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关键词： 中职英语教学   音形义   构词法  

摘要： 字母和单词是英语的基本组成部分,词汇学习则是高级语言活动的基础。在英语学习中,个体所掌握的词汇量,个体所掌握的学习艺术,是影响个体的语言能力、后续学习的重要因素。为此,在中职英语教学中,词汇教学历来是教师关注的重点。许多教师都对词汇教学给予了重视,并在词汇教学方面做出了积极的努力,但是整体来看,中职英语词汇教学质量并不理想。那么,该如何借助词汇教学艺术改善词汇教学状况呢?笔者认为,可从以下几点做起:一、音形义结合,重视词汇基础知识教学中职院校是培养职业人才的摇篮。与高中、大专

关键词： 英语绘本   绘本阅读   艺术性   文学性  

摘要： 在提倡全民阅读的大环境下,阅读之风长盛不衰.英语绘本阅读适时而生,但许多教师对它的认识较为片面,没有深挖其真正内涵和意义,往往将它与传统阅读混为一谈.教师应走进英语绘本阅读世界,悉心研挖其内涵和意义,关注其艺术性和文学性,以更好地培养学生的阅读素养.

关键词： Reading instruction   Disciplinary literacy   English language arts   Literacy instruction   Literary analysis   Literary studies   Writing development  

摘要： This study investigated the approximations of disciplinary literacy in high school English Language Arts students’ writing. To study the development of these disciplinary conventions, the portfolios of written literary analyses were examined from fourteen twelfth-grade students over their last two years in high school. The conceptual framework for analysis of data was informed by a developmental approach. Intermediate forms, approximations, or incremental moves students made as they progressed toward the more expert or conventional forms of literary discourse were identified. Analysis focused on macro-characteristics of literary analysis, adapted from the literature on literary studies, rhetoric and composition, and systemic functional linguistics, including Appreciation, Interpretation, Textual Evidence, Warrant, and Response to Literature Genres. Analysis included a cross-case descriptive analysis of macro-characteristic scores on a rubric designed for the study and a cross-case analysis of literary discourse approximations as seen in students’ writing portfolios. Analysis of scores on midterms and finals found that students’ scores increased from Year 1 to Year 2, with Appreciation scores increasing the most. Analysis of literary discourse approximations resulted in several findings: 1) Development in Interpretation was characterized by increasing accuracy of comprehension, logical consistency, and depth of interpretative meaning; 2) Development in Appreciation was characterized by a growing awareness of the role of the author in a literary text; and 3) Response to Literature Genres demonstrated a range of genres, including Character Analysis, Thematic Interpretation, Thematic Analysis, Critical Response, and alternative or hybrid genres. Thematic Analysis is a proposed new genre that differed from the Thematic Interpretation on the elements of subject, audience, and purpose. Additional analysis of student writing portfolios found a growing awareness in man

摘要： The purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed that middle school student scores were slightly higher in overall ELA and mathematics proficiency, but the differences were not substantive. Cross-tabulation was utilized to compute the proportion of students making learning gains in ELA and mathematics. The results were nearly identical among the middle school students and the K-8 students relative to ELA; however, the proportion of students making learning gains in mathematics was substantially higher among the K-8 students. To investigate equity in the distribution of achievement, a comparison was made between Middle School and K-8 bi-serial correlation coefficients measuring the strength and direction of the relationship between student achievement and socioeconomic status (SES). Results suggested that the negative influence of low-SES on academic achievement in ELA and mathematics was notably stronger among students enrolled in the middle school model. While making school construction decisions, policy makers will be informed through these findings as to which type of grade span configuration is most likely to positively impact student achievement.

关键词： 微课   艺术类   高职院校   大学英语  

摘要： 本研究通过对微课教学优点及艺术类高职大学英语课堂中教学现状的分析,试图探索出微课在大学英语课堂中的应用模式。旨在改变传统的英语课堂教学,对提高艺术类高职大学英语课堂的有效性及实用性,提高学生学习主动性和积极性提供理论及实践指导。

关键词： 英语文学   翻译   艺术语言   处理原则  

摘要： 随着世界整体文化水平的不断发展,文化交流在世界舞台上表现的越来越频繁。我国在与世界进行文化交流的过程中,需要进行大量的英语文章或书籍的翻译工作。在翻译工作开展的过程中,要充分了解英语国家的文化、政治、经济、地域等等方面的特征,从而保证翻译后的作品不出现艺术内涵的流失。基于此种情况,在英语文学翻译的过程中,对于艺术语言的翻译必须遵循一定的处理原则,以便文化的沟通交流更好的开展。

关键词： 生涯规划   英语学习   长远目标   内驱力  

摘要： 针对艺术专业学生英语学习的困境,本文以生涯规划的角度将英语学习问题进行分析,面对艺术专业学生英语学习缺乏恒定且长远的目标和学习没有内在驱动力这两个问题,尝试用生涯规划工具进行英语学习的指导.

关键词： 主题型   英语口语教学   中职   艺术类学校  

摘要： 随着我国经济社会的不断发展和经济全球化水平的不断提高,越来越多的人开始用英语进行经济往来、文化交流。因此,英语口语教学已经成为英语教学中不可或缺的一部分,中职艺术类学校的英语口语教学改革更是迫在眉睫。本文在分析主题型教学法在英语口语教学中的重要性的基础上,研究分析了目前主题式英语口语教学在中职类艺术学校应用过程中存在的问题,针对存在的问题提出几点具体解决措施,旨在帮助主题式教学法更好地运用于艺术类中职学校的英语口语教学实践中,促进我国英语教育的跨越式发展。

关键词： active response techniques   mini whiteboards   resource classroom   response cards   response strategy   whole class response  

摘要： The purpose of this study was to: (a) examine the effectiveness of mini whiteboards in increasing engagement, (b) examine the effectiveness of mini whiteboards in increasing academic achievement, and (c) determine if students in a tenth grade English/Language Arts resource center classroom are satisfied with the use of mini whiteboards. The research was conducted using an ABAB single-subject design methodology. Student achievement was evaluated through weekly assessments, while daily engagement was evaluated using interval recording in 5-minute increments. Results suggest that the use of mini whiteboards may help increase the engagement and academic achievement of students in a tenth grade ELA resource center classroom. Mini whiteboards were found to increase the weekly mean engagement score for 7 out of 10 students, and the weekly academic achievement score for 8 out of 10 students. Results also show that most students felt comfortable using the mini whiteboards and some felt that it helped them academically. Implications for educating students in a resource center setting include the recommendation to utilize active responding techniques such as mini whiteboards in the classroom.

关键词： Education   Literacy   argumentative writing   teacher epistemology   writing research   secondary writing   writing assessment  

摘要： Classrooms are to be supportive environments where students learn writing as a way to participate in activities, discussions, and communities. Writing researchers need to explore the classroom context with a view of writing as a social practice. In 2016, the National Council of Teachers of English announced the position statement that the nature of writing instruction is contextualized and complex in order to support students' writing and learning about a range of ideas and experiences as well as in a variety of genres. However, previous studies indicate that writing instruction implemented in secondary schools in the United States do not always align with this theoretical and practical perspective. Writing instruction is often designed through teacher experiences and pedagogical knowledge. However, several other influential factors such as teacher's differing epistemologies, individual experiences, and process of socialization shape the instructional designs of writing. To date, little evidence has confirmed the effectiveness of different epistemologies for teaching writing in English language arts classrooms. This study provides a unique perspective of writing instruction to show that although they have the same goal, teachers with different epistemologies orchestrate activities, understand concepts, and respond to student work differently. Using an ethnographic approach, I collected data—audio and video recordings, pre and post-observation interviews, student work, and artifacts—over a period of one academic year, from August 2017 to May 2018, in two ninth-grade English language arts classrooms. I argue that the landscape of teaching and learning argumentative writing can be fundamentally different due to different epistemologies, despite identical teacher training to incorporate the same writing approach. Through the exploration of writing instruction from two teachers with different epistemologies, this dissertation presents a way to build an iterative series o