Dòng Nội dung
1
中国成人英语学习者内隐学习实证研究. /c盖淑华, 文秋芳. // Foreign language teaching and research. 2013, Vol. 45, No.4. // 外语教学与研究 2013, 第45卷.第4期
2013.
tr. 557-567.

Is implicit learning possible for adult SLA learners? Williams (2004, 2005) and Leung & Williams (2011) offered empirical evidence that learning without awareness appears to be feasible; yet replication studies have produced contradictory results. The present study revisited and extended Leung and Williams’s (2011) study by using a hybrid design to gather online data at the stage of encoding and testing phase as well as offline data after the experimental exposure. Some methodological changes were implemented to adapt to the Chinese EFL context. The quantitative analyses of the data drawn from a series of 3 experiments involving 108 Chinese EFL participants have revealed that, at the online stage, learners without awareness show learning by significant difference in reacting time to the violated items, at the off-line stage, learners without awareness appear capable of selecting the correct determiner- noun combination when required to do so from options of animacy information. From this a conclusion can be drawn that Chinese EFL learners, given abundant exposure, can acquire grammatical rules implicitly.
2
目标在外语课堂即时形成性评估中的动态变化特征及方式 = Dynamic patterns of goals in real-time formative assessment in foreign language classrooms. / YANG Hua;WEN Qiufang. // Foreign language teaching and research. 2014, Vol. 46, No.3. // 外语教学与研究 2014 第46.第3
2014.
tr. 389-400.

Adopting Grounded Theory and classroom Discourse Analysis,this study explores dynamic changes in the goals of real-time Formative Assessment(FA)by 28-hour natural classroom data from six university EFL teachers.The paper describes two types of event goals:knowledge goals and communication goals;and three dynamic patterns of the interactive goals:planning,responding and the combined.It is found that classroom real-time FA is a dynamic and formative process.Its dynamics arises from a joined force between the event goal and the students’ constantly changing needs;its formativity is embodied in the way how the event goal shapes the interaction process and how the interactive goals cater to students’ needs.