New Curriculum-Based English Vocabulary Teaching Approaches For Senior High School

There have been some problems in both vocabulary teaching for teachers and vocabulary learning for students.In light of the new curriculum,this paper summarizes specific presenting methods,memory strategies and ways to revise and consolidate in vocabulary teaching,which may help senior high school teachers in vocabulary teaching.

A Research on Academic English Teaching Mode From the Perspective of CBI

Content-based instruction(CBI)effectively combines language skills with subject.According to CBI teaching concept,teachers can improve students’academic English ability by effectively designing academic English classroom activities.In this paper,the author tries to integrate the teaching idea of CBI in the course of academic English teaching,so as to cultivate students’ability to communicate in academic English.

A PERSONAL UNDERSTANDING OF SOME MAIN TEACHING APPROACHES AND METHODS IN FOREIGN LANGUAGE TEACHING

IntroductionAs theories of language and psychology have developed,new teaching approaches and methods haveemerged to accompany them.The appearance of these approaches and methods has not only met theneeds of contemporary language teaching,but also aroused the interest of the second and foreign languageteachers.Though there have been many controversies among applied linguists and teachers,uniquecharacteristics of each method can be identified.Some methods have been adopted universally.others areconfined to limited areas.Whatever the situation may be.a general review of these approaches andmethods is necessary,in order to get some insights into their nature,strengths and weaknesses.The resultwill hopefully be more effective language teaching.

A practical exploration of primary school Chinese Writing Teaching based on experiential teaching approach--"Underwater World" as an example

In language teaching,the development of writing skills is an important and challenging teaching task.Writing performance is not only related to the vocabulary and syntax that students usually accumulate,but also involves richness in terms of content,which is related to students'experience and perception of context.Descriptive essays are one of the writing genres that include specific understanding and perception of space,time,and context.However,in traditional writing instruction,students usually do not have the opportunity to have a deeper sense of the context of the topic.As a result,students usually have limited expression in the writing process.Therefore,this study explores the application of experiential teaching method in teaching writing in elementary schools by taking the"underwater world"as an example.Based on this,an SVVR learning system was developed and a quasi-experiment was conducted in an elementary school writing classroom to compare the learning effects of this method with those of traditional teaching methods.The results of the study showed that the SVVR-supported experiential teaching method could improve students'writing performance as well as their sense of self-efficacy and self-efficacy.

The Analysis of Lexical Approach in Language Teaching

I.IntroductionThe study of the.lexical approach focuses on the understanding ofa lexical-grammatical unit,which was called lexical phrase by Nattinger and Decarrieo and was called chunks by Michel Lewis.It is a multi-word unit of varying lengths,which has a fixed orrelatively fixed structure and expresses a certain meaning.It is prefabri-cated and frequently used.As a language teacher I think chunks arevery useful in language teaching and the lexical approach is a way of improving my teaching.They make sense in the classroom as they

An Application of Game Teaching Approach in Primary School English Vocabulary Teaching——A Case Study of Wenzhou Jingshan Primary School

Vocabulary is a key to English learning. How to memorize words effectively has become a heated topic among teachers and students. Since primary school is the initial stage of English learning, it is imperative to cultivate students' interest in English and find a useful way of learning vocabulary. The study aims to prove that game teaching approach as a commonly used teaching approach can motivate students' interest and assist English teaching if it is combined with vocabulary teaching properly. In the study, 70 students of Grade four were randomly chosen from Wenzhou Jingshan primary school as the subjects, class 1as the experimental group while Class 2 as the control one. The results show that game teaching approach applied in English vocabulary teaching can help students learn vocabulary more efficiently than traditional vocabulary teaching method.

English Forum on Medical Humanities of SMMU:An interdisciplinary innovative teaching practice

To conform to the college English teaching reform from English for General Purposes (EGP) to English for Academic Purposes (EAP) in the vital transfer era, the Foreign Language Department of Second Military Medical University (SMMU) launched an English for Medical Academic Purpose (EMAP) curriculum with English Forum on Medical Humanities (EFMH), a project-based teaching practice. Based on Rogers' learner-centered humanistic teaching approach which emphasizes students' involvement and experiences in learning, EFMH puts students and their practice in a central place. After four-year exploration and operation, the Forum has developed from a small-scaled embryo into an internationalized, standardized and professionalized event, having produced fruitful outcomes. It is expected that the success of EFMH will provide inspiring experiences and enlightenments for higher medical education in terms of academic English teaching and teachers' responsibilities to foster high-quality medical students.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

An Analysis of Intercultural Foreign Language Teaching Approach

Intercultural Foreign Language Teaching Approach is an effective way of foreign language teaching and suggested to be adopted to promote foreign language teaching in China.This article mainly focuses on introducing Intercultural Foreign Language Teaching Approach including its signif icance and contents.

THE COMMUNICATIVE APPROACH TO THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

1. Introduction In educational theory, as with most things, there exist fashions and trends. Within the field of foreign language teaching the communicative approach is with good reason very fasharable in the west. The name certainly makes it difficult to argue with, who would want to use the ’non-communicative’ approach to teaching a foreign language? The need to communicate in a language is what makes language teaching different from teaching many other subjects. If you study geography, you learn about places, but if you only learn about a language it is not enough.

Humanistic Approach and Affective Factors in Foreign Language Teaching

In foreign language teaching, there appear a lot of approaches. This essay lays special stress on humanistic approach and analyses the influence of some important affective factors on language learning, for the purpose of inviting teachers＇ attention to students＇ emotions in fulfilling their teaching task.

A Brief Analysis About the Function of the Communicative Approach -- It Can Lighten Classroom Anxiety in Foreign Language Teaching

Classroom Anxiety is very common and to some extent it influences students＇ achievements in foreign language learning. So, how to solve this problem in order to help students have a good performance in foreign language learning is a very urgent issue. According to the writer＇s study, communicative approach is an effective method to deal with it.

A Call for the Communicative Teaching of EIB

The teaching approach to EIB （English for International Business） has oeen a prolongeu and controversial issue all over the world. It is true that the economic integration and globalization has long brought different nations much closer than ever before. Teachers of EIB in the east like China, however, still differ, to some extent, from those in the west in their teaching methodology. This article aims to combine the ultimate goal of EIB teaching with the present teaching style of EIB in some Chinese universities and colleges, find the problem that disturbs and even frustrates some Chinese teachers, and suggest a way to cope with the headache.

Lexical Approach to English Teaching

0. Introduction Advances in computer analysis of the English language have shown that lexical patterns are widespread in language use. Some researchers call them "lexical phrases" (Nattinger and DeCarrico,1992) or "lexical chunks" (Lewis, 1993); others use the term "multi-word chunks" or just "chunks"of language. Whatever the terms are, they are characteristic of language use and language acquisition and present advantages for language teaching and learning. The lexical approach to English teaching has received interest in recent years as an alternative to grammar-based approaches. The lexical approach concentrates on developing learners' skills in understanding and using words and word combinations.

The Application of Situational Teaching Approach in Senior Middle School English Class

With the rapid advancing of the new English curriculum reform, English teaching has also been enriched constantlyand many teaching approaches have sprung up. Situational teaching is one of them, as one of the most popularteaching approaches, playing a crucial role in English classroom teaching. This paper is mainly devoted toexploring the origins and development of situational teaching approach, functions as well as ways to apply it tosenior middle school English classes. Moreover, it presents a teaching case of the author in the end. Finally, thispaper tries to seek for feasible and practical ways to improve the teaching efficiency.

Integrating task-based teaching approach into grammar teaching

Task-based teaching approach is a new teaching method which absorbs the achievements of modem language teaching theories. It is supposed to be an effective method in promoting learners＇ language competence. However, empirical studies of its application are rarely found in the field of grammar teaching. This paper tries to integrate task-based teaching approach into grammar teaching in order to probe into its validity and feasibility in grammar teaching.

The Contribution of Blended Teaching Approach to the Promotion of Learner Autonomy

Compared with traditional face-to-face teaching and traditional e-learning model,blended teaching,an innovative teaching method,has drawn teachers’and researchers’attention.In terms of teachers,especially language teachers at the tertiary level are encouraged to use this method for different learning experiences it offers.And much literature research has proved that blended teaching approach can improve students’learning efficiency and effectiveness.Therefore,there is a trend that blended teaching as an alternative approach to traditional classroom teaching should be adopted and popularized.However,on the basis of the authors’personal teaching experiences,the following research questions are put forward:First,in the course of College English,are students in blended teaching approach more engaged in their learning than those in the traditional formats?Second,what are the perceptions of blended teaching approach among both language teachers and language learners?Third,can blended teaching approach really promote learners’autonomy?Bearing these questions in mind,the authors conducted a survey among language teachers and students in Inner Mongolia University of Technology(IMUT),and it comes to a conclusion that the blended teaching approach can help to improve learners’autonomy;however,not in a very positive and motivated way.The underlying reasons for this finding are need investigating further.

The Application of the Whole Language Teaching Approach in College English Teaching and Learning

The goal of College English is to cultivate leamers＇ linguistic competence. There are quite a lot of approaches to make it, if properly applied. This paper intends to present one approach --- the whole language teaching approach in college English teaching. By applying this approach, the emphasis should be laid on the use of language rather than knowledge learning. Also, this paper will present in detail the application of this approach in teaching New Horizon College English.

The Model of Open and Distance Learning for Teaching Indonesian Through Socio-Cultural Approach and Psychological Aspects to Students of Indonesian for Foreign

This study aims to find out the effect of the model of ODL （Open and Distance Learning） for teaching Indonesian for foreign and whether this model of ODL implements socio-cultural and psychological approaches. The students＇ learning of Indonesian for foreign is in so many aspects that it must be considered from both psychological aspects of students＇ language and cultural aspects. The research was carried out on foreign students＇ studying Indonesian language. The research method used action research. ODL model developed this concerning how the students are anxious in foreign language learning and language use in accordance with Indonesian culture. The model of ODL for teaching foreign Indonesian uses the Internet facilities such as email, Skype, VolP, Google Talk, circulating document with comments, chat, forum, CD, audio-video, stream media player, and e-learning system. Based on the results of this study which is that students study the model ODL for teaching Indonesian through socio-cultural approach and psychological aspects and students of Indonesian for foreign improve their ability to use the Indonesian language, students are able to converse fluently in Indonesian in accordance with Indonesian culture

Genre-Based Approach in Business Translation Teaching

Genre-based teaching approach is a pedagogy based on genre and genre analysis theory.Based on this teaching approach,the paper puts forward a three-stage model appropriate for the teaching of business English reading.It develops teaching activities focusing on the schematic structure of a discourse.Its purpose is to make students know that the discourses with different genres have different communicative purposes and discourse structures.Through a theoretical analysis and empirical study of the model,it is concluded that genre-based teaching approach can effectively help students improve their ability of business English reading comprehension.