Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teach...Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.展开更多
English speaking has been paid more attention today, especially in the age of globalization. Teachers are attempting to find out more effective methods to enhance the teaching results of English speaking. Facing the g...English speaking has been paid more attention today, especially in the age of globalization. Teachers are attempting to find out more effective methods to enhance the teaching results of English speaking. Facing the great demands and present difficulties of oral English classes, teachers have to conduct more study and practice to find out what roles that an oral English teacher has to take in the oral English classroom. Compared with the traditional teaching role in the English classroom, an oral English teacher has to fulfill more than one role in the classroom teaching so as to provide better learning conditions for students. Lacking more exposure to the real interaction with native speakers, students expect the oral English teacher to be a creator of the language environment. With various teaching and learning activities in the oral English classroom, the teacher has to be a good organizer to ensure every student to achieve improvement. An oral English teacher also has to correct students'language errors while ensuring the smooth progress of the classroom teaching. Only when an oral English teacher make clear what roles he or she has to take in the classroom can he or she achieve effective teaching.展开更多
With the rapid development of modern technology and all-round reform in national college English teaching,Internet-Based teaching mode has become a new trend of college English teaching.Therefore,in the new teaching m...With the rapid development of modern technology and all-round reform in national college English teaching,Internet-Based teaching mode has become a new trend of college English teaching.Therefore,in the new teaching mode,the teacher should turn an inculcator into an instructor,facilitator and participant in teaching;a passive user of textbook into a dominant and modeler of courses;a planner of teaching specific tasks into an organizer of teaching process,a helper and shepherd of learning knowledge.展开更多
“How can I study English in order to make rapid progress?”is a question that I am often asked by my students. They look at me in disbelief when I reply that they should talk to their friends in English, listen to En...“How can I study English in order to make rapid progress?”is a question that I am often asked by my students. They look at me in disbelief when I reply that they should talk to their friends in English, listen to English language broadcasts on the radio,and read English novels for fun in their spare time. I sens that they think such an appxoach to language learning is too straight forward,and as their foreign teacher, I should have a more mysterious, quicker method perhaps something like drinking a magie potion.展开更多
With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourse...With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers' identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.展开更多
The study of the English teachers' language in the L2 classrooms is a very important branch of discourse analysis. However, up till now, much of the research conducted has focused on the linguistic features of tea...The study of the English teachers' language in the L2 classrooms is a very important branch of discourse analysis. However, up till now, much of the research conducted has focused on the linguistic features of teachers' classroom discourse. In present study, a critical point of view is adopted to analyze the social and cultural aspects of the classroom discourse. With the help of CDA (critical discourse analy sis), the relationship between language, power and ideology is deeply explored.展开更多
The primary English teacher's speech acts have major impact on foreign language teaching and learning in primaryschool.Application of teacher,s speech acts in the classroom is actually a kind of selective process....The primary English teacher's speech acts have major impact on foreign language teaching and learning in primaryschool.Application of teacher,s speech acts in the classroom is actually a kind of selective process.From the perspective of SpeechAct Theory,primary English teachers can optimize their speech acts with the strategies of activating the greetings with proper con-text information,standardizing teacher talk,choosing suitable questions,providing appropriate feedback for pupils’classroom per-formances in order to improve the effectiveness of primary teachers,classroom speech acts.展开更多
This paper talks about the different teacher's role between traditional language teaching and task-based language teaching. Atthe beginning we will compare the teacher's role in terms of language theory and la...This paper talks about the different teacher's role between traditional language teaching and task-based language teaching. Atthe beginning we will compare the teacher's role in terms of language theory and language teaching theory. The traditional teaching ob-jective is teaching the grammar. The teacher is the guider of the grammar. In the new English curriculum syllabus, the teaching objectiveis to train students' communicative competence. The teacher is the organizer of the teaching. In the traditional language teaching proce-dure, the teacher is authority and dictator. In the task-based approach, the teacher is equal to the students. In the traditional languageteaching activities, the teaching activities are boring; the teacher is the leader of the class. In the task-based approach, the teacher is thearranger of the task also they are the helpers and cooperators of completing the task.展开更多
There is an ever growing number of part-time teachers in higher vocational education due to the expansion of recruitment of students, especially English teachers. This is raising concerns about how they are managed, a...There is an ever growing number of part-time teachers in higher vocational education due to the expansion of recruitment of students, especially English teachers. This is raising concerns about how they are managed, and supported in their teaching role. In this article, the significance of employing part-time English teachers is discussed.The main findings of a study of good practice in the management and support of part-time English teachers in Guangdong higher vocational education are summarized. Three areas of support are analyzed: college policies and practices; systems for monitoring and evaluation; and formal and informal support measures in departments. The key processes and the problematic issues in each of these three areas are discussed and suggestions are made about the way forward.展开更多
This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting...This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.展开更多
基金“Research on Reading Teaching Mode of Business English Majors From the Perspective of Literature Circles”(Project No.:2021SCG112)Laboratory Opening Project in Quzhou University(Project No.KFXM201808).
文摘Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.
文摘English speaking has been paid more attention today, especially in the age of globalization. Teachers are attempting to find out more effective methods to enhance the teaching results of English speaking. Facing the great demands and present difficulties of oral English classes, teachers have to conduct more study and practice to find out what roles that an oral English teacher has to take in the oral English classroom. Compared with the traditional teaching role in the English classroom, an oral English teacher has to fulfill more than one role in the classroom teaching so as to provide better learning conditions for students. Lacking more exposure to the real interaction with native speakers, students expect the oral English teacher to be a creator of the language environment. With various teaching and learning activities in the oral English classroom, the teacher has to be a good organizer to ensure every student to achieve improvement. An oral English teacher also has to correct students'language errors while ensuring the smooth progress of the classroom teaching. Only when an oral English teacher make clear what roles he or she has to take in the classroom can he or she achieve effective teaching.
文摘With the rapid development of modern technology and all-round reform in national college English teaching,Internet-Based teaching mode has become a new trend of college English teaching.Therefore,in the new teaching mode,the teacher should turn an inculcator into an instructor,facilitator and participant in teaching;a passive user of textbook into a dominant and modeler of courses;a planner of teaching specific tasks into an organizer of teaching process,a helper and shepherd of learning knowledge.
文摘“How can I study English in order to make rapid progress?”is a question that I am often asked by my students. They look at me in disbelief when I reply that they should talk to their friends in English, listen to English language broadcasts on the radio,and read English novels for fun in their spare time. I sens that they think such an appxoach to language learning is too straight forward,and as their foreign teacher, I should have a more mysterious, quicker method perhaps something like drinking a magie potion.
文摘With a Critical Discourse Analysis approach, this essay reveals four types of discourses: discourse of examination, instruction, technology and regulation. Based on the analysis of power relation among those discourses, a vivid picture of teachers' identity at training-school has been clearly sketched. That is, teacher at training-school is a puppet acting as not only the transmitter of specific knowledge, but also the supervisor of rules and spokesman of institution.
文摘The study of the English teachers' language in the L2 classrooms is a very important branch of discourse analysis. However, up till now, much of the research conducted has focused on the linguistic features of teachers' classroom discourse. In present study, a critical point of view is adopted to analyze the social and cultural aspects of the classroom discourse. With the help of CDA (critical discourse analy sis), the relationship between language, power and ideology is deeply explored.
文摘The primary English teacher's speech acts have major impact on foreign language teaching and learning in primaryschool.Application of teacher,s speech acts in the classroom is actually a kind of selective process.From the perspective of SpeechAct Theory,primary English teachers can optimize their speech acts with the strategies of activating the greetings with proper con-text information,standardizing teacher talk,choosing suitable questions,providing appropriate feedback for pupils’classroom per-formances in order to improve the effectiveness of primary teachers,classroom speech acts.
文摘This paper talks about the different teacher's role between traditional language teaching and task-based language teaching. Atthe beginning we will compare the teacher's role in terms of language theory and language teaching theory. The traditional teaching ob-jective is teaching the grammar. The teacher is the guider of the grammar. In the new English curriculum syllabus, the teaching objectiveis to train students' communicative competence. The teacher is the organizer of the teaching. In the traditional language teaching proce-dure, the teacher is authority and dictator. In the task-based approach, the teacher is equal to the students. In the traditional languageteaching activities, the teaching activities are boring; the teacher is the leader of the class. In the task-based approach, the teacher is thearranger of the task also they are the helpers and cooperators of completing the task.
文摘There is an ever growing number of part-time teachers in higher vocational education due to the expansion of recruitment of students, especially English teachers. This is raising concerns about how they are managed, and supported in their teaching role. In this article, the significance of employing part-time English teachers is discussed.The main findings of a study of good practice in the management and support of part-time English teachers in Guangdong higher vocational education are summarized. Three areas of support are analyzed: college policies and practices; systems for monitoring and evaluation; and formal and informal support measures in departments. The key processes and the problematic issues in each of these three areas are discussed and suggestions are made about the way forward.
文摘This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.
