This article reports on an exploratory study of Chinese EFL learners’ use of self-regulatory strategies for foreign language anxiety (FLA). A 31-item questionnaire was developed based on focus group interviews and theoretical input drawn from areas of research including learning strategy, self-regulated leaning, and cognitive therapy. A total of 753 non-English major undergraduate EFL learners from seven universities in central China participated in the study. Both an Exploratory Factor Analysis and a Confirmatory Factor Analysis were conducted to identify the specific categories of strategy while General Linear Model univariate procedures were performed to detect any difference in strategy use among the students of different FLA levels. Findings revealed that six categories of strategy were identified, with Cognitive Strategy, Metacognitive (Appraisal) Strategy, and Affective Strategy being favored by the students. FAL levels exerted a significant impact on the students’ strategy use. The low-anxiety group demonstrated significantly higher frequency in the use of all the six categories of strategy except Avoidance Strategy and Affective Strategy. The high- and mild-anxiety groups, in contrast, respectively used Avoidance Strategy and Affective Strategy most frequently. Based on these findings, practical implications for alleviating learners’ FLA in foreign language teaching are provided.
Coincidence and Counterfactuality: Plotting Time and Space in Narrative Fiction《巧合与反现实性——设计叙事小说中的情节和时间》构建了一个分析叙述情节中时间和空间的结构，这个结构主要由情节中巧合与反现实性构成，其目的不是减少情节中共时性的研究，而是加入历时性变量，以凸显叙事故事中的多样性。本书共分三部分：第一部分理论化叙事小说中的时间和空间。该部分从叙事小说的认知、本体论和空间安排探讨如何设计小说中的时间和空间结构。作者将本研究放置于历史背景下，重点分析有关巧合和反现实性情节安排的例子，介绍值得研究的文学文本。第二部分理论化巧合与反现实性。作者在该部分定义了巧合与反现实性的小说情节，加入跨学科的非文学研究讨论。第三部分追溯巧合与反现实性的情节安排在叙事小说中自文艺复兴时代至今的发展历史。
《后殖民生态批评：文学、动物与环境》是一部致力于在后殖民理论体系下探讨人类、动物和环境的著作。该书分为两部分，分别从环境和动物批评两个视角讨论后殖民问题。本书主要涉及的话题有后殖民写作的叙事发展、田园诗的归属和权力、殖民主义话语的影响和基督教的使命、食肉主义所蕴含的政治及食人主义的表征、动物性与精神性以及人类和动物在“后人类”社会的地位等。通过解读库切（J. M. Coetzee）、康拉德（Joseph Conrad）、笛福（Daniel Defoe）、金凯德（Jamaica Kincaid）和奈保尔（V. S. Naipaul）等作家的相关作品，本书旨在揭示如果没有充分考量人类之间、人类与非人类之间所构建的等级关系，没有构设这些生物族群的生态联系，人类真正的自由也不会实现。
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. [ 详情摘要收藏取消收藏
Despite the call for using assessment to promote effective learning, most language teachers remain underprepared to conduct classroom-based formative assessment and interpret the summative assessment information for improving instruction as well as learning. Drawing upon a survey of programme and government documents, interviews, student assessment tasks, and teaching evaluation, this paper aims to explore the overall language assessment training landscape in five Hong Kong teacher education institutions against the backdrop of assessment reforms in primary/secondary school contexts. It specifically attempts to investigate the extent to which two assessment courses may facilitate and/or inhibit the development of pre-service teachers’ language assessment literacy in one teacher education institution. Findings indicate that language assessment training in Hong Kong remains inadequate and selected language assessment courses are still unable to bridge the theory- practice gap within the assessment reform context. Implications and recommendations for promoting language assessment literacy are discussed.
Carless, D. (2012). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York: Routledge. [ 详情收藏取消收藏