there are many teaching methods in current teaching procedures,such as the whole language teaching method;communicative teaching method;cooperation teaching method;situation teaching method;tasked-based teaching metho...there are many teaching methods in current teaching procedures,such as the whole language teaching method;communicative teaching method;cooperation teaching method;situation teaching method;tasked-based teaching method;content-based teaching method;competence-based teaching method multiple intelligence teaching method and other teaching methods.This article depicts the usage and comparison of the tasked-based teaching methods and situation teaching method in lexical learning in senior high language leaching.This article first talks about the definition and feature of these two teaching methods.Then through observing the students using different methods,I aim to compare these two methods in order to find out the similarities and differences between them when students are learning vocabulary.Making further study on the teaching methods,I would like to take good advantage of them in lexical learning in senior high classes in hope that we teachers can inspire students'thinking,arouse their desire,active the atmosphere and help them have a better and simpler command of the vocabulary they obtained in the class.展开更多
The word processing depth hypothesis implies a positive association between learners＇ word processing and their lexical learning. In research, learners＇ task-inherent involvement load （i.e., word processing） has n...The word processing depth hypothesis implies a positive association between learners＇ word processing and their lexical learning. In research, learners＇ task-inherent involvement load （i.e., word processing） has not been found to be consistently associated with their lexical learning. Meanwhile, existing studies have not obtained consensus results, either, from directly associating learners＇ actual word processing and their lexical learning. Against this backdrop, this paper reports a study investigating the association between Chinese EFL learners＇ actual word processing and their lexical learning in performing a collaborative oral output task. Interactional and statistical analyses revealed that the participants engaged in four types of word processing; their overall word processing was significantly correlated with both their productive and receptive word acquisition and retention; their different types of word processing were significantly correlated with their productive word learning, but showed variances in correlations with their receptive word learning. The findings were discussed from the perspectives of word processing in collaborative output, word processing and lexical learning, and word processing and different modes of lexical learning.展开更多
Unlike Indo-European languages,Mandarin relies heavily on lexical tones to distinguish word identity. Using the intermodal preferential looking paradigm, this study examined 3-year-old Mandarinspeakers＇ ability to us...Unlike Indo-European languages,Mandarin relies heavily on lexical tones to distinguish word identity. Using the intermodal preferential looking paradigm, this study examined 3-year-old Mandarinspeakers＇ ability to use Mandarin lexical tones in learning new words. Results showed that when children were presented with Tone 2（rising） and Tone 4（falling）pairs, children successfully learned both words.However, when children were presented with Tone 2and Tone 3（dipping） pairs, they learned the Tone 2word but not the Tone 3 one. Children were then divided into two groups based on their learning performance on the Tone 3 word. Successful learning of Tone 3 words was observed in the high performers but not in the low performers, who consistently misused Tone 3 as Tone 2. This study showed that Mandarinspeaking 3-year-olds could use lexical tones to learn words under experimental conditions, and that the difficulty of Tone 3 acquisition may be related to its lower level of perceptual distinctiveness compared with other tones.展开更多
This paper reports on a study on the effects of reading-writing integrated tasks on vocabulary learning and explored the differential roles of creative construction and non-creative construction in promoting lexical l...This paper reports on a study on the effects of reading-writing integrated tasks on vocabulary learning and explored the differential roles of creative construction and non-creative construction in promoting lexical learning. Participants were 90 first-year English majors, randomly assigned to two experimental groups(continuation and retelling) and one control group, with 30 students in each group. Results showed that the continuation group generated a substantial amount of creative construction and produced significantly more instances of creative imitation than the retelling group. The continuation group outperformed the retelling group for both receptive and productive vocabulary knowledge gain and retention, but differences were only significant in terms of productive vocabulary retention. Finally, productive vocabulary knowledge retention among the continuation group was significantly and positively correlated with creative imitation(meaning creation coupled with language imitation), but not with linguistic alignment per se. As productive vocabulary knowledge constitutes the learner ’s ability to use lexical knowledge to express ideas in dynamic contexts, the findings afforded evidence that creative imitation could be the answer to the fundamental issue of L2 learning(i.e., mapping static language onto dynamic idea expression). The pedagogical implications as well as future research directions are also discussed.展开更多
This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students'English writing.A classification as well as its exemplification is offered concer...This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students'English writing.A classification as well as its exemplification is offered concerning all these lexical transfer errors.And the cause of formation is analyzed for the corresponding class of lexical transfer.展开更多
文摘there are many teaching methods in current teaching procedures,such as the whole language teaching method;communicative teaching method;cooperation teaching method;situation teaching method;tasked-based teaching method;content-based teaching method;competence-based teaching method multiple intelligence teaching method and other teaching methods.This article depicts the usage and comparison of the tasked-based teaching methods and situation teaching method in lexical learning in senior high language leaching.This article first talks about the definition and feature of these two teaching methods.Then through observing the students using different methods,I aim to compare these two methods in order to find out the similarities and differences between them when students are learning vocabulary.Making further study on the teaching methods,I would like to take good advantage of them in lexical learning in senior high classes in hope that we teachers can inspire students'thinking,arouse their desire,active the atmosphere and help them have a better and simpler command of the vocabulary they obtained in the class.
基金supported by the MOE Project of the Center for Linguistics and Applied Linguistics,Guangdong University of Foreign Studies,Chinasupported by China's Educational Ministry humanity social science key research center project(No.12JJD740006)
文摘The word processing depth hypothesis implies a positive association between learners＇ word processing and their lexical learning. In research, learners＇ task-inherent involvement load （i.e., word processing） has not been found to be consistently associated with their lexical learning. Meanwhile, existing studies have not obtained consensus results, either, from directly associating learners＇ actual word processing and their lexical learning. Against this backdrop, this paper reports a study investigating the association between Chinese EFL learners＇ actual word processing and their lexical learning in performing a collaborative oral output task. Interactional and statistical analyses revealed that the participants engaged in four types of word processing; their overall word processing was significantly correlated with both their productive and receptive word acquisition and retention; their different types of word processing were significantly correlated with their productive word learning, but showed variances in correlations with their receptive word learning. The findings were discussed from the perspectives of word processing in collaborative output, word processing and lexical learning, and word processing and different modes of lexical learning.
基金supported by Macquarie University ARC Centre of Excellence in Cognition and its Disorders(CCD)through a CCD Research Fellowshipa National Educational Research Key Project under Grant No.GPA115005National Social Science Foundation of China under Grant No.16BYY076
文摘Unlike Indo-European languages,Mandarin relies heavily on lexical tones to distinguish word identity. Using the intermodal preferential looking paradigm, this study examined 3-year-old Mandarinspeakers＇ ability to use Mandarin lexical tones in learning new words. Results showed that when children were presented with Tone 2（rising） and Tone 4（falling）pairs, children successfully learned both words.However, when children were presented with Tone 2and Tone 3（dipping） pairs, they learned the Tone 2word but not the Tone 3 one. Children were then divided into two groups based on their learning performance on the Tone 3 word. Successful learning of Tone 3 words was observed in the high performers but not in the low performers, who consistently misused Tone 3 as Tone 2. This study showed that Mandarinspeaking 3-year-olds could use lexical tones to learn words under experimental conditions, and that the difficulty of Tone 3 acquisition may be related to its lower level of perceptual distinctiveness compared with other tones.
文摘This paper reports on a study on the effects of reading-writing integrated tasks on vocabulary learning and explored the differential roles of creative construction and non-creative construction in promoting lexical learning. Participants were 90 first-year English majors, randomly assigned to two experimental groups(continuation and retelling) and one control group, with 30 students in each group. Results showed that the continuation group generated a substantial amount of creative construction and produced significantly more instances of creative imitation than the retelling group. The continuation group outperformed the retelling group for both receptive and productive vocabulary knowledge gain and retention, but differences were only significant in terms of productive vocabulary retention. Finally, productive vocabulary knowledge retention among the continuation group was significantly and positively correlated with creative imitation(meaning creation coupled with language imitation), but not with linguistic alignment per se. As productive vocabulary knowledge constitutes the learner ’s ability to use lexical knowledge to express ideas in dynamic contexts, the findings afforded evidence that creative imitation could be the answer to the fundamental issue of L2 learning(i.e., mapping static language onto dynamic idea expression). The pedagogical implications as well as future research directions are also discussed.
文摘This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students'English writing.A classification as well as its exemplification is offered concerning all these lexical transfer errors.And the cause of formation is analyzed for the corresponding class of lexical transfer.
