Green C., & Lambert J. (2018). Advancing disciplinary literacy through English for academic purposes: Discipline-specific wordlists, collocations and word families for eight secondary subjects. , 35(), 105-115. [ 详情摘要关键词收藏取消收藏
江进林推荐： 本文研究者基于前人在EAP（English for Academic Purpose）研究领域对高等教育中某些专门学科创建学术英语词汇语料库资源的方法，创建了基于中学教育语境的八个核心科目（生物、化学、经济、英语、地理、历史、数学和体育）的专门学科词汇表——SVL（the Secondary School Vocabulary Lists，中学专门学科学术英语词汇）以及相关学科的词族和词汇搭配列表，以帮助中学教师进行专门学科学术英语教学，提高中学生的学术英语学科素养。
The knowledge of academic vocabulary is crucial for educational success, and recently there has been a push amongst teachers and researchers to assist students at the pre-tertiary level to develop their disciplinary literacy and understanding of how academic English varies across disciplines. EAP research has developed advanced methods for producing corpus-informed vocabulary resources, but these have yet to be fully leveraged to promote disciplinary literacy within the secondary school context. For example, the focus of most previous wordlists has been on general academic vocabulary or the discipline-specific vocabulary needed in tertiary education. The current research contributes a series of discipline-specific wordlists for secondary school education, the Secondary School Vocabulary Lists (SVL), covering eight core subjects: Biology, Chemistry, Economics, English, Geology, History, Mathematics, and Physics. Further, the SVL goes beyond wordlists alone in developing accompanying word family and word association (i.e. collocation) lists for the disciplinary lexis. The SVL thus provides secondary education teachers with an unprecedented set of resources covering key vocabulary for the eight core disciplines informed by innovative EAP corpus methods.
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.
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.
XiaodongXu、QingrongChen、Klaus-UwePantherYichengWu，2017，Influence of Concessive and Causal Conjunctionson Pragmatic Processing: Online Measures from Eye Movements and Self-Paced Reading[J]，《》，0-0。 [ 详情摘要收藏取消收藏
In investigations of the second-language writing process the aim of interviews and questionnaireshas often been to find shared difficulties among them. However，in practice some writers are moresuccessful than others. The aim of this study is to examine how some writers succeed in masteringscientific discourse in English，in a non-English speaking environment. Interviews were conductedwith 13 Japanese researchers: 5 junior，5 middle-ranking and 3 established. The analysis focusesnot only on their difficulties，but also on their strategies to cope with them. Findings show that identificationof their audience may distinguish established researchers from others. Another distinguishingcharacteristic seems to be their learning strategies，and these can be divided into two sets. Thefirst set focuses on reading academic texts in their field (subject knowledge-oriented) to learn typicalwriting patterns. This practice was adopted by all. The second involves giving direct attention tomastering English speakers’ language use (language-oriented strategies)，but these were employedby only 2 junior and 3 established researchers. The majority seems to prefer simply to cope with theirlimited English，because of time constraints; however，efforts to adopt the second type would appearto pay off in the long run.
关键词：Writing and learning strategies; Scientific research articles; Japanese researchers
This article reports an empirical study that examined the pattern of test preparation for College English Test Band 4 (CET4) and the differential effects of test preparation practices on its scores, thereby drawing implications for CET4 score validity. Data collection involved 1,003 test takers of CET4. A pretest was administered at the beginning of a 2-month test preparation period; a posttest and a test preparation questionnaire were administered about 9 weeks later. Multiple regression and structural equation modeling were used in data analysis. The study found that test preparation pattern was better explained by the perceived functions of strategy use in improving test scores rather than the information processing mechanism underlying strategy use. Test preparation did improve test scores, but the effects were primarily from preparation practices via narrowing the curriculum, especially drilling. Although the effects were small in absolute terms, they represented almost one third of the effects from the pretest. Findings of this study suggest that the extrapolation validity of CET4 scores may warrant special attention in future validation studies.