Correlation
between English classroom environment of senior high school and learner autonomy
Yang Shiyu (杨世玉), Northeast
Normal University, Heilongjiang
This study
aims to examine the correlation between the perceived English classroom
environment and learner autonomy in senior high school and addresses the
following three research questions: 1) what are senior high students'
perceptions of the English classroom learning environment? 2) what are students’
perceptions of learner autonomy in the English classroom context? 3) what is
the correlation between students’ perceptions of English learner autonomy and the
English classroom environment? A total of 565 students were included in the
sample. A mixed research design of quantitative method and qualitative method
was utilized in the study. The results revealed that 1) senior high students
had favorable perceptions of the English classroom environment; 2) students’ overall
learner autonomy was above the medium level; (3) the English classroom
environment accounted for 57.7 percent of the variance in learner autonomy and
had positive effects on learner autonomy.
Yang Shiyu will graduate from Northeast Normal
University this summer with a master’s degree. She has been admitted into the
Northeast Normal University doctoral degree program. Her research focuses on the
English classroom environment and learner autonomy.
An investigation
of L2 motivational factors, models and strategies in EFL context
Yang Liyang (杨立阳), Columbia
University Teachers College
This paper
identifies, compares and synthesizes models, factors and strategies to answer
three research questions: 1) which model is more applicable in EFL classrooms?
2) what are the major L2 motivational factors in EFL settings? 3) how could
motivational strategies based on different models inform L2 learning and
instruction in EFL classrooms? The answers reveal the nature of L2 motivational
research and provide a pragmatic review of different variables, models and
strategies to EFL practitioners, as well as to those who research motivational
factors. The findings make plain that 1) no model alone could adequately
clarify motivational variables in EFL context; 2) numerous factors from the
teacher and students' stance were identified; 3) there is a practical solution to
guide teachers in EFL classrooms.
Yang Liyang holds an MA TESOL from Columbia University
Teachers College. He has been teaching English to K-12 students for over 8
years. As an active member of the New York State TESOL Association (NYSTESOL),
he has presented (2017, Introducing Interactive Teaching Techniques to a
Chinese English Training Institution—a case study of developing teacher
training program) and participated in multiple conferences in the field. He
currently teaches English to K-12 students in C&F School for International
Communication and Leadership, a K-12 English training institute in southwest
China.
A Probe
into the Class Type of Real-world English Learning in Primary Schools Based on
Project Based Learning
Qin Nan (秦楠), Shangdong Primary School Attached to
Sichuan Normal University
Abstract:
The English Curriculum Standard (2017 edition) puts forward that the general
goal of English curriculum in compulsory education stage is to enable students
to form preliminary comprehensive language use ability, promote mental
development and improve comprehensive humanistic quality through English
learning. Combining with the pace of independent classroom reform in our
school, the purpose is to cultivate students with initiative thinking and
self-learning ability. The author centers on project based learning ,uses
English picture books on various subjects, selects theme picture books of
English language related to students' lives, and constructs a class type of
real-world English learning in primary schools based on Project activities.
Through "independent inquiry", "cooperative learning" and "Life
applying" students are guided to develop their language acquisition and
comprehensive abilities, so as to move towards English education aiming at
students' core literacy.
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