How can a Student of Non-English Major Find his/her Own Way of Learning English

Analysis of the current situation of non-English majors in learning English.Applied with learning motivation theory,pointing out the factors that influence the efficiency of learning,a set of methods are proposed to help non-English majors find their own way of learning English,in attempt to help them learn English more efficiently.

Different Learning Ways

Lily and Lucy are twins.They are middle school students.They both work hard and① they have different learning ways.Lily is often tired in class.She usually doesn’t listen to the teacher.As the② result,she misses a lot of knowledge points that the teacher makes.So she has to stay up late and doesn’t get enough sleep.

Life’s Language Lessons Ghanaian students look toward learning Chinese as a way to find opportunities

While some struggle to find their path in life. for others, nature aligns things for them. This is what happened to Edward .loseph Yawson, a 26-year-old teaching assistant at the Chinese Section of the Department of Modern Languages, Uni versity of Ghana, Legon, who trusted his intuition when a Chinese language course was offered to him.

Analysis on the Application of Experiential Learning in Junior Middle School English Teaching

With the implementation of the New Standards for English Curriculums and the reformation of the educational system,many teachers have begun to focus on students’learning process and experience.However,the phenomenon of students’passive learning also exists.Facing such situation,it is imperative to change students’learning ways.Experiential learning,as a new way of learning has been widely recognized as an effective approach in learning.Therefore,in order to change students’learning ways,improve their comprehensive English level and learning interest,it is important for teachers to apply the experiential learn ing in English teaching,thus,improving the current situation of junior middle school English teaching.

Effective Ways to Promote Language Learners'Motivation

Motivationis a term both teachers and learners talk about most when they refer to language learning success or failure ( D?rnyei,2001) since there is a strong co-relationship between motivation and language learning ( Horwitz,2013) . Although re-search and theories on the importance and types of motivation are productive, educators still feel having little guidance on how to mo-tivate their students in schooling ( Shernoff,2013) . Here, I would like to introduce some motivational teaching practices, such as providing authentic learning opportunities, fostering student autonomy and creating an emotionally supportive environment, to our language teachers who wish to create engaging learning experiences for ESOL or EFL learners.

Which is the best way to learn a language?

In schools, boys and girls are learning foreign languages. Do you know how many languages there are in the world? There are about one thousand and five hundred. English is one of the most important languages because so many people use it, not only in England and America, but also in other countries

Effective Ways to Improve Students'Interests in English Classes

Interest is the key role in English learning. Thus, English teachers should take effective ways to raise students'interests in teaching classes. Scientific investigation has proved that using effective approaches certainly helps arousing students'interests in English teaching.

名词way的前前后后

英语名词 way 有几个不同的汉语意思,因而其前前后后就有着几种不同的搭配方式。本文拟就名词 way 前面的介词和后面的关系词的选用两个问题提出自己的看法。

The Silent Way Teaching Method

The Silent Way is a language teaching method in which the teacher remains silent much of the time allowing the students to cognitively "work out" the new language. This paper is an attempt to apply SW to English teaching. Meanwhile, it also evaluates the silent way in terms of its characteristics and criticism from the view of language learning theories.

Learning the Hard Way in Jinshan

Denise Noblet的这篇文章有感而发,真情动人,却让人抱憾!她已经离开了上海市金山区的那所学校。回到澳大利亚。而她现在的“接班者”(另一老外)向她倾诉了内心的痛苦。这些痛苦勾起了她对往事的回忆。一个澳大利亚的教师,不远万里,来到中国,向学生传授英语知识,尽心尽力。想方设法。然而,结果并不美好!Denise Noblet在文章中披露了这样一个令人心痛的事实:Once, theywere so naughty that I stormed outside and cried while they laughed at me through the windows. 本文发人深省的一句是:This is not an indictment(本义:控告)on the students, but rather a failing of the Chinese education system.

Humanistic Approaches to Foreign Language Teaching

Some educators and teachers stated that the reason of the major failures in foreign language teaching was that teachers could not help their students to discover the personal meaning of the information they provided. To deal with the problem that students were regarded as containers and classroom learning was dull, humanistic approaches were put forward.

Existing Problems and Solutions on Rural Primary School Language Education

At present,there are still many problems in language teaching in rural primary schools,which will affect the quality of teaching if we don't pay much attention to them.This article focuses on the existing flaws in current language teaching and provides some solutions.

A Case Study on Elementary CSL Learners' Reading Anxiety

This paper reports a case study that explores elementary learners＇ reading anxiety over Chinese as a second language （CSL）. Two elementary CSL learners were chosen as research participants. Lived experience descriptions, think-aloud, retrospective interviews, field observations, and research journal writings were used to investigate the sources of elementary CSL learners＇ reading anxiety and the ways employed to reduce their reading anxiety. The data were analyzed by Moustakas＇ （1994） data analysis procedures, Creswell＇s （2007） three steps, and Bogdon ＆ Biklen＇s （1992） data analysis methods. Results show that elementary CSL learners do have reading anxiety in their reading process and the sources of the anxiety include cross-linguistic differences between English and Chinese expressions, lack of previous knowledge, difficult and complex vocabulary, wrong guesses, and comprehension difficulties. Both participants tried to use strategies such as guessing, looking up words, understanding two character words based on the meaning of each character, skipping and keepitag reading, and using previous knowledge to predict the rest of the text to reduce their reading anxiety. The present study provides both theoretical and pedagogical implications in the field of CSL reading learning and teaching.