The measurement of meaning

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

打磨Using Language,倡导新理念

Child psychiatrists, pediatricians, and other child clinicians need to have a solid understanding of child language development. There are at least four important reasons that make this necessary. First, slowing, arrest, and deviation of language development are highly associated with, and complicate the course of, child psychopathology. Second, language competence plays a crucial role in emotional and mood regulation, evaluation, and therapy. Third, language deficits are the most frequent underpinning of the learning disorders, ubiquitous in our clinical populations. Fourth, clinicians should not confuse the rich linguistic and dialectal diversity of our clinical populations with abnormalities in child language development. The challenge for the clinician becomes, then, how to get immersed in the captivating field of child language acquisition without getting overwhelmed by its conceptual and empirical complexity. In the past 50 years and since the seminal works of Roger Brown, Jerome Bruner, and Catherine Snow, child language researchers (often known as developmental psycholinguists) have produced a remarkable body of knowledge. Linguists such as Chomsky and philosophers such as Grice have strongly influenced the science of child language. One of the major tenets of Chomskian linguistics (known as generative grammar) is that children’s capacity to acquire language is “hardwired” with “universal grammar”—an innate language acquisition device (LAD), a language “instinct”—at its core. This view is in part supported by the assertion that the linguistic input that children receive is relatively dismal and of poor quality relative to the high quantity and quality of output that they manage to produce after age 2 and that only an advanced, innate capacity to decode and organize linguistic input can enable them to “get from here (prelinguistic infant) to there (linguistic child).” In “Constructing a Language,” Tomasello presents a contrasting theory of how the child acquires language: It is not a universal grammar that allows for language development. Rather, human cognition universals of communicative needs and vocal-auditory processing result in some language universals, such as nouns and verbs as expressions of reference and predication (p. 19). The author proposes that two sets of cognitive skills resulting from biological/phylogenetic adaptations are fundamental to the ontogenetic origins of language. These sets of inherited cognitive skills are intentionreading on the one hand and pattern-finding, on the other. Intention-reading skills encompass the prelinguistic infant’s capacities to share attention to outside events with other persons, establishing joint attentional frames, to understand other people’s communicative intentions, and to imitate the adult’s communicative intentions (an intersubjective form of imitation that requires symbolic understanding and perspective-taking). Pattern-finding skills include the ability of infants as young as 7 months old to analyze concepts and percepts (most relevant here, auditory or speech percepts) and create concrete or abstract categories that contain analogous items. Tomasello, a most prominent developmental scientist with research foci on child language acquisition and on social cognition and social learning in children and primates, succinctly and clearly introduces the major points of his theory and his views on the origins of language in the initial chapters. In subsequent chapters, he delves into the details by covering most language acquisition domains, namely, word (lexical) learning, syntax, and morphology and conversation, narrative, and extended discourse. Although one of the remaining domains (pragmatics) is at the core of his theory and permeates the text throughout, the relative paucity of passages explicitly devoted to discussing acquisition and proBOOK REVIEWS

Constructing a language: A usage-based theory of language acquisition

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

\n Eighty Japanese learners of English as a foreign language encountered 40 target words in one of four experimental conditions (three encounters, six encounters, three encounters with talker variability, and six encounters with talker variability). A picture-naming test was conducted three times (pretest, immediate posttest, and delayed posttest) and elicited speech samples were scored in terms of form-meaning connection (spoken form recall) and word stress accuracy (stress placement accuracy and vowel duration ratio). Results suggested that frequency of exposure consistently promoted the recall of spoken forms, whereas talker variability was more closely related to the enhancement of word stress accuracy. These findings shed light on how input quantity (frequency) and quality (variability) affect different stages of lexical development and provide implications for vocabulary teaching.

The effects of talker variability and frequency of exposure on the acquisition of spoken word knowledge

Effects of benchmarking and peer-assessment on French learners' self-assessments of accentedness, comprehensibility, and fluency

Visual cues and rater perceptions of second language comprehensibility, accentedness, and fluency

Are certain types of instruction better for certain learners


This study examined listeners’ evaluations of first (L1) and second language (L2) English speech in work-related contexts. Ninety-six English-speaking listeners from Calgary rated audio recordings of 12 English speakers (6 L1 English, 6 L1 Tagalog) along three continua capturing one professional (competence), one experiential (treatment preference), and one linguistic (comprehensibility) dimension. The audio recordings additionally differed in terms of job prestige (high vs. low) and performance level (high vs. low). Compared to English speakers, Tagalog speakers were rated as less competent and comprehensible overall, and listeners wished to be treated more like the clients in scenarios recorded by English than Tagalog speakers, with all effects magnified for speakers with heavier foreign accents. Nonetheless, listeners generally evaluated English and Tagalog speakers similarly in low-prestige and in low-performance scenarios, but rated low performance less negatively in low-prestige positions. Findings demonstrate highly nuanced accent bias in work-related contexts.

Disentangling professional competence and foreign accent

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