This paper is attempted to explore advanced English teaching from perspective of text analysis. It involves the introduction of culture background, the application of genre-based approach, the appreciation of writing ...This paper is attempted to explore advanced English teaching from perspective of text analysis. It involves the introduction of culture background, the application of genre-based approach, the appreciation of writing style and the analysis of textual structure through sample studies.展开更多
TEM-8,which aims at testing students’integrated abilities of English,is more and more highly valued.Advanced Eng-lish,with its core teaching aim of cultivating this ability,should have high-quality teaching and optim...TEM-8,which aims at testing students’integrated abilities of English,is more and more highly valued.Advanced Eng-lish,with its core teaching aim of cultivating this ability,should have high-quality teaching and optimized test as its objectives.Thus the test and the course can bring out the best in each other.展开更多
This paper describes parody as an effective teaching and learning practice in Advanced English course offered to English major juniors and seniors. The objective of this course is to help heighten students towards a m...This paper describes parody as an effective teaching and learning practice in Advanced English course offered to English major juniors and seniors. The objective of this course is to help heighten students towards a more advanced level of English proficiency, and its main preoccupation is doing intensive analyses of carefully selected texts which amount to well-established classics and are characterized with linguistic complexity. To enhance students＇ learning, we embed in the course a practice of parody, which here refers to the creation of an imitative work of an original written work, usually with an attendant comic effect. Upon the completion of each module, students are assigned the task of parodying part of the text, which involves recasting its overall content while retaining formal framework, thus offering students a means of re-paying homage to the excellence of the text. Writing a parody demands great artistry in shaping a creatively simulative work, in fitting exotic content into a local form, and in transplanting new experiential logic into old textual order. The parodies are then peer-reviewed as well as instructor-reviewed. Close observation and survey show that the students have displayed heightened motivation in engaging themselves in the practice and they have benefited greatly from it. Parody proves a particularly fruitful technique in teaching and learning Advanced English, and may also be useful in teaching English writing, since it entitles students to a very unique mode of savoring and wielding the artistic power of the English language.展开更多
This paper presents the basic principles of the interactive approach in reading, which is further adopted in Advanced English teaching. From the analysis, the paper concludes that it is necessary for teachers to insti...This paper presents the basic principles of the interactive approach in reading, which is further adopted in Advanced English teaching. From the analysis, the paper concludes that it is necessary for teachers to instill a sense of culture and genre in Advanced English teaching.展开更多
Based on the theory of stance in interactive linguistics and the corpus of Bridging Cultures,this paper studies the stance-taking of advanced oral English.By using a combination of quantitative and qualitative researc...Based on the theory of stance in interactive linguistics and the corpus of Bridging Cultures,this paper studies the stance-taking of advanced oral English.By using a combination of quantitative and qualitative research to sort out and analyze the advanced oral corpus,the research finding suggests that people mainly use adjectives to express positive and negative stances,followed by nouns and verbs.Among the many grammatical constructions to express stances,“sub+is+adj”is the dominant structure,followed by“adv+adj”.It mainly presents four kinds of stance-taking in advanced oral English based on Bridging Cultures teaching materials:(1)positively evaluation stance-taking;(2)positive attitude stance-taking;(3)negative evaluation stance-taking;and(4)negative attitude stance-taking.展开更多
Advanced English (Zhang & Wang, 1997) is one of the main Intensive English Reading textbooks used in China for English majors. As it is 'Advanced English', it certainly has brought some difficulties to our...Advanced English (Zhang & Wang, 1997) is one of the main Intensive English Reading textbooks used in China for English majors. As it is 'Advanced English', it certainly has brought some difficulties to our teaching. Some teachers feel it hard to teach the book in a communicative approach and so most of the time in class, the teacher talks. Even if there are questions and answers in class, they are often dull and passive, not dynamic. Consequently, the class gets so boring that students think the book impractical and useless. To be a successful teacher of Advanced English , I think we should have some clear and specific focuses in our teaching to ensure the communicative approach. This paper exemplifies the application of the effective focuses in order to evoke instructional conversation and exchange of ideas and emotions through language.展开更多
The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses wi...The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses with 21 hours in total from advanced and fundamental grades in an English department. The classroom observation has been transcribed to analyze the features of teacher talk in various English courses in terms of five dimensions--discourse quantity, questioning types, feedback manners, interactional modification features, and conversation chains, It is found that on average there is significant difference in those five dimensions between fundamental and advanced courses. In terms of discourse quantity, the teacher talk has occupied more than 80% of the total talk amount and the total teacher talk in advanced courses is more than that in fundamental ones; the number of display questions is much more than that of referential questions; evaluative feedbacks are more than discursive ones; all of the teachers prefer to employ confirmation checks to modify students＇ answer, and half of the conversational chains are IRF （Initial-Response-Follow-up） structure while another half are full of complicated chains. The paper then provides some suggestions and implications for EFL teaching in the light of these findings.展开更多
In 1976,Halliday and Hassan put forward the concept of cohesion and coherence theory for the first time in their book English Cohesion and discussed five types of cohesion:reference,substitution,omission,conjunction a...In 1976,Halliday and Hassan put forward the concept of cohesion and coherence theory for the first time in their book English Cohesion and discussed five types of cohesion:reference,substitution,omission,conjunction and lexical cohesion.Some scholars enriched and expanded cohesion and coherence from the perspective of cohesion conditions,phonology,structural relations at the level of meaning and discourse.Predecessors pay much attention to the theoretical discussion,while from the perspective of the theoretical application,the cohesion and coherence theory is used for analyzing the advanced college English textbook to provide the guidance for teachers and students in teaching and learning-teachers can judge and adopt appropriate teaching methods according to the cohesion and coherence theory;Students can understand cohesion and coherence in the text as well as the influencing factors,and adequately use the cohesion and coherence mechanism in listening,speaking,reading and writing.展开更多
This paper suggests a chunk approach to solve the plateau problem among advanced English learners. The paper first discusses the extant problems and then provides a definition of the chunk approach. Based on some rese...This paper suggests a chunk approach to solve the plateau problem among advanced English learners. The paper first discusses the extant problems and then provides a definition of the chunk approach. Based on some research results in cognitive psychology, it analyses the important role that chunks play in language acquisition and production and thus provides a cognitive foundation for implementing the chunk approach in English teaching. The paper also offers a set of classroom activities which can be easily adopted or adapted by other teachers.展开更多
Teaching materials are the concrete embodiment of the course targets and contents.It is also the main medium for teachers and students to carry out teaching activities.Good language teaching materials should be used b...Teaching materials are the concrete embodiment of the course targets and contents.It is also the main medium for teachers and students to carry out teaching activities.Good language teaching materials should be used by learners at different levels in different ways.They also provide an opportunity for teachers to form or create their unique teaching styles.Therefore,the analysis of English teaching materials is particularly important.First,this article introduces the writing purposes which match the requirements of the General English Curriculum Standards and then analyzes the contents of Advance with English in listening,speaking,reading,and writing.The third part discusses the limitations of Advance with English in respect to its practical use.展开更多
文摘This paper is attempted to explore advanced English teaching from perspective of text analysis. It involves the introduction of culture background, the application of genre-based approach, the appreciation of writing style and the analysis of textual structure through sample studies.
文摘TEM-8,which aims at testing students’integrated abilities of English,is more and more highly valued.Advanced Eng-lish,with its core teaching aim of cultivating this ability,should have high-quality teaching and optimized test as its objectives.Thus the test and the course can bring out the best in each other.
文摘This paper describes parody as an effective teaching and learning practice in Advanced English course offered to English major juniors and seniors. The objective of this course is to help heighten students towards a more advanced level of English proficiency, and its main preoccupation is doing intensive analyses of carefully selected texts which amount to well-established classics and are characterized with linguistic complexity. To enhance students＇ learning, we embed in the course a practice of parody, which here refers to the creation of an imitative work of an original written work, usually with an attendant comic effect. Upon the completion of each module, students are assigned the task of parodying part of the text, which involves recasting its overall content while retaining formal framework, thus offering students a means of re-paying homage to the excellence of the text. Writing a parody demands great artistry in shaping a creatively simulative work, in fitting exotic content into a local form, and in transplanting new experiential logic into old textual order. The parodies are then peer-reviewed as well as instructor-reviewed. Close observation and survey show that the students have displayed heightened motivation in engaging themselves in the practice and they have benefited greatly from it. Parody proves a particularly fruitful technique in teaching and learning Advanced English, and may also be useful in teaching English writing, since it entitles students to a very unique mode of savoring and wielding the artistic power of the English language.
文摘This paper presents the basic principles of the interactive approach in reading, which is further adopted in Advanced English teaching. From the analysis, the paper concludes that it is necessary for teachers to instill a sense of culture and genre in Advanced English teaching.
文摘Based on the theory of stance in interactive linguistics and the corpus of Bridging Cultures,this paper studies the stance-taking of advanced oral English.By using a combination of quantitative and qualitative research to sort out and analyze the advanced oral corpus,the research finding suggests that people mainly use adjectives to express positive and negative stances,followed by nouns and verbs.Among the many grammatical constructions to express stances,“sub+is+adj”is the dominant structure,followed by“adv+adj”.It mainly presents four kinds of stance-taking in advanced oral English based on Bridging Cultures teaching materials:(1)positively evaluation stance-taking;(2)positive attitude stance-taking;(3)negative evaluation stance-taking;and(4)negative attitude stance-taking.
文摘Advanced English (Zhang & Wang, 1997) is one of the main Intensive English Reading textbooks used in China for English majors. As it is 'Advanced English', it certainly has brought some difficulties to our teaching. Some teachers feel it hard to teach the book in a communicative approach and so most of the time in class, the teacher talks. Even if there are questions and answers in class, they are often dull and passive, not dynamic. Consequently, the class gets so boring that students think the book impractical and useless. To be a successful teacher of Advanced English , I think we should have some clear and specific focuses in our teaching to ensure the communicative approach. This paper exemplifies the application of the effective focuses in order to evoke instructional conversation and exchange of ideas and emotions through language.
文摘The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses with 21 hours in total from advanced and fundamental grades in an English department. The classroom observation has been transcribed to analyze the features of teacher talk in various English courses in terms of five dimensions--discourse quantity, questioning types, feedback manners, interactional modification features, and conversation chains, It is found that on average there is significant difference in those five dimensions between fundamental and advanced courses. In terms of discourse quantity, the teacher talk has occupied more than 80% of the total talk amount and the total teacher talk in advanced courses is more than that in fundamental ones; the number of display questions is much more than that of referential questions; evaluative feedbacks are more than discursive ones; all of the teachers prefer to employ confirmation checks to modify students＇ answer, and half of the conversational chains are IRF （Initial-Response-Follow-up） structure while another half are full of complicated chains. The paper then provides some suggestions and implications for EFL teaching in the light of these findings.
文摘In 1976,Halliday and Hassan put forward the concept of cohesion and coherence theory for the first time in their book English Cohesion and discussed five types of cohesion:reference,substitution,omission,conjunction and lexical cohesion.Some scholars enriched and expanded cohesion and coherence from the perspective of cohesion conditions,phonology,structural relations at the level of meaning and discourse.Predecessors pay much attention to the theoretical discussion,while from the perspective of the theoretical application,the cohesion and coherence theory is used for analyzing the advanced college English textbook to provide the guidance for teachers and students in teaching and learning-teachers can judge and adopt appropriate teaching methods according to the cohesion and coherence theory;Students can understand cohesion and coherence in the text as well as the influencing factors,and adequately use the cohesion and coherence mechanism in listening,speaking,reading and writing.
文摘This paper suggests a chunk approach to solve the plateau problem among advanced English learners. The paper first discusses the extant problems and then provides a definition of the chunk approach. Based on some research results in cognitive psychology, it analyses the important role that chunks play in language acquisition and production and thus provides a cognitive foundation for implementing the chunk approach in English teaching. The paper also offers a set of classroom activities which can be easily adopted or adapted by other teachers.
文摘Teaching materials are the concrete embodiment of the course targets and contents.It is also the main medium for teachers and students to carry out teaching activities.Good language teaching materials should be used by learners at different levels in different ways.They also provide an opportunity for teachers to form or create their unique teaching styles.Therefore,the analysis of English teaching materials is particularly important.First,this article introduces the writing purposes which match the requirements of the General English Curriculum Standards and then analyzes the contents of Advance with English in listening,speaking,reading,and writing.The third part discusses the limitations of Advance with English in respect to its practical use.
