EFL

摘要： To gain an insight into language learners’ learning styles and their pedagogical application in language teaching,this pa-per mainly discusses male and female learners’ different language learning styles and strategies,and the pedagogical application ofthis knowledge in EFL/ESL teaching.It is found that the language learning styles which are preferred by male learners are visual,tactile,kinesthetic,take risks,speak up,ask the question,be logical in learning,while learning styles such as auditory,reading,well-organized written work,self-motivation,persistence,responsibility,sensitive to social context are popular among female learn-ers.Although there are also limitations in these findings due to the small size of sample participants and the diversity among na-tions,it surely provides some references for EFL/ESL instructors in their language teaching.

摘要： The use of learners’L1(first language)in the EFL classroom has been widely discussed in the literature.However,the use of local dialects has received less attention.Thus,this study investigates the use of Enshi dialect in EFL classroom in junior high schools in order to explore how teachers deploy the learners’own dialect in EFL classroom and its effect.The Enshi dialect which is a variant of Mandarin is frequently used in daily life in Enshi Tujia and Miao Autonomous Prefecture.Semi-structured interviews are conducted with 15 teachers who adopt Enshi dialect in EFL classroom teaching in junior high schools in 8 minority villages in Enshi.The results indicate that occasional dialect use does exist in EFL classroom teaching for junior high school students in ethnic minority areas.In addition,four main benefits are revealed when learners use dialects in EFL classes.Teaching English by using dialect helps students to improve the mastery of English grammar,distinguish pronunciation,understand the meaning of English words,phrases and sentences,and enliven the classroom atmosphere.The research also shows that the effective use of learners’dialects in the EFL classroom plays positive roles in English learning.

摘要： "全英文授课"通常被认为是衡量英语教师教学水平的重要标准.然而,由于城乡之间教育水平的不均衡,一些乡镇英语教师的口语和发音水平受到限制,他们的教学水平因此受到质疑.这项综述研究旨在探讨"全英文授课"的必要性,以及英语课堂是否可以接受使用母语.本研究从语用迁移的角度回顾了关于L1对L2习得影响的研究,并综合分析了其正面和负面因素.研究表明:1.语言学习过程中发生语用迁移是不可避免的;2.合理利用迁移可以促进词汇,语法和跨文化领域的教学,并帮助教师预测教学重难点;3.迁移作用会随着习得的深入而移除.因此,英语教师不应将L1视为干扰和阻碍,而应合理利用其"支架功能"来辅助英语教学.

摘要： 2019年年底爆发的新型冠状病毒疫情,导致了2020年春天所有的学生都必须线上学习,教师摇身一变成为新型媒体人.在媒介融合视域内,EFL(English as a Foreign Language)教师拥有了全球资源和无限发展空间,但同时也面临着巨大的挑战.通过对媒介融合视域内EFL多模态教学实践的可行性研究和探讨,解决传统教学法造成的"读写为主""高分低能"的问题,以期进一步利用媒介融合和多模态英语教学法促进高校英语教学改革,使EFL教学更好地适应我国社会发展和国际交流的需要.

摘要： “全英文授课”通常被认为是衡量英语教师教学水平的重要标准。然而,由于城乡之间教育水平的不均衡,一些乡镇英语教师的口语和发音水平受到限制,他们的教学水平因此受到质疑。这项综述研究旨在探讨“全英文授课”的必要性,以及英语课堂是否可以接受使用母语。本研究从语用迁移的角度回顾了关于L1对L2习得影响的研究,并综合分析了其正面和负面因素。研究表明:1.语言学习过程中发生语用迁移是不可避免的;2.合理利用迁移可以促进词汇,语法和跨文化领域的教学,并帮助教师预测教学重难点;3.迁移作用会随着习得的深入而移除。因此,英语教师不应将L1视为干扰和阻碍,而应合理利用其“支架功能”来辅助英语教学。

摘要： 利用多元线性回归和条件分位数模型,测算了翻转教学对大学生外语习得的影响幅度及有效边界.研究发现:1)翻转教学能够显著提高二语习得效率;2)学习者阅读水平提升最大,而听力和写作水平提升较小且在高位出现了增长收敛,说明翻转教学能够促进学习者对语言基本知识的学习,但对深层次语言加工能力的影响有限;3)翻转教学存在区间效应,其高效性源于中低及以下水平学习者语言能力提升,中高及以上水平学习者从中获益较少.

摘要： This paper is conducted in Chinese context and it has pointed out the contextual and situational factors in language classroom in China.The aim of this paper is to enhance new relationship between the teacher and the learner,designing communicative tasks to promote Chinese EFL student''s WTC.

摘要： This article analyzes errors with regard to the types and causes of errors commonly committed by Chinese EFL(English as a foreign language)learners.It covers the concepts and theories concerning error analysis,synthesizes previous research,as well as identifies the flaws and gaps found in those literatures.This article provides several teaching suggestions based on previous analyses,which have found that the misuse of verbs and articles are the most common errors in English writing among Chinese students.Based on this,most studies attributed those errors to the negative transfer of Chinese due to the thought patterns and disparities between Chinese and English.

摘要： This review synthesizes the current research on the potentials of using picturebooks to explore themes for English as a second and foreign language learning in Kindergarten to eighth graders(K-8)contexts.The synthesis of studies includes empirical findings,theories,and methods in the field.Analysis of the studies suggests three impacts that theme-based picturebooks have on language learning and three categories of theories that are informed from the reviewed studies.Based on the emphasis on the development of cultural awareness in China,the review is concluded by addressing the necessity of conducting research on exploring cultural themes in using picturebooks in EFL classes in China by conducting case studies.