Chapter 10 Multiple Intelligences
Chapter 10language acquisition
4. Second language acquisition
• 1. Acquisition vs. learning • 2. Transfer and interference • 3. Error analysis and the natural route of SLA development • 4. Inter-language and fossilization • 5. The role of input • 6. The role of formal instruction • 7. Individual learner factors
Language aptitude
• Components of language aptitude Phonetic coding ability Grammatical sensitivity Inductive language learning ability Rote learning ability
grammatical system
• • • • 1. The development of phonology 2. The development of syntax 3. The development of morphology 4. The development of vocabulary and semantics
Chapter 10 Language Acquisition
• 1. First language acquisition
1.1 The biological basis of language acquisition 1.2 Language acquisition as the acquisition of grammatical rules 1.3 The role of input and interaction 1.4 The role of instruction 1.5 The role of correction and reinforcement 1.6 The role of imitation
剑0阅读解析整理之欧阳治创编
剑桥雅思10阅读解析Test1Passage1体裁说明文主题牛科植物结构第一段：牛科概述第二段：散布和体型第三段：共同特征第四段：五种亚科牛亚科第五段：羚羊亚科第六段：羊亚科第七段：鹿羚亚科第八段：叉角羚剑桥雅思10阅读解析试题解析剑桥雅思10阅读解析Test1Passage1 Question 13题型：multiple choice题型解析：本题属单选题，注意题目说明：在ABCD 中选择正确的。
剑桥雅思10阅读解析Test1Passage1 Question 48 题型：matching题型解析：搭配题，根据选项定位关键词，题干是对应原文的同义改写剑桥雅思10阅读解析Test1Passage1 Question 913题型：选词填空题型解析：根据题干关键词进行定位，用原文中不超出三个词来回答问题。
剑桥雅思10阅读解析Test1Passage2难度阐发：中等文章题目：European Transport Systems 1990 欧洲的交通系统文章话题：交通运输类词汇准备：第一段词性解释conceive v. 设想vigorous a. 精力充分的；强健的facilitate v. 增进，使便当substantial a. 年夜量的fleet n. 车队第二段internal a. 内部的frontier n. 鸿沟abolish v. 拔除emphasis v. 强调assembly n. 集会；会议第三段candidate n. 候选人haulage n. 货运费inherit v. 继承第四段imperative n. 重要紧急的事integrate v. 合并ambitious a. 有雄心的propose v. 提议nonetheless adv. 尽管如此第五段emission n. 排放estimate v. 评估reverse v. 倒置，转变culprit n. 肇事者；罪犯第六段shift v. 转移；转型deteriorate v. 退化；好转emerge v. 呈现第七段solely adv. 单独complementary a. 互补的curb v. 控制；限定revitalize v. 使强壮；使恢复活机第八段infrastructure n. 基础设施guarantee v. 包管saturate v. 使饱和artery n. 干线；动脉题型阐发：文章题型由两个题型组成：小题目配对+判断题，一个主旨题型一个细节题型。
Chapter10SymbolicInteractionism10章，符号互动论
Chapter 10: Symbolic InteractionismI.Micro-Macro ExtremismII.The Movement Toward Micro-Macro IntegrationIII.Examples of Micro-Macro IntegrationA.George Ritzer: Integrated Sociological ParadigmB.Jeffrey Alexander: Multidimensional SociologyC.Micro-to-Macro ModelD.Biographical Sketch: Randall CollinsE.The Micro Foundations of MacrosociologyIV.Back to the Future: Norbert Elias's Figurational SociologyA.Biographical Sketch: Norbert EliasB.The History of MannersC.Natural FunctionsD.Power and CivilityV.SummaryThe Historical Roots of Symbolic InteractionismSymbolic interactionism, especially the work of George Herbert Mead (1863-1931), traces its roots to two intellectual traditions: pragmatism and psychological behaviorism. Mead adopted from the pragmatists three important themes: (1) a focus on the interaction be tween actors and the social world, (2) a view of both actors and the social world as dynamic processes, and (3) the centrality of actors' ability to interpret the social world. In sum, both pragmatism and symbolic interactionism view thinking as a process. Mead recognized the importance of overt, observable behavior, but expanded the understanding of mental capacities of most psychological behaviorists by stressing the importance of covert behavior. Unlike the r adical behaviorists, Mead believed that there were significant differences between human beings and animals, particularly the human capacity to use language and dynamically created social reality.The Ideas of MeadMead's most widely read work, Mind, Self and Society, gives priority to society over the mind and highlights the idea that the social leads to the development of mental sta tes. To Mead, the mind is a process, not a thing, and is found in social phenomena rather than within individuals. The act is the fundamental union in Mead's theory, and it is represented by four stages: impulse, perception, manipulation, and consumma tion. The basic mechanism of the social act, according to Mead, is the gesture. Mead pays particular attention to one kind of gesture, significant symbols, which make it possible for humans to think, to communicate, and to be stimulators of their own actions.The self occupies a central place in Mead's theory. Mead defines the self as the ability to take oneself as an object and identifies the basic mechanism of the development of the self as reflexivity - the ability to put ourselves into the place of others and act as they act. Mead makes it clear that a self can arise only through social experiences, and he traces its development to two stages in childhood: the play stage and the game stage. During the play stage, children learn how to take the attitude of particular others to themselves, but it is only during the game stage that children learn how to take the roles of many others and the attitude of the generalized other. Mead also discussed the difference between the "I" and the "me" in his theory of the self. The "I" is the immediate response of an individual to the other; it is the unpredictable and creative aspect of the self. The "me" is the organized set of attitude of others that an individual assumes; it is how society dominates the individual and is a source of social control.The Basic Principles of Symbolic InteractionismThe basic principles of symbolic interactionism include the following: (1) human beings possess the capacity for thought, which is shaped by social interaction; (2) people learn meanings and symbols through social interaction; and (3) people are able to modify or alter the meanings and symbols they use in interactions by interpreting the situations they are engaged in.Socialization is one way individuals learn to think, interact with one another, and understand how to use meanings and symbols. Defining the situation is another way that individuals actively engage in creating the social world. Finally, developing a "looking-glass" self helps individuals to perceive and judge the impressions we make on others we interact with.The Work of GoffmanErving Goffman (1922-1982) focused on dramaturgy, a view of social life as a series of dramaticperformances, and he was interested in how the self is shaped by the dramatic interactions between social actors and their audiences. The basic unit of analysis in Goffman's work is a team, which is any set ofindividuals who cooperate in staging a single act or routine. The central theme in his work is impressionmanagement, or the techniques tha t social actors use to maintain particular images of themselves when theyencounter problems during interactions. As a general rule, most individuals feel the need to hide certain things about themselves when they are engaged in a performance. Goffman used the concepts of front stage, personal front, setting, appearance, manner, and back stage to discuss the theater of social life. According to Goffman, fronts tend to become institutionalized and are therefore selected rather than created. Personal fronts consist of appearance, or expressive equipment that tells the audience what kind of role the performer expects to play in a particular situation. The back stage is where actors engage in informal action that is suppressed when on front stage.Goffman also addressed the issue of stigma in his work. Stigmas emerge when there is a gap between a person's virtual social identity and actual social identity. Goffman differentiated between discredited stigmas, which actors assume when their stigmas are evident to audience members (like loss of a nose) and discreditable stigmas, which audience members are unaware of unless an actor discloses this information (like his being infertile.) According to Goffman, we all possess some type of stigma, depending on the situa tions we are in.Later in his career Goffman moved away from symbolic interactionism to the study of small-scale structures or frames. Frames are understood by Goffman as rules that constrain social action and function to organize experience. He also described frames as the rituals of everyday life. Goffman's move toward studying frames and rituals led him away from his earlier cynical view social life and brought him closer to Durkheim's work The Elementary Forms of Religious Life.Criticisms of Symbolic Interactionism and Its New DirectionsSymbolic interactionism has been criticized for relying too much on qualitative methodology an d for failing to incorporate quantitative methodology into its research program. It has also been criticized for being too vague on the conceptual front and for downplaying large-scale social structures. Given its micro-level focus, some have argued that symbolic interactionism is not microscopic enough, because it tends to ignore psychological factors.Symbolic interactionists are currently trying to answer some of these criticisms by integrating micro- and macro-level theories and synthesizing their approach across other fields of study. For example, some scholars are redefining Mead's theory to show that it accounts for both micro- and macro-level phenomena. Others are using role theory as a way to integrate structure and meaning. Some symbolic interactio nists are focusing more attention on culture and are working within cultural studies to examine the role communication technologies play in producing and representing social reality.Symbolic interactionism has changed considerably since its inception. Ac cording to one symbolic interactionist, Gary Fine, the field has fragmented, resulting in greater diversity. It has expanded beyond its concerns with micro-level relations, incorporated ideas from other theoretical perspectives, and been adopted by sociolo gists who would not define themselves as symbolic interactionists.。
形成性评价论文
Application of English Formative Assessment inPrimary School English Teaching中文摘要自2011年我国实行新课程标准以来，形成性评价已在学校广泛推行。
《英语课程标准》提倡传统性评价和形成性评价相结合，达到促成学生进步的目的。
然而至今，我国英语教学评价方式还是过多依赖传统性评价：重结果，轻过程；重知识，轻素质；不利于提高学生的学习积极性和内在动力，阻碍学生在学习上的主动发挥等等。
为促进学生全面发展，增强语言能力，形成性评价在英语教学中将起到举足轻重的作用。
本文旨在通过了解形成性评价的理论概念，结合国内外小学英语教学现状，对传统性评价和形成性评价两者进行研究，并通过举例实验说明两者的优缺点，进而突出形成性评价在其教学中的应用。
关键词: 形成性评价传统性评价英语教学AbstractIn China, the new curriculum standard carried out in 2011.Since then, formative assessment has been widely promoted. The ECS advocates that language assessment should be a combination of formative assessment and summative assessment.However now, English assessment is based on summative assessment. It values result more than process, and values knowledge more than quality. This kind of assessment cannot bring the activity, creativity or initiative of the students into fullplay. In order to promote student study in an-all way development and strength language competence, formative assessment will be an important role in English teaching.Through understanding the theoretical knowledge of formative assessment, this thesis emphasis on research of the strengths and weakness of the formative assessment and summative assessment, in order to embody the important application of formative assessment in primary school English teaching. Keyword: formative assessment, summative assessment English teachingIntroduction （1000字左右）Chapter One Theoretical Framework1.1 The Interpretation of Formative Evaluation1.2 Previous Study of Formative Evaluation1.3The Related Theories and Background1.3.1The theory of Constructivism1.3.2The theory of multiple intelligences1.3.3The theory of Humanism1.3.4The theory of Cognitivism1.3.5 The theory of “zone of proximal development”1.3.6 The theory of attributionChapter Two Research and Design （教学过程）2.1 Research Purpose2.1.1 To promote the school’s teaching and research2.1.2 Be benefit for developing cooperative learning2.1.3 Be benefit for reflect the success in studying process2.1.4 Be benefit for the development of humanism assessment thought 2.2 Research Procedure2.2.1 Research question （去掉）2.2.2 Research subjects2.2.3 Research methods2.3 Data Collection and AnalysisChapter Three The Application of Formative Evaluation3.1 Methods of the Application3.2 The Advantages of Formative Evaluation3.2.1 In the aspect of integrity3.2.2 In the aspect of expansibility3.3 The Suggestions3.3.1 Student’s self-assessment3.3.2 Inspiring students’interest in learning English3.3.3 Protecting students’self-esteem and help to build up confidence ConclusionIntroductionRecent years, English teaching in primary school in our country is becoming more and more important. And in order to students can improve their English level in the round, our country makes the reform about the teaching curriculum. The new curriculum standard is carried out from 2011. Teaching assessment has been an important part of English teaching. Assessment for the whole course and result of teaching is available monitoring. The traditional summative assessment only cares about the learning report, is very simple. Formative assessment is much more pivotal, especially in primary school English teaching.This thesis we will discuss about the application of formative assessment in primary school English teaching, and how to make the assessment in highest effect. We will compare the summative assessment with formative assessment by the real sample, and think out better measure to improve teaching efficiency and all students‟English level.1. Theoretical FrameworkThe concept of assessment and research about assessment both at home and abroad will be reviewed in this chapter. Firstly, the key term formative assessment and summative assessment by illustrating their characteristics will be introduced. Then, it takes a brief look at the current research situation of formative assessment in western countries and ourcountry.1.1 The Interpretation of Formative EvaluationEducational assessment generally concludes summative assessment and formative assessment. Summative assessment refers to the cumulative assessment, usually occurring at the end of a unit or topic coverage, which intends to capture what a student has learned, or the quality of the learning, and judge performance against some standards (Bachaman, 1990; 43). A variety of final examination carried out at the end of a unit, a term, a year or a course are all typical sources of summative data(Chen, 2001).Formative assessment refers to assessment that involves“collecting, synthesizing, and interpreting data for the purpose of providing information students and teachers that are used to improve teaching and learning”(Airasian, 1997;402). We can see that formative assessment is student-centered and development-orient and is more authentic and scientific according to the definitions, functions and features. Formative assessment is featured with its large variety of assessment contents, way, tools, and agents. As for assessment ways, it includes self-assessment, peer-assessment, teachers-assessment and parent-assessment. As for assessment contents, it includes inside and outside classroom learning activities, such as telling stories, Englishplay, role-play, duty report and homework. And it concerns the individual‟slanguage knowledge, language skills, learning attitude, cooperative spirit, independent learning ability and cultural consciousness. As for assessment tools, it includes observation, questionnaire, interview, portfolio. All of these make formative assessment more comprehensive, scientific and individual. Therefore, formative assessment is more objective and humanistic (Gallagher, 1998). And it is helpful for pupils to enhance their confidence and activeness.1.2 Previous Study of Formative EvaluationFormative assessment has been put forward in the year of 1967 by the American review studies‟expert M. Seriven and then was brought into teaching field by American prominent educationist B. S. Bloom. After the concept has been brought forward, lots of researches have been done to discuss formative assessment‟s concept, characters, connotation, necessities and functions towards education. Besides, in out country, the model of “decided by one exam” in education assessment was ingrained before out new century, and the related essays and literature not arose until the end of the 90th. Though it appears very late in China, it develops very rapidly and violently.1.3The Related Theories and BackgroundFormative assessment is the concentrated expression of the modern educational idea, and a great number of ideas are related and even could be treated as the background of formative assessment.1.3.1 The theory of ConstructivismAt the earliest, Constructivism is present by J.Piaget who is a psychologist in Swiss. It believes that students‟ knowledge is not obtained by teachers; however they obtained it in certain situation, with the help of other persons, using necessary learning materials, through the meaning construction. It also believed that study is not a process that students accept knowledge passively, but a process that students construct knowledge framework actively in the process of interaction with the objective environment. In the whole teaching course, students are major, teachers are organizing, guiding and promoting them, promoting into the interaction of learners and learning situation in maximum limit and giving full play to the learners‟ enthusiasm‟ initiative and creativity. So they can complete the meaning of knowledge construction. Education assessment is the same. The main body of assessment would be the student; they should be positive and active assessor, involved in every link of teaching assessment. Formative assessment claims that assessment stimulates the main body‟s participation; evaluates that emotional attitude which is show when learners construct knowledge, that strategy or method and process of knowledge construction which are used, so students will obtain incentive in the learning, produce self-confidence and fulfill feeling. Formative assessment also stressed that students improve self-learning ability should monitor and reflect appropriately by themselves, masterand adjust the suitable learning strategies.1.3.2 The theory of multiple intelligenceThe theory of multipleintelligence is proposed by Garder.H who is the American Harvard university professor, a famous developmental psychologist. This theory pointed out that human intelligence refers to nine parts, such as mathematical logic intelligence, verb language intelligence, visual or spatial relationship intelligence, musical intelligence, kinesthetic intelligence, interpersonal intelligence, self-introspective intelligence, natural intelligence and existing intelligence. And from new angle expounded and analyzed that intelligence‟s existing way and its potential ability to develop and so on. This theory has much influence on the education field. Firstly, it influenced on the thought to student with positive and active by teachers. It thinks that every person has nine intelligences, just that they have different ways and different degree combination. Secondly, it influences that teachers rebuild the thought of intelligence. Thirdly, it helps teachers build new thought about education, emphasize education functionality of assessment, develop and explore the various potential abilities on the students, go to know the real need and expect in the development of students‟ body and heart, help students to know themselves and to set up self-confidence, promote students to develop from the primary level.1.3.3 The theory of HumanismThis theory is based on the humanism psychology, it was proposed by American psychologists A. Maslow and Carl R. Rogers. It emphasized the whole development of learners, and valued that enlightenment of learning potential. Teachers make a good study environment for students, let the students to percept from themselves‟need and understand then realize themselves. Carl R. Rogers thought that the risk of teachers is to teach how to fish, not to grant the fish. In general, risk of teachers is not to teach them knowledge, however to provide the study methods. In the teaching process, the role of teachers is guide for student learning, not the leader.The theory of humanism emphasizes that individual emotion and cognition are mutually unified entirety. Carl R. Rogers thought that the purpose of education is to train talents with cognition and emotion, to emphasis students‟ inner demand and make them accomplish themselves‟demand. Successful education lies in help students to discover learning potential, discover learning motivation, so as to let the students carry on the meaningful learning. So, teaching assessment should provide encouragement and motivation constantly, make the students can see their ability and value and the correct method to study.1.3.4 The theory of CognitivismIn the middle period of 1950s, driven by the research of American educational psychologists both J.S.Bruner and D.P.Ausubel, the theory ofcognitivism developed. They emphasized that learning is a course that learners face to the situational problems, through inner positive knowledge restructuring and later form and develop the construction of recognition.1.3.5 The theory of “zone of proximal development”The former Soviet psychologist Lev Vygotsky proposed the theory of “zone of proximal development”after instructing the relationship between teaching and development. He believed that teachers‟teaching must consider the students existing learning level and so promote their study improvement. This theory pointed out the development of children has two levels, one is existing developing level, another is much higher lever which is achieved by other persons‟ guide and help. However the different between them is zone of proximal development. Lev Vygotsky believed that teaching assessment should not only adapt to the students existing cognitive level, and ensure that the teachers can guide and promote the development of students on the base of the range the students can accept.In the teaching process, the teaching assessment teachers choose should be a process assessment. In every stage of study learning, teachers should know the learning state and development need of students timely, and provide timely guide and help, improve students‟learning ability, promote students realize from the level of the existing knowledgestructure to a situation in higher level, then achieve their development of themselves.1.3.6 The theory of attributionAmerican psychologist B.Weiner did system research to attribution, he divided it to three dimensionalities: inner and external, steady and instability, controllable and incoercible. He also believe that students conducting right attribution is the main element to decide study motivation, and attribution can make people have emotive reaction. If we put the accomplishment become our inner cause, when we success, we will feel satisfied and proud; on the contrary, we will feel guilty and shame. So students in the study course should make right attribution by teacher assessment and self-assessment to their development, in this situation,teachers should use formative assessment to encourage students. No matter success or failure, it is a process, is temporary, should encourage students put vision to long-term and more meaningful wider field.In general, although Humanism, Constructivism and Cognitivism and so on these teaching psychology theory more or less have their defect, but do large construction in the history of the teaching development. If teachers can synthesize the advantages of all theories above, they will create more effective assessment method. In this condition, teachers can not only teach students knowledge, but also provide chance to understandself-need and development, help students realize themselves and develop themselves better, and realize the value and significance of education in the maximum.2.Research and design2.1 Research Purpose2.1.1 To promote the school‟s teaching and researchIn the world today is on the big data period of knowledge economy, knowledge economy age calls for education to reform, and education reform needs education scientific research. English scientific research in primary school is an exploratory activity, also is a kind of activity to inspect the existing rules constantly. The purpose of education scientific research is to improve the teaching quality and teaching efficiency. Formative assessment is benefit for teachers to deepen to grasp the teaching principles and teaching objectives; can promote teachers to improve the ability of organization teaching and designing teaching activities by teaching reflection, so as to improve the teaching quality constantly and promote education scientific research activities at school.2.1.2 Be benefit for developing cooperative learningThe current English teaching curriculum standard encourages cooperative learning; advocates shape good personality in the process of learning English. The record of formative assessment can contain the assessmentof teachers to students observing at ordinary times, individuals and the operations and so on. All these are very conductive to the development of students‟ cooperative learning activities.2.1.3 Be benefit for reflect the success in studying processBecause of the forgetting rate in language learning is very high, even though the thing can be blurt out at that time, it also would be forgot in an instant, and the exam and study always have a length of interval, “one exam decides the future”makes the improvement on learning process hard to embody, so there are part of the students hard to get the rewards for success, and inevitably produce the feeling of pain and no gain, which bruises the students‟ learning initiative greatly, even cause part of students give up Englishlearning. Formative assessment which can continuously give students feedback, makes that learned and done in the class can be get the feedback in time and then students can obtain the joy of success timely.2.1.4 Be benefit for the development of humanism assessment thought Formative assessment which subject is student, creates a relaxed environment for the students, focuses on the development of students and the growth of them. It focuses on the pluralistic evaluation from teachers, students and students‟ parents. By formative assessment we can have good understand about some aspects, such as the language knowledge and skills grasped by students in study course; emotions, attitude, abilityand study strategy which are put up in studying course; the development situation and the developing potential in studying course. In the meanwhile, formative assessment can also help students be self cognition, set up confidence, promote every student have further development on the existing level, transfer students‟learning enthusiasm and initiative fully, then it will cultivate the students‟ interest in learning English, and make students lay a basis on learning English in primary school. In addition, formative assessment can provide more abundant and detailed assessment materials to teachers, students and other related personnel, can assess every student by loosely, openly and multi-level way.2.2 Research Procedure2.2.1 Research questionThere are three questions to research in this chapter: the first one is whether the traditional assessment is always useful for students to learning English; the second one is whether formative assessment can improve the students‟learning efficiency; the third one is what is the advantage and disadvantage between traditional assessment and formative assessment.2.2.2 Research subjectsIn Dongfang primary school, the author teaches two parallel classes in practice for two months. Subjects in this experiment are from these two classes, class one is deemed as the experimental class, and class two isdeemed as the control class.Different assessment methods were applied to the two classes. The traditional assessment was adopted by the control class, including unit testing, mid-term test and final exam. The formative assessment was adopted by the experimental class.2.2.3 Research methodsThe author divided the teaching period in two parts. At the beginning period of the author teaching in this school, in another way, in the first month, we didn‟t make comparison between two classes. We adopted the traditional assessment for two classes in English teaching process. In other words, the author just taught the students for saying the knowledge himself, not asked the students questions and not concerned the students whether or not understanding the English knowledge points. We evaluated students by the small final exam in the end of that month.The following month, the author began the real experiment. We taught the two parallel classes in different assessment method.For class one, in order to understanding the students‟ learningsituation, setting up a relatively complete and fair assessment system to improve the students‟English learning, the author did the surveys about their Englishachievements, learning interest, learning attitude, learning ability and self-management skills before the experiment. The results can help the author understand the students deeply and analyze the causesunderlying. And they are good to develop teaching programs and make suitable assessment tools, contents and standards. There are two surveys. The first survey began at the beginning in order to understand the students‟ present English learning situation. The second survey began at the end of the months in order to analyze whether formative assessment is useful or not, then the surveys‟ results can be compared with each other and some helpful information can be found.For class two, the author taught them English as usual, didn‟t survey about their English learning situation.A paper and a questionnaire about the students‟English learning situation are the main experimental tools by the author.2.3Data Collection and AnalysisThe following form is scores calculated after experiment by the last exam paper.From above information, we can see the English level of the two classes was general and the results were similar. The average scores of the experimental class is 75.2 and that of the control class is 76.3. But there are too many low scores. From the students‟answers on the paper, 38 students cannot dictate the new words well. 31 students cannot listen well.49 students cannot write the compositions well and some students can‟t write a word. Many students made mistakes about grammar and spelling in the compositions. And most students‟ writing is not good. Obviously, the result is not be satisfied. If they go on, they will find it difficult to learn English well in the future and it‟s hard for teachers to carry out teaching plans and finish the teaching tasks.Many questions about the students‟ learning interest, learning attitude and learning habit are designed in this questionnaire. Most of the primary school students of the low Grade are interest in English. English is a new thing for them at this period. But when they get in high Grades, the phenomenon of polarization is more and more obviously. Some students have been changing slowly and are not interest in English any more. From the questionnaire, we can know that most of the students in two classes are interest in English, often review English and can listen to teachers carefully in class, which means the experiment can be carried out. However, only one-third students can answer the questions actively in class, and make study plans, finish the tasks seriously and be active to act and recite the dialogues and texts. What‟s more, few students are active in the group activity and few students read some English magazines, newspapers and use the English dictionaries correctly. Effective measures must be used in English teaching to help the primary students.By the author teaching the two students personal, we can see the wholelearning level of class one is similar as that of the class two at the beginning, but later by changing the assessment method to class one, it had made bigger progress. In other words, we can surely confirm that the formative assessment is better than the traditional assessment. The traditional assessment is one-sided.We can take several characters to state the advantage of formative assessment compared to traditional assessment.(1)Formative assessment can stimulate students study, help students regulate and control studying course that will gain the sense of fulfillment, improve self-confidence and develop the ability of team spirit and self-study. Conduce to teacher can guide students better.However traditional assessment just identifies qualified or not by judge and conclude the study situation of students.(2)The former stresses on learning course, however the latter stresses on result.(3)The subject of formative assessment contains teachers, students, partners and students …parents. However, that of traditional assessment is just only teacher in itself.(4)The contents of formative assessment are language knowledge, language skills, learning attitude, study methods and so on, but that of traditional assessment contains just knowledge and skills.(5)The formative assessment lays particular emphasis on quantitativeanalysis by remark and rank. The traditional assessment however lays particular emphasis on qualitative analysis by school report card.(6) The formative assessment‟s standard is looking at the student whether or not in English study. It is vertical comparison.The traditional assessment‟s standard is assessing studying accomplished level based on the teaching objective.3.The application of formative evaluationThis chapter will present that the application of formative assessment itself, advantages for teaching process and my advises to its future‟s usage. Then the thesis goes full circle as it were by putting forward suggestion, expecting to make recommendations for further research. In the end, the author concludes with a look at the whole study from the aspects of the study design, the application process and the results.3.1 Methods of the ApplicationBy experiment research, the author has learned some lessons and received some useful experience.Firstly, we should know a lot about students, they are so young that we should train them and explain the assessment contents, goals, standards and methods before the experiment. What‟s more, we should know that applying and fulfilling formative assessment is a long and complexprocess. And assessment should be based on curriculum standards for the purpose of improving teaching and learning not for assessment itself. Secondly, the formative assessment should start from the students‟ actual level, be specific, feasible, simple and practical. And it should minimize teachers and students‟ extra burden. Primary English teachers often have a lot of workload, sometimes a teacher teaches four or five classes, and there are many students in a class. And students have to study and have lots of exercise and homework to do. And it can also boost students‟English learning interest.Thirdly, it is not available to assess students just applying only formative assessment. Formative assessment should be carried out in combination with summative assessment. In fact, teachers can combine the records of formative assessment with the final examination results in order to increase the validity of formative assessment.On the background of new curriculum standard, teachers and researchers should reflect and advocate new principles, means and methods of assessment. Currently, formative assessment has become the mainstream assessment method in language education. However, one fact must be paid attention to. It is really a venture because of time and energy. To implement and fulfill formative assessment is a long-term and difficult process, because too much and energy need to be spent on the new assessment tools, methods and procedures. All of the teachers, researchersand students need to think deeply on some existing problems about formative assessment, such as how to connect teaching with assessing closely and how to effectively deal with the contradiction between formative assessment and the summative assessment system. Although formative assessment has a high validity, its reliability is disputable. All of the problems need more attention and concern in the future study and research.3.2 The Advantages of Formative EvaluationAs the example shown in the former chapter, and compared to the traditional summarized assessment way, the formative evaluation enjoys more outstanding advantages and merits, and will improve the students‟linguistic study effectively. It is momentous in the forming of learning with the constructivism, cognitivism. Besides, the conclusion from all of the educational experts from in or out of out country and the transform of the educational system are also the reflections of carrying out formative assessment in the process of the language learning.3.2.1 In the aspect of integrityThe first aspect refers to its long residual action. The formative assessment points to the educational actions happening, and penetrates the whole process of teaching. So it‟s easy for the administrators to find and adjust the problems occur in the process of teaching and at the same time make correct forecast and adjustment. The traditional assessment。
CHAPTER 10英语语言学
渭南师范学院 崔建斌
Modern English Linguistics Studies L 10
语言学与外语教学
Linguistics and Foreign Language Teaching
Weinan Teachers University
现代英语语言学理论
Traditional Grammar
现代英语语言学理论
渭南师范学院 崔建斌
Applied linguistics provides the teacher with a formal knowledge of the nature of Language and Language system, and thus increase his understanding of the nature of Language learning.
现代英语语言学理论
渭南师范学院 崔建斌
Should he teach the general system of the Language, or a part of this es of compiling or choosing textbook? What kind of exercises is most suitable? To answer these questions, the teacher is consciously or unconsciously using his understanding of the nature of Language learning.
渭南师范学院 崔建斌
Structuralist Linguistics
Transformational Generative Grammar in TEFL
论中学语文教师智能结构
一、智能本身的性质
每一种智能代表着一种不同于其它智能的独特思考模式，然而它们却不是独立运
１
作的，而是同时并存、相互补充、统合运作的，智能之间常以复杂的方式共同起作用。 例如，一位优秀的舞蹈家必须同时具备：良好的音乐智能，以了解音乐的节奏与变化； 良好的肢体运作智能，以能够灵活而协调地完成身体的动作：良好的人际智能，以能 透过身体动作来鼓舞或感动观众。
ｎｅｃｅｓｓｉｔｉｅｓ ｆｏｒ Ｃｈｉｎｅｓｅ ｔｅａｃｈｅｒｓ ｉｎ ｍｉｄｄｌｅ ｓｃｈ００１．Ｏｎｅ ｉｓ ｓｈｏｕｌｄ Ｉｒａｎｓｆｏｒｍ ｏｕｒ ｉｄｅａ，
ｔｅａｃｈｅｒ ｓｈｏｕｌｄ ｅｓｔａｂｌｉｓｈ ｔｈｅ ｉｄｅａ ｏｆ“ｓｔｕｄｅｎｔ—ｃｅｎｔｒｅ’：ａｎｄ ｐｒｏｔｍｄｅ ｔｈｅ ｃｒｅａｔｉｖｅ ｅｄｕｃａｔｉｏｎ ａｎｄ ｔｏ ｃｕｌｔｉｖａｔｅ ｓｔｕｄｅｎｔｓ’ｃａｐａｂｉｌｉｔｙ ｉｎ ａｌｌ·ｄｉｒｅｃｔｉｏｎ ｍｉｎｄｓ．Ａｎｏｔｈｅｒ ｐｏｉｎｔ ｉｓ ｔｏ ｉｍｐｒｏｖｅ ｔｅａｃｈｉｎｇ ｍｅｔｈｏｄｓ，ｓｕｃｈ ａｓ ｕｓｉｎｇ ｍｕｌｔｉ－ｍｅｄｉａ ａｐｐａｒａｔｕｓ ｔｏ ｍａｋｅ ｓｔｕｄｅｎｔｓ’ｓｐａｃｅ ａｎｄ ｍｕｓｉｃ ｉｎｔｅｌｌｉｇｅｎｃｅ ｗｉｄｅｒ，ｕｓｉｎｇ ｔｈｅ ｃｏｎｔｅｘｔ ｔｏ ｅｎｃｏｕｒａｇｅ ｓｔｕｄｅｎｔｓ’ｌｅａｒｎｉｎｇ ｉｎｔｅｒｅｓｔｓ ｉｎ ｏｒｄｅｒ ｔｏ ｉｍｐｒｏｖｅ ｓｔｕｄｅｎｔｓ’ｂｏｄｙ－ｓｐｏｒｔ ａｎｄ ｃｏｍｍｕｎｉｃａｔｉｖｅ ｉｎｔｅｌｌｉｇｅｎｃｅ．Ｔｈｅ ｌａｓｔ ｐｏｉｎｔ ｉｓ ｔｅａｃｈｅｒ ｓｈｏｕｌｄ ｐａｙ ｍｕｃｈ ａｔｔｅｎｔｉｏｎ ｔｏ ｓｔｕｄｅｎｔｓ’ｐｒａｃｔｉｃｅ ａｎｄ ｅｘｅｒｃｉｓｅｓ ｅｄｕｃａｔｉｏｎ ｉｎ ｏｒｄｅｒ ｔｏ ｃｕｌｔｉｖａｔｅ ｓｔｕｄｅｎｔｓ’ｎａｔｕｒｅ ｉｎｔｅｌｌｉｇｅｎｃｅ ａｎｄ ｅｎａｂｌｅ ｓｔｕｄｅｎｔｓ ｔｏ ｏｐ ｔｈｅｉｒ ｓｅｌｆ－ｌｅａｒｎｉｎｇ ｉｎｔｅｌｌｉｇｅｎｃｅ ａｎｄ ｅｎｊｏｙ ｔｈｅ“ｆａｉｒ ｏｆ ｉｎｔｅｌｌｉｇｅｎｃｅ”．Ｉｎ ｃｈａｐｔｅｒ ｔｈｒｅｅ，Ｉ ｍｅｎｔｉｏｎ ｓｏｍｅ ｎｅｃｅｓｓａｒｙ ｑｕａｌｉｔｉｅｓ ｉｎ ｏｐｔｉｍｉｚｅ ｔｈｅ ｉｎｔｅｌｌｉｇｅｎｔ ｓｔｒｕｃｔｕｒｅ ｆｏｒ ｉｎｔｅｌｌｉｇｅｎｔ Ｃｈｉｎｅｓｅ ｔｅａｃｈｅｒｓ ｉｎ ｍｉｄｄｌｅ ｓｃｈｏｏｌ ｉｎｃｌｕｄｉｎｇ ｐｅｒｆｅｃｔ ｍｏｒａｌｉｔｙ ｉｎ ｔｅａｃｈｉｎｇ ａｎｄ ｐｏｌｉｔｉｃｓ，ｓｉｎｃｅｒｅｌｙ ｌｏｖｅ ｓｔｕｄｅｎｔｓ ａｎｄ ｔｅａｃｈｉｎｇ ｃａｒｅｅｒ．Ｍｅａｎｗｈｉｌｅ，ｉｔ ｉｓ ａｌｓｏ ｉｍｐｏｒｔａｎｔ ｔｏ ｂｕｉｌｔ ｕｐ ｐｒｏｆｅｓｓｉｏｎａｌ ａｎｄ ｓｙｓｔｅｍａｔｉｃ ｋｎｏｗｌｅｄｇｅ ａｎｄ ｔｏ ｍａｓｔｅｒ ｔｈｅ ｔｅａｃｈｉｎｇ ｓｋｉｌｌｓ ａｎｄ ｕｓｅ ｔｈｅ ｍｏｄｅｍ ｔｅａｃｈｉｎｇ ｔｅｃｈｎｉｑｕｅｓ，ｐｏｓｓｅｓｓ ｔｈｅ ａｂｉｌｉｔｉｅｓ ｏｆ ｓｃｉｅｎｃｅ ａｎｄ ｒｅｓｅａｒｃｈ，ａｅｓｔｈｅｔｉｃｓ ａｎｄ ｃｒｅａｔｉｏｎ．Ｒｅｓｅａｒｃｈ ａｎｄ ｄｅｖｅｌｏｐ ｉｎｔｅｌｌｉｇｅｎｔ ｐｒｅｄｏｍｉｎａｎｃｅ ａｎｄ ｅｑｕｉｐ ｐｒｅｆｅｃｔ ｉｎｔｅｌｌｉｇｅｎｔ ｃｏｎｓｔｉｔｕｔｉｏｎ ｗｉｔｈ ｔｈｅ ｄｅｖｅｌｏｐｉｎｇ ａｌｌ ｋｉｎｄｓ ｏｆｉｎｔｅｌｌｉｇｅｎｃｅ．
剑10 阅读解析整理精编版
剑桥雅思10阅读解析Test1Passage1体裁说明文主题牛科动物结构第一段：牛科概述第二段：分布和体型第三段：共同特征第四段：五种亚科牛亚科第五段：羚羊亚科第六段：羊亚科第七段：鹿羚亚科第八段：叉角羚剑桥雅思10阅读解析试题解析剑桥雅思10阅读解析Test1Passage1 Question 1-3题型：multiple choice题型解析：本题属单选题，注意题目说明：在ABCD中选择正确的。
剑桥雅思10阅读解析Test1Passage1 Question 4-8题型：matching剑桥雅思10阅读解析Test1Passage1 Question 9-13题型：选词填空题型解析：根据题干关键词进行定位，用原文中不超过三个词来回答问题。
剑桥雅思10阅读解析Test1Passage2难度分析：中等文章标题：European Transport Systems 1990-2010 欧洲的交通系统文章话题：交通运输类词汇准备：第一段词性解释conceive v. 设想vigorous a. 精力充沛的；强健的facilitate v. 促进，使便利substantial a. 大量的fleet n. 车队第二段internal a. 内部的frontier n. 边界abolish v. 废除emphasis v. 强调assembly n. 集会；会议第三段candidate n. 候选人haulage n. 货运费inherit v. 继承第四段imperative n. 重要紧急的事integrate v. 合并ambitious a. 有雄心的propose v. 提议nonetheless adv. 尽管如此第五段emission n. 排放estimate v. 评估reverse v. 颠倒，转变culprit n. 肇事者；罪犯第六段shift v. 转移；转型deteriorate v. 退化；恶化emerge v. 出现第七段solely adv. 单独complementary a. 互补的curb v. 控制；限定revitalize v. 使强壮；使恢复生机第八段infrastructure n. 基础设施guarantee v. 保证saturate v. 使饱和artery n. 干线；动脉题型分析：文章题型由两个题型组成：小标题配对+判断题，一个主旨题型一个细节题型。
Chapter10 Pragmatics
❖ While uttering the sentences, some actions are accompanied with them, such as pouring tea or water, opening a window. These kind of sentences are called as Performatives（施为句）. They can not be true or false. E.g. :
❖ How the structure of sentences is influenced by the relationship between the speakers and the hearer.
❖ Pragmatics is sometimes contrasted with semantics, which deals with meaning without reference to the users and communicative functions of sentences.
❖ To him, a sentence in uttering or doing an action has three senses(三分法): locutionary Act, Illocutionary Act, perlocutionary Act
three senses or types of act
❖ 一上校对士兵说“我命令你们开火！”
❖ 这位上校在以言行事，即：发布命令。
Ss explain the performatives what actions are performed
❖ I name this ship the Queen Elizabeth. (an explicit performative)
chapter 10 psychological qualities
需求理论与谈判 4. 获得尊重的需求
本公司同事的敬重（基本的要求） 来自谈判对手的尊重（难得的要求） 保持自尊（做人的本分）
需求理论与谈判 5. 自我实现的需求
取得的利益越大，自我实现满足 程度越高 自我实现并不是以利润为唯一评 判标准（谈判环境和谈判手段）
值得注意的是，商务谈判需要不仅表现为谈判人员个人的需要， 也表现为谈判主体群体或组织的需要。
2 Psychological qualities
• Courage to ask for more
2 Psychological qualities
• Integrity to ask for a win-win solution persistently
2 Psychological qualities
Part 2 Psychological Qualities • Rationality of behaviour
• • • • • • 1 Enlarge and segmenting the pie 2 Perfect standard 3 Diagnosis 4 Dealing with irrational people 5 Consistency 6 Making decisions
• The ability to endure equivocal things
2 Psychological qualities
• The spirit of competition
Summary
• Need Theory
• Qualitபைடு நூலகம்es of an effective negotiator
1. Survival Needs
大学英语跨文化交际chapter10 Intercultural Communication Competence
Skills for Improving Intercultural Competence
Chapter 10 Intercultural Communication Competence
a. Work to Emphasize Areas of Similarity with Others b. Try to Accept Differing Opinions c. Make Your Verbal Messages d. Avoid Dominating Conversations e. Avoid Being Submissive in Conversations f. Be an Affirmer
Chapter 10 Intercultural Communication Competence
Text C The Components of Intercultural Competence
Individual Components of Intercultural Competence : Individual components usually include motivation, knowledge, attitudes, behaviors and skills. Contextual Competence Components of Intercultural
Chapter 10 Intercultural Communication Competence
Individual Components of Intercultural Competence
a. Motivation Motivation includes the overall set of emotional associations that people have as they actually communicate interculturally.
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Approach: Theory of language
• Since MI theory was originally proposed by Gardner in 1993 and its applications in LT have been more recent, it is not surprising that MI theory lacks some of the basic elements. • One lack is a concrete view of how MI relates to any existing L and LL theories. • But MI looks at L of an individual as central to the whole life of the L learner and user. So L is held to be integrated with music, bodily activity, interpersonal relationships, and so on. Language encompasses all aspects of communication.
Effect of MI
• MI has attracted the interest of many educators as well as the general public.
– Schools, teachers and parents all encourage learning that goes beyond traditional ways and recognize learners’ particular gifts and talents by providing particular activities.
– The single factor model correlates higher I (+g) with greater speed and efficiency of neural processing; that is, the higher the G factor in the individual, the greater the speed and efficiency of that individuals brain in performing cognitive operations. If there is not one I but several Is, then one can assume that the speed and efficiency of neural processing will be greatest when a particular I is most fully exercised; that is, if a language learner has a high musical intelligence, that person will learn most quickly when that content is embedded in a musical frame.
Design: Objectives
• No goals are stated for MI instruction in linguistic terms. • But language class serves as the setting for a series of educational support systems aimed at making theቤተ መጻሕፍቲ ባይዱL learner a better designer of his/her own learning experiences. • A learner is both better empowered, more fulfilled, more goal-directed learner than in traditional classrooms and a happier person and language user.
• Bodily/kinesthetic: having a well-coordinated body, something found in athletes and craftspersons • Interpersonal: the ability to be ale to work well with strong in salespeople, politicians, and teachers • Intrapersonal: the ability to understand oneself and apply one’s talent successfully, which leads to happy and welladjusted people in all areas of life • Naturalist: the ability to understand and organize the paterns of nature.
the Multiple Intelligences Model (P116)
• Linguistic: the ability to use language in special and creative ways, which is something lawyers, writers, editors, and interpreters are strong in • Logical/mathematical: the ability to think rationally, often found with doctors, engineers, programmer, and scientists • Spatial: the ability to form mental modes of the world, something architects, decorators, sculptors, and painters are good at • Musical: a good ear for music, as is strong in singers and composers
“G” factor
• A widely accepted view of Intelligence: Group factor/General factor– the ability to deal with cognitive complexity, by which I is seen as a hierarchy with G at the top of the hierarchy and the other aptitudes are arrayed at successively lower level: verbal ability, mathematical reasoning, spatial visualization and memory. But Gardner takes a different view.
Focus of MI
• A focus on individual differences has been a recurring theme in MI movement, as in those m as Individualized Instruction, Autonomous Learning, Learner Training, and Learner Strategies. • Learners are viewed as possessing individual learning styles, preferences, or intelligences. • Pedagogy is most successful when these learner differences are acknowledged, analyzed for particular groups of learners, and accommodated in teaching. • Gardner proposed a view of natural human talents that is labeled the Multiple Intelligences Model, which, as he claims, is culture-free and avoids the conceptual narrowness usually associated with traditional ones.
Approach: Theory of language learning
• L L and use are closely linked to “Linguistic Intelligence”. • L L is also linked to aspects of language such as rhythm, tone, volume, and pitch that are linked to theory of music. • L L has its ties to life through the senses that provide the accompaniment and context for linguistic message to meaning and purpose. • So a multisensory view of language is necessary to construct and adequate theory of language as well as an effective design for LL.
Chapter 10
Multiple Intelligences