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
自噬是细胞用来维持体内平衡的一种自我消耗机制,部分研究提示,高危型人乳头瘤病毒(high-risk human papillomavirus,HR-HPV)通过作用于宿主细胞自噬促进宫颈癌的发生。HR-HPV具有将病毒基因组整合到宿主DNA中进而感染宿主细胞的能力,HR...自噬是细胞用来维持体内平衡的一种自我消耗机制,部分研究提示,高危型人乳头瘤病毒(high-risk human papillomavirus,HR-HPV)通过作用于宿主细胞自噬促进宫颈癌的发生。HR-HPV具有将病毒基因组整合到宿主DNA中进而感染宿主细胞的能力,HR-HPV L1、L2蛋白协助病毒进入细胞,并通过与靶细胞膜上的细胞表面受体相互作用激活PI3K/AKT/mTOR信号通路以抑制自噬过程,使得病毒颗粒不间断地向细胞内运输。HR-HPV L1、L2蛋白可在细胞质中表达并转移到细胞核,通过影响细胞自噬协助病毒逃避免疫监视。虽然目前已有针对HR-HPV L1、L2蛋白的HPV预防性疫苗,但明确HR-HPV L1、L2蛋白对宫颈癌自噬具体的调节方式,或能为宫颈癌的防治拓展新思路。展开更多
Second language(L2)motivation has been a topic which receives intensive attention.However,the peer effect on L2 motivation is insufficiently researched,although it is considered a crucial factor which may significantl...Second language(L2)motivation has been a topic which receives intensive attention.However,the peer effect on L2 motivation is insufficiently researched,although it is considered a crucial factor which may significantly mediate learners’L2 motivation.Hence,the current study adopted Dörnyei’s L2 Motivational Self System(L2MSS)as a theoretical framework and investigated in which specific aspects peers might affect the learners’L2 motivation and whether such effect was long-lasting.The research was designed as a small-scale qualitative study which was located in a language-focused experimental class project in China.Ten participants were recruited and individual interviews were conducted.The results demonstrated that,first,peers could remarkably influence the L2 motivation possessed by the students in the experimental class since they tended to create a clearer ideal L2 self and a more powerful ought-to L2 self.Second,although they had both positive and negative views towards the curriculum,a motivated peer climate could alleviate the pressure caused by the curriculum and reinforce positive attitudes.Third,such peer effect was not long-lasting.Based on the research results,pedagogical implications were proposed in terms of establishing a positive peer group and adjusting the emphasis of the curriculum.展开更多
Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studi...Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.展开更多
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Second language(L2)motivation has been a topic which receives intensive attention.However,the peer effect on L2 motivation is insufficiently researched,although it is considered a crucial factor which may significantly mediate learners’L2 motivation.Hence,the current study adopted Dörnyei’s L2 Motivational Self System(L2MSS)as a theoretical framework and investigated in which specific aspects peers might affect the learners’L2 motivation and whether such effect was long-lasting.The research was designed as a small-scale qualitative study which was located in a language-focused experimental class project in China.Ten participants were recruited and individual interviews were conducted.The results demonstrated that,first,peers could remarkably influence the L2 motivation possessed by the students in the experimental class since they tended to create a clearer ideal L2 self and a more powerful ought-to L2 self.Second,although they had both positive and negative views towards the curriculum,a motivated peer climate could alleviate the pressure caused by the curriculum and reinforce positive attitudes.Third,such peer effect was not long-lasting.Based on the research results,pedagogical implications were proposed in terms of establishing a positive peer group and adjusting the emphasis of the curriculum.
文摘Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.
