As for language learners, vocabulary acquisition is one of the most important tasks, and the same goes for L2 teachers.Recently, some researchers claim that semantic mapping is far more effective in vocabulary. The pr...As for language learners, vocabulary acquisition is one of the most important tasks, and the same goes for L2 teachers.Recently, some researchers claim that semantic mapping is far more effective in vocabulary. The present study comparatively investigate two strategies of teaching vocabulary to non-English lower-intermediate learners. One is the traditional grammatical description and drilling way, the other is the semantic mapping. Six new words were taught by using these two ways respectively,and a sample test was applied to check students' mastery of these words at the end of the class. The test results show that there is no significant difference between the learning outcomes of these two different teaching approaches, but learners turned out to be more engaged when the teacher conducted the semantic links teaching method. Therefore, perhaps, a combination of these two approaches would be a good choice for those L2 learners.展开更多
This thesis attempts to find out the the learner's L2 attitudinal and motivational changes through the time of learning.This thesis employs qualitative approach to analyze the data collected from the interview. Ba...This thesis attempts to find out the the learner's L2 attitudinal and motivational changes through the time of learning.This thesis employs qualitative approach to analyze the data collected from the interview. Based on the analyses, it shows that L2learner's motivation does not stay relatively stable but rather evolutes over time.展开更多
The author designed a questionnaire,emailed and interviewed thirty advanced L2 learners who work as L2 lecturers in a university to get a survey on the processing of fossilization in their foreign language learning an...The author designed a questionnaire,emailed and interviewed thirty advanced L2 learners who work as L2 lecturers in a university to get a survey on the processing of fossilization in their foreign language learning and teaching from the causes of purpose of learning,teaching tasks and other factors involved.All of the subjects thought that their command of the target language was not as good as a native speaker’s of target language in many aspects.That is,there existed fossilization among them.However,most of them agreed that their command of the target language was adequate for their professional and communication needs.Results also suggest that fossilization can be conscious to this group of L2 learners;it is deeply related with the L2 learners’ motivations;it can be affected by personal features such as ages,learning styles and teaching tasks;it is changeable and unpredictable; and it is difficult to eradicate.展开更多
On the basis of the explanation of the notion of pragmatic competence and review of its previous teaching, this paper con-cludes that instructions can improve L2 learners’ pragmatic competence.
This paper synthesizes and evaluates the empirical studies on the relationship between motivation and identity construction of L2 learners in the process of SLA.It begins with the explorations of the definitions of id...This paper synthesizes and evaluates the empirical studies on the relationship between motivation and identity construction of L2 learners in the process of SLA.It begins with the explorations of the definitions of identity and then its relevant research in the field of SLA.After that,the article explores the empirical studies from perspectives of both within and outside China Mainland.Based on comparison and contrast,some implications on both future research and instructions are offered.展开更多
This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in ...This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language） as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.展开更多
This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship...This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA(canonical correlation analysis) was conducted to examine the correlations between two sets of fluency variables(dependent variables) and linguistic variables of English formulaic language use(independent variables). The fluency variable set consists of:(1)temporal indices such as SR(speech rate), AR(articulation rate), MLR(mean length of run), and PTR(phonation time ratio);(2) linguistic variables of English formulaic language like F2 R(twoword formulaic sequences/run ratio, B3 R(three-word lexical bundles/run ratio), and B4 R(fourword lexical bundles/run ratio). These are calculated according to the frequency of the English formulaic language in the speech samples of the participants(n = 86) across three academic levels.The results indicate that the learners’ spoken English fluency is highly related to their use of English formulaic language. Its limitations and future research directions are also discussed.展开更多
This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classro...This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classroom.Questionnaire is implemented as the data collection method and yields some corresponding findings based on research questions.Meanwhile,recent research on code-switching in classroom is introduced briefly.Moreover,limitations and pedagogical implication of the original research mentioned above are elaborated,as well as the implied future research is presented in this area.展开更多
Through a survey of learning styles and their learning achievements among non-English majors in Shandong Jianzhu University, this paper analyzes the relationships between the two variables. Data are collected and anal...Through a survey of learning styles and their learning achievements among non-English majors in Shandong Jianzhu University, this paper analyzes the relationships between the two variables. Data are collected and analyzed by means of SPSS.Statistical analysis indicates that no significant difference exists between FI （Field Independent） students＇ achievements measured by the test and FD （Field Dependent） students＇.展开更多
This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s resear...This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s research with my professional teaching experience,this paper found that students who learn English for the purpose of passing the exam,ought-to L2self dimension is the highest,with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad,ideal L2 self is the best predictor,followed by L2 learning experience and ought-to L2 self.This indicates that teachers should improve teaching methods,apply motivational strategies in the classroom,and encourage and help students to use selfmotivating strategies to motivate themselves.展开更多
文摘As for language learners, vocabulary acquisition is one of the most important tasks, and the same goes for L2 teachers.Recently, some researchers claim that semantic mapping is far more effective in vocabulary. The present study comparatively investigate two strategies of teaching vocabulary to non-English lower-intermediate learners. One is the traditional grammatical description and drilling way, the other is the semantic mapping. Six new words were taught by using these two ways respectively,and a sample test was applied to check students' mastery of these words at the end of the class. The test results show that there is no significant difference between the learning outcomes of these two different teaching approaches, but learners turned out to be more engaged when the teacher conducted the semantic links teaching method. Therefore, perhaps, a combination of these two approaches would be a good choice for those L2 learners.
文摘This thesis attempts to find out the the learner's L2 attitudinal and motivational changes through the time of learning.This thesis employs qualitative approach to analyze the data collected from the interview. Based on the analyses, it shows that L2learner's motivation does not stay relatively stable but rather evolutes over time.
文摘The author designed a questionnaire,emailed and interviewed thirty advanced L2 learners who work as L2 lecturers in a university to get a survey on the processing of fossilization in their foreign language learning and teaching from the causes of purpose of learning,teaching tasks and other factors involved.All of the subjects thought that their command of the target language was not as good as a native speaker’s of target language in many aspects.That is,there existed fossilization among them.However,most of them agreed that their command of the target language was adequate for their professional and communication needs.Results also suggest that fossilization can be conscious to this group of L2 learners;it is deeply related with the L2 learners’ motivations;it can be affected by personal features such as ages,learning styles and teaching tasks;it is changeable and unpredictable; and it is difficult to eradicate.
文摘On the basis of the explanation of the notion of pragmatic competence and review of its previous teaching, this paper con-cludes that instructions can improve L2 learners’ pragmatic competence.
文摘This paper synthesizes and evaluates the empirical studies on the relationship between motivation and identity construction of L2 learners in the process of SLA.It begins with the explorations of the definitions of identity and then its relevant research in the field of SLA.After that,the article explores the empirical studies from perspectives of both within and outside China Mainland.Based on comparison and contrast,some implications on both future research and instructions are offered.
文摘This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language） as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.
文摘This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA(canonical correlation analysis) was conducted to examine the correlations between two sets of fluency variables(dependent variables) and linguistic variables of English formulaic language use(independent variables). The fluency variable set consists of:(1)temporal indices such as SR(speech rate), AR(articulation rate), MLR(mean length of run), and PTR(phonation time ratio);(2) linguistic variables of English formulaic language like F2 R(twoword formulaic sequences/run ratio, B3 R(three-word lexical bundles/run ratio), and B4 R(fourword lexical bundles/run ratio). These are calculated according to the frequency of the English formulaic language in the speech samples of the participants(n = 86) across three academic levels.The results indicate that the learners’ spoken English fluency is highly related to their use of English formulaic language. Its limitations and future research directions are also discussed.
文摘This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classroom.Questionnaire is implemented as the data collection method and yields some corresponding findings based on research questions.Meanwhile,recent research on code-switching in classroom is introduced briefly.Moreover,limitations and pedagogical implication of the original research mentioned above are elaborated,as well as the implied future research is presented in this area.
文摘Through a survey of learning styles and their learning achievements among non-English majors in Shandong Jianzhu University, this paper analyzes the relationships between the two variables. Data are collected and analyzed by means of SPSS.Statistical analysis indicates that no significant difference exists between FI （Field Independent） students＇ achievements measured by the test and FD （Field Dependent） students＇.
文摘This paper aims to explore motivational variations in different teenage English learner groups in Chinese context.Drawing on L2 Motivational Self System as the theoretical framework,combining You and Dornyei’s research with my professional teaching experience,this paper found that students who learn English for the purpose of passing the exam,ought-to L2self dimension is the highest,with L2 learning experience and ideal L2 self following behind.Students who tend to live or study abroad,ideal L2 self is the best predictor,followed by L2 learning experience and ought-to L2 self.This indicates that teachers should improve teaching methods,apply motivational strategies in the classroom,and encourage and help students to use selfmotivating strategies to motivate themselves.
