In Taiwan, English is regarded a key subject in high school curriculum. Hence, before entering university, high school seniors are required to take an English subtest (ES) of the General Scholastic Ability Test (GSAT). Their scores on the GSAT-ES, besides other subtests, influence considerably their future academic pursuit and career path. To them, an important question is: What does the GSAT-ES really measure - several aspects of their English proficiency or just their overall English proficiency? This study was aimed to address, among others, such a question and focus particularly on the two types of cloze items in the GSAT-ES. For this study, a simpler version of Purpura's (2004) model of grammatical knowledge was adopted to classify the cloze items. Classification was done by a group of five experienced university-level English teachers. Then confirmatory factor analysis (CFA) was applied to investigate the degree of fit between the raters' classifications and the test takers' responses. The CFA findings indicated that the raters' classifications failed to fit the test takers' responses and that the one-component model best portrayed the response data. The finding of a one-component model agreed with the unitary competence hypothesis of Oller (1976, 1979), who advocated using cloze items for measuring overall language proficiency. This study concluded with some relevant implications for English teaching and testing.
The application of schematic pre-reading materials on incidental vocabulary learning has not been explored. The study investigates the effects of schematic pre-reading materials on EFL college students' incidental professional vocabulary acquisition. 46 students from a college of management served as participants. Pre-reading materials were integrated in one-month professional reading activity. A pretest was adopted to ensure participants lacked familiarity with target vocabulary. After each mode session, all participants took an immediate posttest and a 3-week-delayed posttest. Following the final posttest, the participants completed a questionnaire. The findings revealed that in the immediate posttest, participants in the schema-based mode retained the most target words in the three modes although there was no significant difference between schema-based mode and word list mode. In the delayed posttest, participants in the schema-based mode have the highest target word retention in recognition posttests and word list mode outperformed the other two modes in production posttests. Furthermore, all of the students had positive attitude towards schema-based mode. The mode was the most helpful for the students to incidentally learn business vocabulary. Pedagogical implications regarding use of content schemata as pre-reading materials for incidental business vocabulary learning are discussed.
The purpose of the present study was to explore Taiwanese EFL university learners' strategy use preferences and to examine the joint effects of anxiety, motivation, extroversion, and English achievement on language strategy use. A total of 118 (57 males, 61 females) EFL university freshmen taking General English II satisfactorily completed the Foreign Language Classroom Anxiety Scale, the Motivation Questionnaire, the Guilford Personality Inventory, and the Strategy Inventory for Language Learning. Participants' English achievement was measured by means of their semester results (midterm and final examinations). The results showed that cognitive and compensation were the most frequently used strategy categories, followed by metacognitive and affective, while memory and social were the least frequently used strategy categories. In general, foreign language anxiety was negatively correlated with most of the strategy categories, while motivation, extroversion, and English achievement were positively correlated with most of the strategy categories. Motivation was the best predictor of overall strategy use, and English achievement was the next best predictor, followed by extroversion. Together, these three factors were able to explain 33.6% of the variance in overall strategy use. In addition, motivation, extroversion, and English achievement mediated the relationship between anxiety and overall strategy use. It is concluded that high motivation, high extroversion, high English achievement, and low foreign language anxiety should be emphasized simultaneously for enhancing EFL learners' language strategy use.
La préposition en à l'emploi dit spatial, s'opposant à dans, a attiré l'attention d'un certain nombre de linguistes. Selon les recherches de J.-C. Anscombre, les expressions telles que en prison et en cuisine exigent une homogénéité entre la signification du syntagme prépositionnel et les autres éléments de la phrase en question. Quels sont alors les autres éléments qui subissent cette contrainte d'homogénéité? Le sujet, le verbe ou bien les deux? Pour compléter le travail de J.-C. Anscombre (2011), je vais dans le présent article éclaircir cette contrainte d'homogénéité imposée par les expressions de en, tout en faisant une comparaison entre les emplois spatiaux de en et de dans. Le résultat de ce travail permettra de répondre à un certain nombre de questions, souvent posées dans le cours de FLE, sur la différence entre en et dans.
自從象形文字被商博良成功的解讀之後,現代的埃及學學家已經能夠熟練地掌握象形文字的結構、語法及句型形態。象形文字主要是一種圖符與聲符並用的系統,可以同時運用標記符、意符和聲符來表達意思。本文將針對意符的使用加以說明,並以國王梅仁普塔四篇國王銘文裡的意符為例子來觀察意符的演進和變化,進而探討意符使用的目的及其對於國王銘文有何輔助作用。
近年來學習韓語的人數呈上升趨勢,其中高中生增幅較大。文章旨在探討高中韓語教育的現況以及學生人數變化的趨勢,以找出目前韓語教育存在的問題,並就教師與教材兩個層面展開討論。具體而言,鑒於當前我國第二外語學生學習韓語的兩大目的為喜愛韓流和興趣嗜好,文章將考察現今國內高中所開設的韓語相關課程、師資和所提供的學習環境等,是否能滿足學生的學習需求並達到學習目的;並以斯里蘭卡的韓語教師培育計畫與泰國的高中韓語教科書出版作為參考,探討將來準備韓語學習的環境,以期找出未來高中韓語教育的新模式。
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