The present paper aims to provide an overview of Constructivism,its underlying epistemologies,plurality and multiplicity of perspectives,as well as its core assumptions.In addition,the paper will focus on the most inf...The present paper aims to provide an overview of Constructivism,its underlying epistemologies,plurality and multiplicity of perspectives,as well as its core assumptions.In addition,the paper will focus on the most influential perspective of Social Constructivism,the effectiveness of the theory in improving learning outcomes,and its implications for instruction.展开更多
Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia coursew...Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia courseware’influence Chinese college students’reading comprehension of English argumentation.The results illustrate the schema instruction can not only develop the students’sensibility of English argumentation structure,but also activate the schema in students’memory.Mul timedia courseware instruction is superior to video clip instruction.The paper proposes its viewpoints concerned.展开更多
The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab....The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.展开更多
Cloud Computing Assisted Instruction shows incomparable advantages over the traditional language teaching, but meanwhile, it exists some major problems, for instance, the information technology is omnipotent, informat...Cloud Computing Assisted Instruction shows incomparable advantages over the traditional language teaching, but meanwhile, it exists some major problems, for instance, the information technology is omnipotent, information input is too excessive and teachers' role is considerably weakened. This article attempts to analyze the problems and promote language teaching reform base on Cloud Computing Assisted Instruction.展开更多
On the basis of the brief introduction to CAI and some its distinctive features,this paper minutely arrives at the principles of the application of CAI in high schools and analyses the implication brought about by its...On the basis of the brief introduction to CAI and some its distinctive features,this paper minutely arrives at the principles of the application of CAI in high schools and analyses the implication brought about by its application.This research is to provide a further help for English teachers in high shools,so that the students can effectively improve the level of English language learning.展开更多
It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while...It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.展开更多
Unclear,ambiguous,poor communication is one of the causes of major marine disasters.To foster the students'commu-nicative competence,the task-based instruction theory was applied in the design of English for Speci...Unclear,ambiguous,poor communication is one of the causes of major marine disasters.To foster the students'commu-nicative competence,the task-based instruction theory was applied in the design of English for Specific Purpose(ESP)instruction.This paper explored the procedures in task-based language teaching and applied them in ESP class in a Chinese vocational institute.展开更多
This paper is designed to investigate the teachers'code-switching used in English instruction in vocational colleges and wants to make some efforts to the better understanding and use of code-switching and develop...This paper is designed to investigate the teachers'code-switching used in English instruction in vocational colleges and wants to make some efforts to the better understanding and use of code-switching and develop a positive attitude towards the code-switching in English teaching classroom.展开更多
The main purpose of foreign language teaching(FLT) is not only to transmit knowledge of FL,but also to cultivate the pragmatic ability of learners on the base of practical communicative background.However,in what way ...The main purpose of foreign language teaching(FLT) is not only to transmit knowledge of FL,but also to cultivate the pragmatic ability of learners on the base of practical communicative background.However,in what way that pragmatic instruction can be carried out effectively and reasonably remains a problem in FLT.Memetics as a kind of new theory which explains cultural evolution tends to place some implications on FL pragmatic instruction.This article focuses on the creative approaches of pragmatic instruction with the combination to the transmittable features of meme-copying-fidelity,fecundity and longevity.展开更多
The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different college...The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different colleges or universities answered a questionnaire asking their perceptions about corpus use in collocation instruction.The statistical analysis revealed that significant difference(t=2.449,df.=9,p=.037<0.1)was found between males and females in their perception of the learnability of the searching technique in collocation corpus.Besides,the result also revealed that significant differences were found between novice and experienced teachers’perception of helpfulness of corpus in writing native-like sentences(t=5.75,df=11,p<0.1),identifying collocation errors in English(t=5.75,df=11,p<0.1),usefulness of corpus in searching for English collocations(t=2.93,df=12,p<0.1),and advocacy of corpus to colleagues(t=5.75,df=11,p<0.1).Finally,some pedagogical implications were put forward.展开更多
Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight ...Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight into the listening process, could be one of the timely answers to the challenges facing Chinese EFL listeners. Starting with a comprehensive review of theories and studies on strategy-based listening instruction in recent Western academia, the current paper critically examined the possible advantages and the theoretical and practical limitations of strategy-based listening instruction.展开更多
Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing s...Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.展开更多
Metacognitive strategies are regarded as advanced strategies in all the learning strategies.This study focuses on the application of metacognitive strategies in English listening in the web-based self-access learning ...Metacognitive strategies are regarded as advanced strategies in all the learning strategies.This study focuses on the application of metacognitive strategies in English listening in the web-based self-access learning environment(WSLE) and tries to provide some references for those students and teachers in the vocational colleges.展开更多
The paper is a literature review, aiming to examine the effectiveness of web-based college English learning which mainly focuses on learners' autonomous learning. Previous studies indicate that the web-based learn...The paper is a literature review, aiming to examine the effectiveness of web-based college English learning which mainly focuses on learners' autonomous learning. Previous studies indicate that the web-based learning can improve learners' autonomous learning, as well as some problems found in their findings. Therefore, this paper first gives a summary and critique of research studies on the web-based autonomous learning and some factors influencing learners' autonomous learning ability;then, areas that deserve further study are also indicated.展开更多
This study investigated the effect of explicit instruction about DCs in argumentative writings by 15 Chinese learners of English. This study involved in a 4-week experiment. Pre-and post-writing tests were quantitativ...This study investigated the effect of explicit instruction about DCs in argumentative writings by 15 Chinese learners of English. This study involved in a 4-week experiment. Pre-and post-writing tests were quantitatively analyzed to examine whether the explicit instruction about DCs had a significant effect on the students'argumentative writing. The findings revealed that the ex-plicit instruction of the target DCs facilitated the improvement of the participants in their argumentative writing .展开更多
This research aims to study the relationship between content-based instruction and secondary vocational English learners.Two classes in one secondary vocational school were chosen as participants.The result shows that...This research aims to study the relationship between content-based instruction and secondary vocational English learners.Two classes in one secondary vocational school were chosen as participants.The result shows that CBI teaching has a negative correlation with English learning anxiety and has an impact on alleviating students' anxiety.展开更多
BACKGROUND:To assess the effectiveness of the telephone chest-compression-only cardiopulmonary resuscitation(CPR)guided by a pre-recorded instructional audio when compared with dispatcher-assisted resuscitation.METHOD...BACKGROUND:To assess the effectiveness of the telephone chest-compression-only cardiopulmonary resuscitation(CPR)guided by a pre-recorded instructional audio when compared with dispatcher-assisted resuscitation.METHODS:It was a prospective,blind,randomised controlled study involving 109 medical students without previous CPR training.In a standardized mannequin scenario,after the step of dispatcher-assisted cardiac arrest recognition,the participants performed compression-only resuscitation guided over the telephone by either:(1)the pre-recorded instructional audio(n=57);or(2)verbal dispatcher assistance(n=52).The simulation video records were reviewed to assess the CPR performance using a 13-item checklist.The interval from call reception to the first compression,total number and rate of compressions,total number and duration of pauses after the first compression were also recorded.RESULTS:There were no significant differences between the recording-assisted and dispatcher-assisted groups based on the overall performance score(5.6±2.2 vs.5.1±1.9,P>0.05)or individual criteria of the CPR performance checklist.The recording-assisted group demonstrated provided(170.2±48.0 vs.156.2±60.7).CONCLUSION:When provided by untrained persons in the simulated settings,the compression-only resuscitation guided by the pre-recorded instructional audio is no less efficient than dispatcher-assisted CPR.Future studies are warranted to further assess feasibility of using instructional audio aid as a potential alternative to dispatcher assistance.展开更多
Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and wo...Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.展开更多
An increase in the cache capacity is usually accompanied by a decrease in access speed.To balance the capacity and performance of caches,this paper proposes an instruction cache(ICache)architecture based on divide-by-...An increase in the cache capacity is usually accompanied by a decrease in access speed.To balance the capacity and performance of caches,this paper proposes an instruction cache(ICache)architecture based on divide-by-2 memory banks(D2MB-ICache).The control circuit and memory banks of D2MB-ICache work at the central processing unit(CPU)frequency and the divide-by-2 CPU frequency,respectively,so that the capacity of D2MB-ICache can be expanded without lowering its frequency.For sequential access,D2MB-ICache can output the required instruction from memory banks per CPU cycle by dividing the memory banks with a partition mechanism and employing an inversed clock technique.For non-sequential access,D2MB-ICache will fetch certain jump instructions one or two more times,so that it can catch the jump of the request address in time and send the correct instruction to the pipeline.Experimental results show that,compared with conventional ICache,D2MB-ICaches with the same and double capacities show a maximum frequency increase by an average of 14.6%and 6.8%,and a performance improvement by an average of 10.3%and 3.8%,respectively.Moreover,energy efficiency of 64-kB D2MB-ICache is improved by 24.3%.展开更多
基金the research achievements of English Language Teaching Practice Research under the Perspective of Con structivism(No.13MS53)supported by "the Fundamental Research Funds for the Central Universities"
文摘The present paper aims to provide an overview of Constructivism,its underlying epistemologies,plurality and multiplicity of perspectives,as well as its core assumptions.In addition,the paper will focus on the most influential perspective of Social Constructivism,the effectiveness of the theory in improving learning outcomes,and its implications for instruction.
文摘Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia courseware’influence Chinese college students’reading comprehension of English argumentation.The results illustrate the schema instruction can not only develop the students’sensibility of English argumentation structure,but also activate the schema in students’memory.Mul timedia courseware instruction is superior to video clip instruction.The paper proposes its viewpoints concerned.
文摘The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.
文摘Cloud Computing Assisted Instruction shows incomparable advantages over the traditional language teaching, but meanwhile, it exists some major problems, for instance, the information technology is omnipotent, information input is too excessive and teachers' role is considerably weakened. This article attempts to analyze the problems and promote language teaching reform base on Cloud Computing Assisted Instruction.
文摘On the basis of the brief introduction to CAI and some its distinctive features,this paper minutely arrives at the principles of the application of CAI in high schools and analyses the implication brought about by its application.This research is to provide a further help for English teachers in high shools,so that the students can effectively improve the level of English language learning.
文摘It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.
文摘Unclear,ambiguous,poor communication is one of the causes of major marine disasters.To foster the students'commu-nicative competence,the task-based instruction theory was applied in the design of English for Specific Purpose(ESP)instruction.This paper explored the procedures in task-based language teaching and applied them in ESP class in a Chinese vocational institute.
文摘This paper is designed to investigate the teachers'code-switching used in English instruction in vocational colleges and wants to make some efforts to the better understanding and use of code-switching and develop a positive attitude towards the code-switching in English teaching classroom.
文摘The main purpose of foreign language teaching(FLT) is not only to transmit knowledge of FL,but also to cultivate the pragmatic ability of learners on the base of practical communicative background.However,in what way that pragmatic instruction can be carried out effectively and reasonably remains a problem in FLT.Memetics as a kind of new theory which explains cultural evolution tends to place some implications on FL pragmatic instruction.This article focuses on the creative approaches of pragmatic instruction with the combination to the transmittable features of meme-copying-fidelity,fecundity and longevity.
文摘The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different colleges or universities answered a questionnaire asking their perceptions about corpus use in collocation instruction.The statistical analysis revealed that significant difference(t=2.449,df.=9,p=.037<0.1)was found between males and females in their perception of the learnability of the searching technique in collocation corpus.Besides,the result also revealed that significant differences were found between novice and experienced teachers’perception of helpfulness of corpus in writing native-like sentences(t=5.75,df=11,p<0.1),identifying collocation errors in English(t=5.75,df=11,p<0.1),usefulness of corpus in searching for English collocations(t=2.93,df=12,p<0.1),and advocacy of corpus to colleagues(t=5.75,df=11,p<0.1).Finally,some pedagogical implications were put forward.
文摘Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight into the listening process, could be one of the timely answers to the challenges facing Chinese EFL listeners. Starting with a comprehensive review of theories and studies on strategy-based listening instruction in recent Western academia, the current paper critically examined the possible advantages and the theoretical and practical limitations of strategy-based listening instruction.
文摘Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.
文摘Metacognitive strategies are regarded as advanced strategies in all the learning strategies.This study focuses on the application of metacognitive strategies in English listening in the web-based self-access learning environment(WSLE) and tries to provide some references for those students and teachers in the vocational colleges.
文摘The paper is a literature review, aiming to examine the effectiveness of web-based college English learning which mainly focuses on learners' autonomous learning. Previous studies indicate that the web-based learning can improve learners' autonomous learning, as well as some problems found in their findings. Therefore, this paper first gives a summary and critique of research studies on the web-based autonomous learning and some factors influencing learners' autonomous learning ability;then, areas that deserve further study are also indicated.
文摘This study investigated the effect of explicit instruction about DCs in argumentative writings by 15 Chinese learners of English. This study involved in a 4-week experiment. Pre-and post-writing tests were quantitatively analyzed to examine whether the explicit instruction about DCs had a significant effect on the students'argumentative writing. The findings revealed that the ex-plicit instruction of the target DCs facilitated the improvement of the participants in their argumentative writing .
文摘This research aims to study the relationship between content-based instruction and secondary vocational English learners.Two classes in one secondary vocational school were chosen as participants.The result shows that CBI teaching has a negative correlation with English learning anxiety and has an impact on alleviating students' anxiety.
文摘BACKGROUND:To assess the effectiveness of the telephone chest-compression-only cardiopulmonary resuscitation(CPR)guided by a pre-recorded instructional audio when compared with dispatcher-assisted resuscitation.METHODS:It was a prospective,blind,randomised controlled study involving 109 medical students without previous CPR training.In a standardized mannequin scenario,after the step of dispatcher-assisted cardiac arrest recognition,the participants performed compression-only resuscitation guided over the telephone by either:(1)the pre-recorded instructional audio(n=57);or(2)verbal dispatcher assistance(n=52).The simulation video records were reviewed to assess the CPR performance using a 13-item checklist.The interval from call reception to the first compression,total number and rate of compressions,total number and duration of pauses after the first compression were also recorded.RESULTS:There were no significant differences between the recording-assisted and dispatcher-assisted groups based on the overall performance score(5.6±2.2 vs.5.1±1.9,P>0.05)or individual criteria of the CPR performance checklist.The recording-assisted group demonstrated provided(170.2±48.0 vs.156.2±60.7).CONCLUSION:When provided by untrained persons in the simulated settings,the compression-only resuscitation guided by the pre-recorded instructional audio is no less efficient than dispatcher-assisted CPR.Future studies are warranted to further assess feasibility of using instructional audio aid as a potential alternative to dispatcher assistance.
文摘Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.
基金the Postgraduate Research Innovation Program of Jiangsu Province under Grant No.KYCX20_1936the Fundamental Research Funds for the Central Universities under Grant No.JUSRP51510the Key Research and Development Program of Jiangsu under Grant No.BE2019003-2.
文摘An increase in the cache capacity is usually accompanied by a decrease in access speed.To balance the capacity and performance of caches,this paper proposes an instruction cache(ICache)architecture based on divide-by-2 memory banks(D2MB-ICache).The control circuit and memory banks of D2MB-ICache work at the central processing unit(CPU)frequency and the divide-by-2 CPU frequency,respectively,so that the capacity of D2MB-ICache can be expanded without lowering its frequency.For sequential access,D2MB-ICache can output the required instruction from memory banks per CPU cycle by dividing the memory banks with a partition mechanism and employing an inversed clock technique.For non-sequential access,D2MB-ICache will fetch certain jump instructions one or two more times,so that it can catch the jump of the request address in time and send the correct instruction to the pipeline.Experimental results show that,compared with conventional ICache,D2MB-ICaches with the same and double capacities show a maximum frequency increase by an average of 14.6%and 6.8%,and a performance improvement by an average of 10.3%and 3.8%,respectively.Moreover,energy efficiency of 64-kB D2MB-ICache is improved by 24.3%.
