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摘要：This study investigated how synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction influence the way in which learners collaborate in language learning and how they solve their communicative problems. The findings suggest that output modality may affect how learners produce language, attend to linguistic forms, and solve communicative problems. In particular, the use of collaborative processes to construct utterances was more prevalent in F2F interaction than in SCMC. Moreover, learners engaged in activities and produced language differently depending on output modalities, which differed in terms of the physical, social, and interactional contexts that they created and the way in which they influenced learners' communication strategies. The findings indicate that SCMC should be used selectively according to the pedagogical purpose. Adapted from the source document

摘要：This study examined two types of classroom assessment events, the more closed convergent assessments (CA) versus the more open-ended divergent assessments (DA), to see if they influence learners differently in terms of motivation and learning strategies. Participants were 105 college freshmen in Taiwan with the same instructor placed under one listening and two speaking classes. In these intact groups, each student experienced two types of assessment, a more traditional test (the CA) and a group performance assessment (the DA). Immediately after they experienced each assessment event, participants reported on their task-specific motivation and learning strategies. Results indicated that CAs were better received by high self-efficacious students and DAs by low scorers. After controlling for self-efficacy, a comparison revealed that students reacted differently in the listening and speaking classes. More specifically, in speaking student motivation and strategy were higher for the DA than for the CA, whereas in the listening class the pattern was reversed. Local educational culture and the nature of assessment events are then discussed. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]

摘要：New technological developments have driven, and, to some extent, enabled an increase in an interest in learner autonomy. The importance of learner autonomy to language educators parallels the growth of computer-aided language learning (CALL), and the two fields have increasingly intersected in recent years. Godwin-Jones highlights this intersection and discusses the enabling of language learning autonomy from the starting point of helping students "develop effective strategies for pursuing individual learning, while being willing and able to change and improve those strategies over time, as the language learning progresses." Adapted from the source document

摘要：This study investigates outcomes of deliberate learning on vocabulary acquisition in a second language (L2). Acquisition of 48 pseudowords was measured using the lexical decision task with visually presented stimuli. The experiments drew on form priming, masked repetition priming, and automatic semantic priming procedures. Data analyses revealed a prime lexicality effect (Experiment 1), repetition priming effect (Experiment 2), and semantic priming effect (Experiment 3) for the deliberately learned pseudowords. The outcomes of deliberate learning were further examined using a coefficient of variability (CVRT) calculated for the participants' response latencies in Experiments 2 and 3. The results showed that the learned pseudowords were processed with a higher degree of automaticity than nonwords and low-frequency L2 words. Taken together, the findings provide evidence that deliberate learning triggered the acquisition of representational and functional aspects of vocabulary knowledge.

摘要：Cooperative learning has frequently been used in language classrooms, from in-class task-based group work to group presentations. Research suggests that cooperative learning provides mutual support, as well as successful and effective learning outcomes of tasks. The present research addressed a number of problems discovered in group oral presentations in an EAP context where cooperative learning is the core of the course. As learning is strongly related to strategies or approaches adopted to facilitate one's comprehension and production of the target language, the purposes of the present study were to investigate the use and influence of learner strategies in cooperative and individual learning, and the benefits of cooperative learning in improving students' English speaking ability. Fifty-two, third-year French major college students taking the Professional English Course at a college in Taiwan participated in the study. All participants were required to give oral presentations on the topics taught in class. Research methods included questionnaires, interviews, and oral assessments. The findings showed that, first, certain learner strategies had positive impacts on the students' language performance in the two types of presentation and second, that group oral presentation had the greatest influence on improving students' speaking ability, while other forms of cooperative learning activities enhanced their motivation for learning. [Copyright The American University; published by Elsevier Ltd.]

摘要：Technology enhanced learning (TEL) has shaped the way we teach and learn nowadays. Web 2.0 interactivity capacities have played a major role in providing a virtual space where learning can take place outside the classroom. Digital environments challenge the traditional educational establishment by blurring the boundaries between the recipient of knowledge and the knowledge provider. Noticeable changes in educational dynamics emergent through the use of technology affect teachers and learners alike. Despite strong government and institutional drivers to adopt TEL strategies in higher education institutions (HEIs) in the United Kingdom (UK), practitioners' adoption of TEL needs to be encouraged and their competence needs to be developed. This report aims to address this concern by discussing design and management of an online learning space for a face-to-face undergraduate Spanish course using proprietary technology. Focusing on specific features and designs for online learning interactions, the report will discuss practicalities of designing for effectiveness, both from a pedagogical perspective and from the user's interface standpoint. It will propose strategies to enable learners' autonomy, to foster collaboration and to develop metacognition via a blog. Adapted from the source document

摘要：This study explores the impact of concept map strategy on the understanding of second language information texts. Sixty-nine adult learners of French as a second language (FSL) in a Montreal francophone university were randomly assigned to either an experimental or a control group. After reading an information text, both groups answered a comprehension questionnaire as a pre-test survey. The experimental group then participated in four weekly preparation sessions. After each session, proper understanding of the text studied was assessed through a comprehension survey composed of literal and inferential questions. One week after the last session, both groups of learners were evaluated using the same comprehension questionnaire that had been used as a pre-test. Results show that the experimental group tend to obtain higher scores than the control group on the immediate post-tests, either for the global score (3 of the 4 texts), or for the literal questions score (2 of the 4 texts), or for the inferential questions score (2 of the 4 texts). Moreover, a comparison of the pre- and post-test results shows that students from the experimental group were able to transfer their literal comprehension skills, but they could not, however, transfer their inferential comprehension skills. Adapted from the source document

摘要：This article reports on an investigation into the development of the listening proficiency and strategic behaviour of 15 lower-intermediate learners of French in England. We consider whether listeners remain in the same listening proficiency group after six months, and whether changes in strategy use are related to movement or non-movement between listening proficiency groups. We also examine whether learners' strategic behaviour reflects their teachers' approaches to listening. Data were gathered at two time points from a recall protocol which learners completed after listening to short passages and from verbal reports made by learners while they completed a multiple choice listening task. Teacher interviews provided information on how listening had been presented in learners' classrooms. We detected little movement by students across the listening proficiency groups between the two time points. In spite of some changes in frequency of strategy use, we also observed stability in manner of use by some learners. Differences in strategy use were more evident between groups (non-movers, improvers and decliners) than between uses from Time 1 to Time 2. We conclude by discussing the pedagogical implications of these findings. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：This empirical study investigates the beliefs of teachers and students regarding strategies for learning and teaching Chinese tones, which constitute a crucial feature of the spoken language and often cause problems for learners. Two online questionnaires that listed 11 Chinese tone learning strategies and 7 tone teaching strategies were administered to 60 Chinese as a Foreign Language (CFL) students and 15 CFL teachers in the UK Higher Education sector to examine the links (if any) between reported use of strategies, belief about their effectiveness, and proficiency levels. The results showed that the strategy use reported by teachers and students in this study corresponded with their beliefs regarding the effectiveness of the strategies. However, it was also found that teachers and students generally held different beliefs about the effectiveness of the strategies and that proficiency levels can influence the beliefs of teachers and students. [Copyright Elsevier Ltd.]

摘要：This study examines the second language (L2) written and oral performance of three groups of Spanish-speaking university students after being exposed to English in different contexts. One group of learners was spending some time abroad (Erasmus students in the UK), and two groups were following classroom instruction in two different types of intensive courses in Spain: "intensive" and "semi-intensive". The learners' L2 written and oral production were analyzed at different time points through different measures of fluency, syntactic and lexical complexity, and accuracy. The main objective of this study was to compare the performance of the students abroad with each of the two intensive programmes. According to the results of the statistical analyses, after an equivalent period of exposure to the L2 in the two contexts, the students abroad outperformed the learners in the "at home semi-intensive" programme in the post-test in some of the variables under study, namely fluency and lexical complexity. Nevertheless, the students' written and oral performance after an intensive course at home and after the equivalent time abroad was similar. [Copyright Elsevier Ltd.]

摘要：This paper presents the results of a comparative investigation into the learning styles and strategies of effective and ineffective language learners. Subjects for the study were one hundred and ten undergraduate university students in Hong Kong. They were categorized as 'more effective' or 'less effective' learners, on the basis of their scores on a standardized public English examination administered at the end of secondary school. Subjects completed an online questionnaire through which data were collected on their learning strategy preferences as well as patterns of language practice and use. The study revealed key differences in learning strategy preferences, learning styles and patterns of language use. Implications of the study are presented and discussed. [Copyright Elsevier Ltd.]

摘要：This paper reports research on the learning style preferences of 1616 university students learning foreign languages for academic purposes across eight fields of study in a given educational and cultural context, namely, tertiary education in Greece. Data was collected by using the Style Analysis Survey the outcomes of which were further analysed into major, minor, and negative student style preferences. Results showed that the visual, intuitive-random and global styles constitute major preferences in all eight fields, the closure-oriented, extroverted, and concrete-sequential styles vary between major or minor preferences, the hands-on, open, and analytic styles show a variation between minor and negative preferences, and the auditory and introverted styles are negative in all fields. Conclusions suggest that foreign language instructors who are sensitive to learner-centred issues and have questioned generalised teaching approaches should be made aware of more informed teaching suggestions that employ specific language learning strategies and teaching activities. [Copyright Elsevier Ltd.]

摘要：This forum article examines the conceptualization of strategic learning over the past 30 years, focusing on recent conceptualizations that shift towards the notion of self-regulation. In recent years, scholars have argued that language learning strategies are too general, undefined, and incoherent and the questionnaires designed to measure language learning strategies are inaccurate and unreliable (see, for example, Dornyei 2005; Woodrow 2005; Tseng et al. 2006). Instead Dornyei proposes a new theory to replace language learning strategies based on the psychological concept of self-regulation encased within his own model of motivation control. This article will argue that this reconceptualization might be a matter of throwing the baby out with the bathwater, in that it throws out a problematic taxonomy and replaces it with another one, which is also problematic-including the same 'definitional fuzziness' for which previous taxonomies have been criticized. Adapted from the source document