2 edition of Understanding Chinese students" language beliefs and learning strategy use. found in the catalog.
Understanding Chinese students" language beliefs and learning strategy use.
ED 371 589.
|Contributions||Educational Resources Information Center.|
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1. Introduction. Classroom assessment is a tool that teachers employ to make inferences about what students have learnt (McMillan, ).Over the last two decades, a paradigm shift has been advocated from using assessment “to give grades or to satisfy accountability demands”, to integrating assessment “as a part of instruction to support and enhance learning” (Shepard, , p. 4). This book is one of the better resources for students who’ve just started learning Chinese. It focuses on using Chinese rather than studying it academically and will get you conversing in Chinese more quickly than some of the other textbooks in this list. At under £20, it’s also cheaper than some of the textbooks in this list.
Austin, Nicole V.. "Implementing Culturally and Linguistically Responsive Strategies Using Children's Literature in the Urban Multicultural Preschool: Examining Teachers' Language Dialect Beliefs and Practices" (). Doctor of Philosophy (PhD), dissertation, Teaching and Learning, Old Dominion University, DOI: /9xmg There are different strategies to learn Chinese language for different kind of learners. With the correct strategies, students who are learning Mandarin Chinese will benefit greatly during the learning process. Visual Learner. Students who are visual learners often have an artistic side and enjoy activities involving graphic arts and design.
Firstly, a good Chinese-English dictionary is a must for you to learn Chinese. A good dictionary is always your good friend when you learn a foreign language. It may be boring just read the dictionary. So I recommend you the textbooks of Chine. experiences and behave. Since then, the nature and effects of learner beliefs on language learning have been increasingly recognized (White, ). Riley () argues that beliefs will directly shape learners’ strategy use as well as their attitude and motivation. Horwitz () contends that researchers in language learning have.
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A study investigated the language attitudes and language learning strategies of undergraduate students of English as a Second Language (ESL) in Taiwan. All had studied English formally for at least seven years; few had lived or traveled abroad.
The subjects were administered three questionnaires: a language beliefs inventory; language learning strategies inventory; and individual. This study investigated Chinese students' use of language learning strategies, and then interpreted the data from cultural and educational perspectives.
Using a Strategy Inventory for Language Learning, the researcher discovered some common features shared by Chinese students in their use of learning by: Understanding Chinese students' language beliefs and learning strategy use.
Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, 27th, Atlanta, GA, April 13–17, (ERIC Document Reproduction Service No. ED ). Google ScholarCited by: To this end, from the perspectives of Halliday’s () systemic functional linguistics (SFL) and Vygostky’s () socio-cultural theory (SCT), this book explores how a Chinese college English teacher acts upon his beliefs and uses textbooks to mediate his students’ English learning in Cited by: 1.
The study involved a Likert-scale questionnaire and follow-up interviews with 37 university student learners, school students and the 42 teachers of both questionnaires and interviews explored beliefs about language learning, about Chinese language learning and about language learning by: 1.
In addition, teachers' beliefs about students' learning preferences and motivations indicate a deep understanding of their students’ difficulties with and interests in learning Chinese characters. Implications for teacher professional development and teaching Chinese.
ABSTRACT This study compares one group of students' beliefs about language learning with those of their teachers and with those of their peers at another institution. It furthermore examines change in students' beliefs in relation to those of their instructors in an effort to develop hypotheses about the potential influence of teachers' beliefs on students' beliefs.
an investigation of chinese efl learners' self- efficacy, english reading beliefs and strategies Article (PDF Available) in Academic Research International 44(6) November with Reads. Students’ beliefs about themselves This considers what strategies students use during learning.
Also of interest is how these strategies relate to motivational factors and Research on effective student approaches to learning has focused on understanding what it is for a student to regulate his or her own learning.
This focus derives. This study investigated Chinese students' use of language learning strategies, and then interpreted the data from cultural and educational perspectives. Using a Strategy Inventory for Language Learning, the researcher discovered some common features shared by Chinese students in their use of learning strategies.
An in-depth analysis of the results revealed that these features could be linked. Strategies for Teaching Culturally Diverse Students There are many school factors that affect the success of culturally diverse students the school's atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few.
Of all of these factors, the personal and academic relationships between teachers and their students may be. Xiao-lin Yin-Croft is a third-grade ELL teacher of Chinese bilingual students at Ulloa Elementary School in San Francisco.
Originally from China, Xiao-lin learned English as an adult and now helps young Chinese students in the U.S. bridge the cultural and language gap that they face from an early age. Horwitz, E. Survey ing student beliefs about language learning Learner strategies in language learning (pp.
Englewood Cliffs, NJ: Prentice-Hall. university students. strategies challenged Chinese students and caused a learning shock. For example, no student participant reportedly had difficulty and barriers to participating in the teaching strategy of direct instruction.
This finding has not been discussed in the current literature, which only briefly discussed learning. Given the importance of students' beliefs and opinions about vital aspects of teaching and learning strategies (Al-Musawi, ), university teachers should be more attentive to student learning strategies for the use of translation in language learning, because the use of translation prevailed among student English learning in Bahrain.
(BALLI), and many researchers use it to solicit student opinions on issues of language learning. I will also use it for my guiding questions, but I will change parts of it to fit my research issues on Chinese language learning.
BALLI examines student beliefs in five areas: “1) difficulty of language learning; 2). This book celebrates the scholarly achievements of Prof. David A. Watkins, who has pioneered research on the psychology of Asian learners, and helps readers grasp the cognitive, motivational, developmental, and socio-cultural aspects of Asian learners’ learning experiences.
Cultural differences and classroom management go hand-in-hand in awareness. Knowing the cultures of students--their backgrounds, home experiences and prior schooling--plays directly into the many. Language learning strategies have played a very significant role in understanding language processes as well as the skills that learners develop in learning a foreign or second language.
Oxford‘s () Strategy Inventory Language Learning (SILL) is used as the research instrument in this study. This book focuses on the phenomenon of Chinese postgraduate students studying abroad and depicts their learning trajectory as they adjust to a new culture of teaching and learning in a new environment.
It uses an example from a British university to draw together intercultural learning theories to explore the impact that studying abroad has. practices indicate their beliefs about language teaching and learning. Understanding teachers’ beliefs about various features of language teaching and learning and is also of great importance.
Riley () stated that if teachers and learners’ beliefs match with each other, learning will be increased.Chinese students make in English because of interference from their native language, Chinese. Lastly, the guidebook answers some of the most common cultural questions that teachers have concerning China, Chinese students, and language teaching in China.
The guidebook is available free to download at learning styles and strategies is valid regardless of what the learner’s first language is. Learning styles are the general approaches –for example, global or analytic, auditory or visual –that students use in acquiring a new language or in learning any other subject.