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Exploring Listening Strategies Employed by EFL Learners in Question and Response Tasks 探究英语学习者在问答任务中的听力策略
Q4 Arts and Humanities Pub Date : 2023-09-14 DOI: 10.5539/elt.v16n10p13
Nirachorn Boonchukusol, Nantikarn SimmaSeangyaporn
This study aimed to explore listening strategies EFL learners use when completing mock TOEIC listening tests; investigate listening strategies that lead to success in answering the test questions; and find out how differently high-, intermediate-, and low-proficiency learners use listening strategies in four different task types. A total of 23 participants were selected for stimulated recall protocol interviews. Verbal reports from each participant were coded using taxonomy, and each strategy participants used was grouped according to listening task type. The results from the stimulated recall protocol interviews revealed that participants employed identification of words and chunks, hypothesis formation, monitoring against the question, and matching lexis heard to lexis in the question strategies to help them arrive at the answers in the question and response part. Learners with the three levels of proficiency employed similar strategies in their listening test. However, the frequency and quality of the strategies used to help them arrive at their answers were completely different. Learners whose linguistic knowledge was limited struggled to apply listening strategies to solve listening problems, whereas learners whose linguistic knowledge was automatic were able to comprehend the listening passage and apply appropriate strategies synchronously to solve listening problems.
本研究旨在探讨英语学习者在完成托业模拟听力测试时所使用的听力策略;调查听力策略,帮助学生成功回答测试问题;并找出高水平、中级和低水平学习者在四种不同类型的任务中使用听力策略的差异。共有23名参与者被选中进行刺激回忆协议访谈。每个参与者的口头报告使用分类法进行编码,参与者使用的每种策略根据听力任务类型进行分组。受刺激回忆协议访谈的结果显示,被试在问题策略中采用词和块的识别、假设的形成、对问题的监控、听到的词汇与词汇的匹配等方法来帮助他们获得问题和回答部分的答案。三个水平的学习者在听力测试中采用了相似的策略。然而,用于帮助他们得出答案的策略的频率和质量是完全不同的。语言知识有限的学习者难以运用听力策略解决听力问题,而语言知识自动的学习者能够同步理解听力文章并运用适当的策略解决听力问题。
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引用次数: 0
The Perspectives of Suadi University Instructors and Learners on the Product and Process Approaches to Second-Language Writing 苏州大学教师和学习者对第二语言写作的产品和过程方法的看法
Q4 Arts and Humanities Pub Date : 2023-09-08 DOI: 10.5539/elt.v16n10p1
Hanan S. Alwaneen
This study investigates instructors’ and learners’ perspectives on using the product and process approaches to teach second-language writing at a Saudi University, focusing on the variations in perspective between instructors and learners. To this end, the researcher undertook a mixed-method study. Two questionnaires, each consisting of ten items, were used to collect data from 72 participants (47.22% instructors, 52.78% learners); the data were analyzed using the independent samples t-test function of IBM SPSS statistics 28.0. In addition, semi-structured interviews with 12 participants (50% instructors, 50% learners) were conducted to gain a holistic picture. The overall findings reveal no statistically significant difference between instructors’ and learners’ perspectives on the product approach to second-language writing. However, the findings indicate a statistically significant difference in their perspectives on the process approach; instructors perceived the process approach to writing more positively than learners. The current study assists instructors in assessing whether their preferred teaching approach differs from that of their students, enabling them to adopt an ideal approach for both parties.
本研究调查了在沙特大学使用产品和过程方法进行第二语言写作教学时,教师和学习者的观点,重点关注教师和学习者观点的差异。为此,研究者进行了混合方法研究。问卷共2份,每份问卷共10项,共收集了72名参与者(47.22%为教师,52.78%为学习者)的数据;采用IBM SPSS统计软件28.0的独立样本t检验函数对数据进行分析。此外,对12名参与者(50%为教师,50%为学习者)进行了半结构化访谈,以获得整体情况。整体研究结果显示,教师和学习者对第二语言写作产品法的看法没有统计学上的显著差异。然而,研究结果表明,他们对过程方法的看法在统计上有显著差异;教师比学习者更积极地看待写作过程法。目前的研究帮助教师评估他们喜欢的教学方法是否与学生的不同,使他们能够采用对双方都理想的方法。
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引用次数: 0
Research on the Reform of Translation Teaching for English Majors by TBLT under the Background of AI 人工智能背景下任务型英语专业翻译教学改革研究
Q4 Arts and Humanities Pub Date : 2023-09-01 DOI: 10.5539/elt.v16n9p145
Jingye Luan
With the continuous development of society and the changes of the times, English has gradually become one of a fundamental requirement for talents. As the cradle of cultivating talents, colleges and universities play a pivotal role in educational reform. In the new era, the development of modern information technology demands English teaching to maintain innovation and keep pace with the times. The task-based language teaching approach is used in the translation teaching for English majors in colleges and universities to explore a new mode of English teaching. In teaching, by allowing students to complete the corresponding target tasks, develop students' ability to comprehensively use information, and promote the effective cultivation of students' English translation ability, thereby improving students' English cross-cultural level and translation ability. College English teaching should prioritize the cultivation of students' practical translation ability. Therefore, based on the characteristics of task-based language teaching, artificial intelligence technology is introduced into English translation teaching for English majors to assist in completing tasks using intelligent translation, so as to realizing a new model of student-centered English teaching. Taking English translation teaching as an example, this paper discusses how to reform the translation teaching for English majors in colleges and universities under the new situation of artificial intelligence application in the field of translation.
随着社会的不断发展和时代的变迁,英语逐渐成为对人才的基本要求之一。高校作为培养人才的摇篮,在教育改革中起着举足轻重的作用。在新时期,现代信息技术的发展要求英语教学保持创新,与时俱进。将任务型语言教学法运用到高校英语专业的翻译教学中,探索一种新的英语教学模式。在教学中,通过让学生完成相应的目标任务,培养学生综合运用信息的能力,促进学生英语翻译能力的有效培养,从而提高学生的英语跨文化水平和翻译能力。大学英语教学应把培养学生的实用翻译能力放在首位。因此,根据任务型语言教学的特点,将人工智能技术引入到英语专业的英语翻译教学中,利用智能翻译辅助完成任务,实现以学生为中心的英语教学新模式。本文以英语翻译教学为例,探讨在人工智能在翻译领域应用的新形势下,如何改革高校英语专业的翻译教学。
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引用次数: 0
English Language Teaching, Vol. 16, No. 9, September 2023 《英语教学》,第16卷第9期,2023年9月
Q4 Arts and Humanities Pub Date : 2023-09-01 DOI: 10.5539/elt.v16n9p153
G. Yu
English Language Teaching, Vol. 16, No. 9, September 2023
《英语教学》,第16卷第9期,2023年9月
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引用次数: 0
A Study on the Relationship among Senior High School English Learners’ Prefabricated Chunks, Writing Anxiety and Writing Achievements 高中英语预制语块、写作焦虑与写作成绩的关系研究
Q4 Arts and Humanities Pub Date : 2023-08-29 DOI: 10.5539/elt.v16n9p129
Zeyu Liu, Baiyinna Wu
English writing can be affected by students’ affective factors and their prefabricated chunks. Recently, many researchers have studied the relationship between writing anxiety and English writing achievements, prefabricated chunks and writing anxiety, and prefabricated chunks and English writing achievements. However, there are few studies on the relationship among these three variables. This research aims to answer the following questions: 1. What is the current situation of senior high English learners’ prefabricated chunks, writing anxiety and writing achievements? 2. What are the correlations among their prefabricated chunks, writing anxiety and writing achievements? 3. Does writing anxiety play a mediating role between prefabricated chunks and writing achievements? If so, to what extent? Based on the affective filter hypothesis and prefabricated chunks theory, this study chose 174 senior high English learners to complete the English writing anxiety questionnaire and a mid-term test. The results show that: 1. Senior high English learners’ prefabricated chunks are at a middle level. Their writing anxiety is at a relatively high level. And their writing achievements are at a medium level. 2. There is a negative correlation between prefabricated chunks and writing anxiety, between writing anxiety and writing achievements. And prefabricated chunks and writing achievements are positively correlated with each other. 3.Writing anxiety has a mediating effect between prefabricated chunks and writing achievements. The mediating effect is 9.82%. Finally, some pedagogical suggestions are advanced for the teaching of English writing in senior high schools. And the limitations and some suggestions to the future studies are discussed.
英语写作会受到学生情感因素和预制语块的影响。近年来,许多研究者对写作焦虑与英语写作成绩、预制语块与写作焦虑、预制语块与英语写作成绩的关系进行了研究。然而,关于这三个变量之间关系的研究却很少。本研究旨在回答以下问题:1。高中英语学习者预制语块、写作焦虑和写作成绩的现状如何?2. 他们的预制块、写作焦虑和写作成绩之间有什么相关性?3.写作焦虑是否在预制块与写作成就之间起中介作用?如果是,到什么程度?基于情感过滤假说和预制块理论,本研究选择174名高中英语学习者完成英语写作焦虑问卷和期中测试。结果表明:1。高中英语学习者的预制语块水平处于中等水平。他们的写作焦虑程度较高。写作水平处于中等水平。2. 预制语块与写作焦虑、写作焦虑与写作成就呈负相关。预制块与写作成绩呈正相关。3.写作焦虑在预制块与写作成就之间具有中介效应。中介效应为9.82%。最后,对高中英语写作教学提出了一些建议。最后讨论了研究的局限性和对未来研究的建议。
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引用次数: 0
Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students 沙特英语学习者的动机因素:文科与理科预科学生的比较研究
Q4 Arts and Humanities Pub Date : 2023-08-28 DOI: 10.5539/elt.v16n9p113
Mawaddah Anwar Qurban, Zilal Meccawy
While several studies in L2 deal with motivation in English language learning, demotivation has recently become the focus of much research. Following Sakai and Kikuchi's (2009) theoretical framework, this study aims to investigate the demotivation factors that affect Saudi students learning English in the Preparatory Year Programme (PYP) at a Saudi university. The data were collected from a random sample of 221 university students from the Arts Track (103) and the Science Track (118). Quantitative and qualitative data were collected using a questionnaire with two open-ended questions and analysed using SPSS and content analysis. The results revealed that the main demotivating factor that affects both tracks is ‘experience of failure and test score’. In addition, there was no significant difference between the students on the Arts Track and the Science Track pertinent to factors such as: 'experiences of failure and test scores', 'class environment', and 'learning content and materials.' However, there was a significant difference between the two tracks related to 'teachers' competence and teaching styles', 'characteristics of the classroom' and students' 'lack of interest' factors. The study's findings may have broader implications because they suggest that teachers can significantly impact students' intrinsic motivation as they can motivate low-performing students and those who have failed. It also suggests that teachers should dissuade students from comparing themselves to their classmates, avoid making comparisons among students, and use more communicative language teaching methods. Saudi pre-service and in-service EFL instructors should be better prepared to identify the primary sources of their students' demotivation and provide solutions to improve the learning environment.
虽然有一些关于二语学习动机的研究,但去动机学近年来成为许多研究的焦点。遵循Sakai和Kikuchi(2009)的理论框架,本研究旨在调查影响沙特学生在沙特大学预科课程(PYP)中学习英语的失动力因素。这些数据是从221名大学生中随机抽取的,分别来自文科专业(103名)和理科专业(118名)。定量和定性数据采用开放式问卷收集,采用SPSS软件和内容分析进行分析。结果显示,影响这两种轨迹的主要消极因素是“失败经历和考试分数”。此外,文科组和理科组的学生在“失败经历和考试成绩”、“课堂环境”和“学习内容和材料”等因素上没有显著差异。然而,在“教师能力和教学风格”、“课堂特征”和学生“缺乏兴趣”因素方面,两种轨迹之间存在显著差异。这项研究的发现可能具有更广泛的意义,因为它们表明教师可以显著影响学生的内在动机,因为他们可以激励表现不佳和失败的学生。它还建议教师应该劝阻学生不要把自己和同学比较,避免学生之间的比较,并使用更多的交际性语言教学方法。沙特的职前和在职英语教师应该做好充分的准备,找出学生动机丧失的主要来源,并提供改善学习环境的解决方案。
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引用次数: 0
Focuses and Trends of the Research on Task-based Language Teaching (1998-2022) 任务型语言教学研究的焦点与趋势(1998-2022)
Q4 Arts and Humanities Pub Date : 2023-08-28 DOI: 10.5539/elt.v16n9p102
P. Yu
Task-based language teaching, as a communicative language teaching model, has gradually become a hot topic in the field of second language teaching and acquisition. In order to present the research focuses and trends of task-based language teaching, this paper, by resorting to the Web of Science and Excel, conducts a qualitative and quantitative statistical analysis of the relevant papers published in ten internationally renowned second language acquisition academic journals from 1998 to 2022. The results indicate that: (1) the number of papers presents a dynamic upward trend; (2) the research subjects are mainly college students who speak English as a second or foreign language; (3) the main research fields cover task performance, task characteristics, task implementation conditions, learner internal factors and integration of TBLT and computer network; (4) with research methodology being more diversified, empirical studies take a dominant position and the quantitative method plays a leading role. The results of this study have some implications for future task-based language teaching and research.
任务型语言教学作为一种交际型语言教学模式,已逐渐成为第二语言教学和习得领域的研究热点。为了呈现任务型语言教学的研究热点和发展趋势,本文借助Web of Science和Excel软件,对1998年至2022年国际知名的十种第二语言习得学术期刊上发表的相关论文进行了定性和定量统计分析。结果表明:(1)论文数量呈动态上升趋势;(2)研究对象以以英语为第二语言或外语的大学生为主;(3)主要研究领域包括任务绩效、任务特征、任务实施条件、学习者内部因素、任务型教学与计算机网络的融合;(4)研究方法更加多样化,实证研究占主导地位,定量方法占主导地位。本研究结果对今后的任务型语言教学和研究具有一定的启示意义。
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引用次数: 0
Exploring EFL University Teachers’ Technology Integration to Promote Thai EFL University Students’ Critical Thinking Skills 探索英语大学教师技术整合提升泰国英语大学学生批判性思维能力
Q4 Arts and Humanities Pub Date : 2023-08-19 DOI: 10.5539/elt.v16n9p87
Sathaphon Rungsawang, Suphawat Pookcharoen
The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers’ experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured interviews and class observations were used to elicit teachers' experiences. The field notes obtained from the class observations were organized, and the data derived from the interviews were transcribed. The significant statements relating to promoting critical thinking skills through the use of technology in English language instruction were highlighted, and those statements were clustered into different units of meanings or themes. The findings revealed that utilizing different technologies to conduct English language learning activities encouraged specific aspects of critical thinking skills, namely exploring additional information, sharing thoughts and perspectives, analyzing information, and giving reasons to strengthen opinions. Additionally, by integrating a range of technology, those aspects of critical thinking abilities were promoted in specific English language skills. Further findings of the study regarding problems and their solutions for implementing technologies to promote critical thinking skills in English classrooms were discussed later.
本研究的目的是调查英语大学教师在技术整合方面的生活经验,以培养泰国英语大学学生的批判性思维能力。为了探究教师的经验,本研究采用现象学质的研究方法。有16位英语大学教师被有意选择参与这项研究,因为他们可以提供有关在英语课堂上利用技术培养批判性思维技能的宝贵经验。采用现象学半结构化访谈和课堂观察的方法来获取教师的经验。从课堂观察中获得的实地笔记被组织起来,从访谈中获得的数据被转录。强调了通过在英语语言教学中使用技术来提高批判性思维技能的重要陈述,并将这些陈述聚集到不同的意义单位或主题中。研究结果显示,利用不同的技术进行英语学习活动可以鼓励批判性思维技能的特定方面,即探索额外的信息,分享想法和观点,分析信息以及给出理由以加强意见。此外,通过整合一系列技术,批判性思维能力的这些方面在特定的英语语言技能中得到了提升。关于在英语课堂中实施促进批判性思维技能的技术的问题及其解决方案的进一步研究结果在后面进行了讨论。
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引用次数: 0
Myth and Reality in Learning Vietnamese at a China’s Border University 在中国边境大学学习越南语的神话与现实
Q4 Arts and Humanities Pub Date : 2023-08-18 DOI: 10.5539/elt.v16n9p55
Mengyi Luo, Zhenyao Lu
With the implementation of Belt and Road Initiative and the cooperation between China and non-Anglophone countries, less commonly taught foreign languages (LCTFL) have been valorized at many Chinese universities particularly at China’s border provinces. Adopting Spolsky’s language policy as a theoretical framework, this study examines language learning experiences of Vietnamese majors at a China’s border province. Based on a longitudinal ethnography between October 2022 and March 2023, data were collected from semi-structured interviews with Chinese undergraduates and postgraduates majoring in Vietnamese, classroom observation, field notes and relevant written documents. Findings show that learning Vietnamese language has been discursively promoted as potential for educational upward mobility and employment project at institutional level. However, a close examination of Vietnamese majors’ experiences indicates that there are a series of inconsistencies between what is discursively promoted and what is actually practiced. The ideological interplay of learning Vietnamese between institutional promises and individual practices has been unpacked in relation to social, economic and cultural factors. This study can shed lights on language policy and planning for creating a better understanding of learning and teaching LCTFL in China’s border provinces.
随着“一带一路”倡议的实施以及中国与非英语国家的合作,在中国的许多大学,特别是在中国的边境省份,不太常用的外语教学(LCTFL)已经得到了重视。本研究以斯波尔斯基的语言政策为理论框架,考察了越南籍大学生在中国边境省份的语言学习经历。基于2022年10月至2023年3月的纵向民族志研究,通过对越南语专业中国本科生和研究生的半结构化访谈、课堂观察、实地笔记和相关书面文件收集数据。研究结果表明,越南语学习已被话语性地推广为教育向上流动和就业项目的潜力。然而,对越南专业学生经历的仔细研究表明,在话语宣传和实际实践之间存在一系列不一致之处。学习越南语的制度承诺和个人实践之间的意识形态相互作用已经与社会、经济和文化因素有关。这项研究可以为中国边境省份的语言政策和规划提供启示,以更好地了解中国边境省份的英语教学。
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引用次数: 0
English Instructors’ Use of Classroom Questions and Question Types in EFL Classrooms 英语教师对课堂问题的使用及问题类型
Q4 Arts and Humanities Pub Date : 2023-08-18 DOI: 10.5539/elt.v16n9p77
R. Alghamdy
The aim of this study was to identify the degree to which English teachers apply classroom questioning skills from the point of view of English teachers in the Saudi context. I used a descriptive approach in this study and video recordings and questionnaires to collect data. The questionnaire consisted of three axes (skills for formulating classroom questions, skills for asking classroom questions, and skills dealing with students’ answers). The sample was 160 English teachers from intermediate government schools. Video cameras recorded English as a foreign language (EFL) teachers’ explanations and all the questions they asked in their classrooms. The study findings showed that most EFL teachers apply the various skills related to classroom questions. First, they use skills for dealing with student’s answers. Second, they use the skill of formulating classroom questions. Finally, they practice asking classroom questions. The findings further revealed that the majority of Saudi English teachers tend to use closed, lower-order, and display questions often in their classrooms. By contrast, the results showed that they seldom used higher-order, open-ended, and referential questions in EFL classrooms.
本研究的目的是从沙特英语教师的角度来确定英语教师运用课堂提问技巧的程度。在这项研究中,我采用了描述性的方法,并通过录像和问卷调查来收集数据。问卷由三个轴组成(制定课堂问题的技能、提出课堂问题的技能和处理学生回答的技能)。样本是来自中级政府学校的160名英语教师。摄像机记录了英语作为外语(EFL)教师的讲解以及他们在课堂上提出的所有问题。研究结果表明,大多数英语教师运用与课堂问题相关的各种技能。首先,他们运用技巧来处理学生的答案。其次,他们运用制定课堂问题的技巧。最后,他们练习问课堂问题。研究结果进一步表明,大多数沙特英语教师倾向于在课堂上使用封闭式、低阶和展示式的问题。相比之下,结果显示他们很少在英语课堂上使用高阶、开放式和参考性问题。
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引用次数: 0
期刊
Brazilian English Language Teaching Journal
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