好的习得英语,并且也能够帮助他们提高英语实际操作和应用的能力。关于大学英语学习的研究有很多的方面,本文主要是针对学习者的个体差异方面,例如语言潜能、认知风格和学习策略等,来谈大学英语学习。期望本文对大学英语学习者能有些许启示,以便更好地进行大学英语学习。     

多媒体技术在大学英语听说教学中的应用

在大学英语教学中,听和说是最重要的一部分,只有掌握了听和说的技巧,才能提高英语学习的质量。为了让学生更好的学习英语,教师可以充分的利用多媒体技术资源来对学生进行指导。同时,这种多媒体技术对大学英语学习的质量产生了很大的影响,目前已经得到广泛的应用。笔者针对多媒体技术在大学英语听说教学中的应用做了一系列的探讨,希望对广大的相关工作者能够有所帮助。     

“互联网+”视域下大学生英语混合式教学模式探析

在开展大学英语课程教学中,为了更能够更好地培养学习英语知识的兴趣,增强大学生学习与掌握英语的能力,大学英语教师要转变教学思路,重视混合式教学模式的有效应用,并在“互联网 +”的视域下,充分运用互联网技术来辅助教学,创新大学英语混合式教学的策略和方法, 提升大学英语教学效果与水平。本文主要对 " 互联网 +" 视域下大学英语混合式教学模式进行探究,旨在推动大学英语教学质量与效率的更好提高,培养与提升大学生学习与掌握英语的能力与水平。     

论激发高校中少数民族学生的英语学习兴趣

大学英语是我国高校中的重要基础课。大学英语教学水平的提高和学生英语习得的效果与学生的学习兴趣有着极其密切的联系。本主要从分析少数民族学生英语学习障碍及其心理障碍人手,探讨了激发高校中少数民族学生的英语学习兴趣的方法。     

大学生英语阅读障碍及教学对策分析

阅读是学习语言必不可少的重要环节,英语语言的学习离不开阅读,阅读也离不开语言,英语阅读是必须具备的技能基础。阅读障碍往往涉及到词汇积累、语法能力、语感培养、阅读技巧等方面,是综合知识的运用,大学英语阅读障碍普遍存在于学生学习中,针对阅读特点制定相关的教学方法,帮助学生进行英语阅读。     

浅议二语习得中母语的迁移现象

语言迁移是二语习得过程中影响语言学习的重要因素。本文试图在语言迁移理论研究的基础上,力求从语音,词汇,句法以及文化等方面研究汉语对二语学习的正、负迁移现象,并建设性地提出,在二语习得过程中,我们应尽量利用正迁移、避免负迁移,最终达到提高英语学习的目标。     

影响新题型大学英语四级考试成绩之因素分析

大学英语四级考试成绩及时对学生英语能力的测量标准,也是教学效果和质量的反映。因社会导向等原因使得大学生英语四级考试成绩受到多种因素的影响,这一现象又制约了英语教学质量的提高。本文通过对大学英语四级成绩影响因素做分析,从培养学生自主学习能力,构建课堂教学与自主学习的立体化交叉教学模式等方面提出提高大学英语能力相应的几点思考。     

英语引喻及其翻译策略的研究

本文对引喻的文化内涵及其翻译策略进行研究,以帮助英语爱好者更好的学习和欣赏英文作品,了解外国文化。     

浅谈高中英语教学中培养学生的文化意识

语言是文化的载体,是传承文化精髓的途径之一,在高中英语课程教学中,我们既要教会学生掌握使用英语的方法,更要让学生了解外国语言中所记载的丰富的文化内涵。因为语言教学既有工具性,更有人文性和教育性,通常情况下,我们在习得一种民旗语言的同时,也就是在习得这一民族的文化,习得这一民族的文化内容和文化传统。就是我们在学习汉语时,也习得了汉语所承载的中华文明,因此英语学习不仅是一种语言知识和能力的学习．更是一种文化的学习。新课程背景下,高中英语教学主要的一个目的,     

幼儿英语单词的兴趣教学法浅析

词汇作为语义的载体,在交际中比语法还要重要。在英语学习的初级阶段,建立牢固的词汇系统是幼儿英语学习的重点。幼儿英语教学中,介绍单词总是不可缺少的步骤,然而采用怎样的方法才能让幼儿记住单词呢？本文分析了几种在幼儿英语教学中常用的方法,能够激发幼儿的英语学习兴趣,从而帮助幼儿的轻松快乐的氛围里更好的学习英语词汇。     

英语语言学习与西方文化影响

语言与文化是相互依存的关系,文化对语言学习的影响重大,在英语学习过程中应注意对文化渊源的了解。语言和文化有着不可分割的关系,对语言学习而言,文化意识至关重要。古希腊神话和基督教思想是西方文明的源头,深刻影响着西方文明的发展。作为语言艺术的西方文学反映和代表着西方文化。所以,了解西方文化,广泛涉猎英美文学作品,对英语学习者是十分必要的。     

To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence

Whilst interdisciplinarity has become a central concern of research and learning in geography, few from the discipline have considered the practical facilitation of interdisciplinarity in the classroom. Module convenors, I argue, must pay greater attention to how learners engage and negotiate with peers and perspectives from other disciplines. In this paper, I focus on my own efforts in designing and teaching a second year undergraduate course on health, biomedicine, and society, to illuminate the opportunities and challenges facing teaching staff who seek to provide opportunities for interdisciplinary learning in the classroom. Drawing upon theories of communication, I demonstrate the significance of developing “communicative competence” as a pathway to successful interdisciplinary learning. Unless learners from one discipline can understand, and be understood by, peers from other disciplines, the accomplishment of interdisciplinary learning is undermined. Interdisciplinary modules should include learning outcomes that facilitate student development in this area. Approaching interdisciplinary learning through the lens of communicative competence casts critical attention upon the central abilities and cultural sensitivities that are the hallmarks of interdisciplinary collaboration – from negotiating meaning to critical disciplinary awareness – and highlights the lessons that interdisciplinarity poses for disciplines, such as geography, tasked with preparing students for interdisciplinary learning.     

影响语言学习策略使用因素分析

在二语习得领域,影响语言学习策略使用的因素分析是近几年来语言学家的兴趣所在。通过阅读大量二语习得领域的资料,作者发现性别、职业、语言学习观、语言水平和学习者动机是对语言学习策略使用影响最为显著的因素。     

Talking class,talking race: language,class, and race in the call center industry in South Africa

Against a backdrop of declining manufacturing employment, this article uses a study of the call center industry to argue that English language proficiency is central to new service jobs in post-apartheid South Africa. Drawing on research in Durban, we in this study show that access to call center work—especially the highest paid niches—is heavily mediated by English language skills generally attainable only at the most elite high schools. In doing so, we argue that access to English-medium education can challenge racial disadvantage, but simultaneously that English can help to consolidate white privilege through the continued association of a ‘prestigious’ accent with whiteness. The study accordingly reveals the importance of language in the changing intersectionality of race and class and, in doing so, underlines the value of social and cultural perspectives in labor geography.     

Learning Geography Bilingually

A concern with the role of the ‘Other’ in geography in higher education has led to work on the incorporation of marginalized social groups into learning contexts. Recently some authors have discussed the role of language in teaching, and in particular the dominant role of the English language in marginalizing non‐Anglophonic students and subject matter. In this paper an empirical case study of the experiences of bilingual students at the University of Wales, Aberystwyth is developed. This research provides an account of the role of language in bilingual students' engagements with geography, and addresses the practicalities and the politics of enabling students with a diversity of linguistic skills to become full citizens of their geographical education.     

Oppressive Rhyming: George Orwell on Poetry and Totalitarianism

In George Orwell’s 1984, the poet Ampleforth observes that “the whole history of English poetry has been determined by the fact that the English language lacks rhymes.” In this article I connect Ampleforth’s observation to Orwell’s many other writings on language and political control and then show how Orwell’s discussion of poetry’s resistance to political manipulation enhances Tocqueville’s and Burke’s accounts of totalitarianism. Specifically, Orwell illustrates how an easily “rhyming” polity is particularly vulnerable to totalitarian politics, while a society containing considerable disorder in its language and politics can be strongly resistant to such tyranny.     

关于“90后”大学英语学习现状的分析及思考

随着"90后"大学生的涌现,大学英语教学又面临着新的思考与挑战。本研究通过对122份独立学院的90后大一学生的有效问卷进行定性与定量分析。数据分析结果在一定程度上揭示了90后大学英语学习现状的特点。并针对此特点提出了大学英语教学的几点建议,希望对大学英语教学改革有一定的帮助。     

Heritage Learners’ versus Second Language Learners’ Source of Errors in Advanced-Level Writing: Case of a Persian Media Course

This paper examines the acquisition particularities of advanced-level students. It also investigates the use of content-based—in this case media material—in teaching advanced-level students, as well as the impact of teaching such material on the students’ writing ability and overall proficiency. Finally, the subtle differences between heritage learners and second language learners are analyzed and discussed. Therefore, this research encompasses both a quantitative and a qualitative study of the issue at stake to ensure reliability of the findings. The results of the study suggest that there is no significant difference between the number of errors made by heritage learners and second language learners; however, the sources of these errors are often different. These sources of error and their possible reasons are discussed in this paper.     

5. WHAT DO MEDIEVAL BUILDINGS MEAN?

The aim of this article is to review and reconsider what scholars, including historians, archaeologists, and those in other disciplines, are trying to get at when they attempt a “social interpretation” of English late medieval domestic buildings. I focus on the definition and interpretation of “meaning,” and I examine critically a series of concepts routinely deployed in social interpretations in the past, including my own work, such as type, zeitgeist, and intention. I argue that some of these concepts and interpretive moves are problematic and rather than aiding in our understanding, raise further questions in their turn about how buildings were lived in and understood by their medieval inhabitants. I argue for a shift in language and jargon away from “planning” and “meaning” to that of “lived experience”. I explore such a possible shift with reference to different understandings of and debates over the late medieval castle of Bodiam in southeastern England. Such a shift from meaning to lived experience raises fresh challenges for the development and empirical evaluation of interdisciplinary research on medieval buildings, but it also raises fresh possibilities and insights.     

基于概念隐喻英语词汇教学与传统词汇教学之探讨

概念隐喻是一种思维方式和认知方式,井在语言学习过程中发挥着重要作用,尤其是在词汇习得方面。本文正是一次英语词汇教学改革实证性研究,通过实验对比发现基于概念隐喻的词汇教学优干传统词汇教学,从而使得概念隐喻理论价值得以具体应用。