For countless times in history. people have explored the relationship

between science and classics. The pioneers of the teaching of science

imagined that its introduction into education would remove the

convention, artificiality, and backward-lookingness which were 【M1】__________

characteristic of classical studies, but they were gravely disappointing. 【M2】__________

So, too, in their time had the humanists thought that the study of the

classical authors in the original would banish for once the dull pedantry 【M3】__________

and superstition of mediaeval scholasticism. The professional

schoolmaster was the match for both of them, and has almost managed 【M4】__________

to make the understanding of chemical reactions as dull and as dogmatic

an affair as the reading of Virgil’s Aeneid.

The chief claim for the use of science in education is that it teaches

a child something about the actual universe in which he is living, in

making him acquainting with the results of scientific discovery, and at 【M5】__________

the same time teaches him how to think logical and inductively by 【M6】__________

studying scientific method. A certain limited success has been reached in

the first of these aims, but practically none at all in the second. That 【M7】__________

privileged members of the community who have been through in a 【M8】__________

secondary or public school education may be expected to know something

about the elementary physics and chemistry of a hundred years ago, but

they probably know hardly less than any bright boy can pick up from an 【M9】__________

interest in wireless or scientific hobbies out of school hours.

As to the learning of scientific method, the whole thing is palpably

a farce. Actually, for the convenience of teachers and the requirements

of the examination system, it is necessary that the pupils not only do not

learn scientific method but learn precisely the reverse, that is, to believe

exactly that they are told and to reproduce it when asked, whether it 【M10】_________

seems nonsense to them or not.

Although the first year is really important for language development

in children, major learning continues throughout a child’s early years.

And learning language is the lifelong process. In their first 12 months, 【M1】__________

babies develop many of the foundations that underpin speech and

language development. For the first three years or so, children

understand a lot more than he can say. Language development supports 【M2】__________

your child’s ability to communicate, express and understand feelings. It

also supports thinking and problem-solving, and developing and attaining 【M3】__________

relationships. Learning to understand, use and enjoy language is the

critical first step in illiteracy, and the basis for learning to read and 【M4】__________

write. The best way to encourage your child’s speech and language

development is to talk together frequent and naturally. Talk to your 【M5】__________

baby and treat her a talker, beginning in her first year. Assume she’s 【M6】__________

talking back to you when she makes sounds and babbles, even when she’s

just paying attention to you. When you finish talking, give her a return 【M7】__________

and wait for her to respond—she will!

As your baby grows up and starts to use gestures and words, respond

to her attempts to communicate. For example, if your child shakes her

head, treat that behavior as if she’s saying “No. ” If she points to a toy,

respond as if your child is saying, either “Can I have that?” or “I like 【M8】__________

that. “ When you tune off and respond to your child, it encourages her to 【M9】__________

communicate. You’ll be amazed at so much she has to say, even before 【M10】_________

her words develop.

The relationship between language learning strategy preferences

and English proficiency among students puzzles many English learners.

Language teachers and researchers have long observed that some

learners acquire English as the second or foreign language more quickly 【M1】__________

and effectively than others. The nature of this marking discrepancy 【M2】__________

among learners has captured the attention of practitioners and researchers

worldwide. Over the past four decades, researchers have identified a

number of cognitive, affective, and sociocultural factors such as 【M3】__________

significantly contributing to this variety in second language acquisition. 【M4】__________

From this body of research, language learning strategies consistently

have emerged as a particularly significant variable. LLSs are defined as

“specific actions taking by the learner to make learning faster, more 【M5】__________

enjoyable, more self-directed, more effective, and more transferable to

new situations”. Stated other way, learning strategies are “measures that 【M6】__________

students can take to promote their own learning success”. Although

other scholars within the field of SLA have conceptualized and classified

learning strategies in a variety of ways, Oxford developed the most

comprehensible model to date. Oxford designed a strategy assessment 【M7】__________

survey based on her classification system. This assessment tool, the

Strategy Inventory for Language Learning, is current recognized as the 【M8】__________

most comprehensive instrument for identifying strategy preferences of

language learners. As of 1995, it had been used in over 45 major studies

involving in approximately 8,500 learners worldwide. Research findings 【M9】__________

from these studies involving SILL learning strategies have recurrently

indicated significant variation in learning strategy preferences based a 【M10】_________

number of learner variables, including gender, motivation, setting,

cultural background, attitudes/beliefs, learning styles, and language

proficiency.