时间：2017年5月11日晚18:30
地点：东五201
A Study on Preschool Children’s Number Word Acquisition and Quantifier Acquisition
杨美玲
Abstract: Young children’s numerical thinking is complex and intriguing. A substantial body of research has been carried out to investigate how children acquire the first few number words. Studies of the similarities between number words and quantifiers provided the possibility that number words and quantifiers may be processed in the same system and quantifier knowledge may promote the process of conceptual change recruited in number word acquisition. The first purpose of this paper is to investigate whether children’s number word knowledge and quantifier knowledge is yoked together. The second purpose of this paper is to examine whether there exists common potential factors affecting number word acquisition and quantifier acquisition.
Key words: preschool children; number word acquisition;quantifier acquisition
The Tongue-Twister Effect in Reading Chinese
林宽
Abstract:Two studies demonstrate a visual tongue-twister effect (TTE) in Chinese and add support to the assumption that reading in any writing system engages a phonological memory system. Experiment 1 showed that for both oral and silent reading, subjects took longer to read texts with repeated initialphonemes (IPs) than to read control stories with mixed IPs. Experiment 2 verified the phonemicnature of the TTE in a dual task situation in which subjects had to retain a string of digits whilereading a sentence. The results showed a specific-phoneme interference such that subjects tooklonger to read the texts when digits and words had the same IPs than when they had differentphonemes. Both studies provide evidence that the source of the TTE in both Chinese and Englishis phonological interference rather than visual confusion. They confirm the highly general natureof phonological involvement in skilled sentence reading.
Key words:Tongue-Twister Effect; Chinese; Phonological awareness
Learner Agency in the Program for Interdisciplinary English Talents-- A Sociocultural Perspective
代凤菊
Abstract: The Program for Interdisciplinary English Talents, implemented since 2002, has been an important English language education policy in China which merits serious study in the language policy and planning (LPP) framework. The role of language teacher agency in LPP enactment and implementation at the micro-level has received increasing attention in the literature. Under-addressed in this context, however, is the role of the learner and the extent to which learner activity can be agentive. Seeking to address this situation, this paper focuses on learner agency in the Program for Interdisciplinary English Talents in China to understand its current and potential impact and the factors which shaped the impact with the combination of qualitative and quantitative research methods. The qualitative analysis is complemented by NVivo 8. And the quantitative analysis is complemented by SPSS 20. Understanding learners’ perceptions and experiences of this English education policy is important because it is the learners who interpret and to some extent decide its realization on the ground. The research about the practice of the Program in this institution can illustrate the need for new work on the practice of language policy in the micro level to assist policy makers, institutions and teachers to implement the policy better. It concludes that learner agency can be drawn upon in micro planning and policy-making and learner agency should be given more prominence in LPP research and literature.
Key words: learner agency; interdisciplinary English talents; sociocultural
外语学院研究生科
外语学院研究生会
2017年5月8日
