On the Teaching Design of Graduates’EAP Course:Enhancing Language Proficiency and Critical Thinking Skills

This paper explores the integration of the bridge-in,objectives,pre-assessment,participatory activities,post-assessment and summary(BOPPPS)teaching model within the context of the post-graduates Academic English course.It discusses how this structured approach can effectively enhance students’language proficiency,foster critical thinking skills,and align with the multifaceted objectives of advanced English language education.The study provides a detailed examination of each BOPPPS component as applied to the post-graduates Academic English curriculum,supported by theoretical underpinnings and practical implications.

Critical language awareness and English language teaching

Critical Language Awareness (CLA) is an approach to language teaching based on a critical sociocultural theory of language and critical discourse analysis. CLA has a great relationship with English language teaching, but there are few articles talking about it. So the author here will present her understanding of the relationship between CLA and English language.

Language Awareness and Second Language Learning:A Critical Review

Beginning with the history,definition and levels of Language Awareness,this paper reviewed and analyzed two views:1) Language awareness is one necessary condition in language learning,or 2) Language learning can be achieved without Language Awareness.It pointed out the problems existing in these studies:1) Limitations in sample choice,concerning the adult beginning learners instead of the learners in different learning stages;2) Limitations in methodology,preferring cross-sectional researches to longitudinal case studies;and 3) Limitations in material choice,focusing on "word" level rather than other levels or aspects of language learning.This paper argued that language awareness is dynamic in the whole process of language learning.

Reflections on Cultivating Critical Thinking in Foreign Language Courses in the Context of Integrating Ideological and Political Theories in All Courses

The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral education.Learning a language is not just about mastering its language form but also about critically examining the cultural connotations and thinking patterns embedded within it.Therefore,cultivating students’critical thinking skills should be a key focus in foreign language education.First,this paper examines the importance of fostering students’critical thinking in foreign language courses.Second,considering the characteristics of Chinese college foreign language courses,we propose that if we want to cultivate critical thinking among students through foreign language courses,we need to effect pattern transformations across four aspects:teaching philosophy,teaching content,teaching methodology,and teaching evaluation.These transformations also present requirements for foreign language teachers.They should focus on enhancing their comprehensive literacy,including ideological and political literacy,teaching design skills,and the ability to integrate teaching materials with logical thinking.And China’s Standards of English Language Ability(the CSE)serves as an important reference indicator for implementing these transformations.

A Critical Discourse Analysis of Cyberbullying Language Based on Text-mining Techniques——A Case Study of Prince Harry and Meghan Markle

With the development of AI,a large amount of cyberbullying language flooded into the Internet.Cyberbullying language damages the online environment and causes mental harm to the victims of online bullying.Many researchers,therefore,have paid much attention to the problem.This study collected online comments targeted at Prince Harry and Meghan Markle as a corpus and then analyzed text data based on Critical Discourse Analysis by using text-mining tools to explore the factors that contribute to the social ideological effects of the cyberbullying language.The research results show that cultural differences,prejudice,or social exclusion due to race or gender form cyberbullying on social media.

The Research on Cross-Cultural Critical Thinking in English Teaching: A Pedagogical Paradigm Within the Ideological and Political Course Framework

The conflation of linguistic competencies with ideological and political educational paradigms presents unique opportunities and challenges for English language teaching(ELT)in our increasingly interconnected world.This research seeks to address the role of cross-cultural critical thinking within the landscape of English pedagogy,framed by the imperatives of ideological and political education.Employing a multi-method approach,including thematic content analysis and action research,the study proposes a pedagogical model designed to integrate transcultural discourse and ideologically reflective practices into the conventional ELT curriculum.This paper argues for a reimagined approach to teaching English that encourages students to engage with diverse cultural perspectives and develop a nuanced understanding of global issues.

Research on China Third Language Learners＇ Metalinguistic Awareness

This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.

A Critical Review of Critical Period Hypothesis in Second Language Acquisition

The researches on Critical Period Hypothesis(CPH) aims to explain the importance of the age factor in the process of learning a second language.In this essay,a critical review of the theoretical issues and empirical research on the CPH will spread out.Meanwhile,the discussion of implication and limitation of the CPH research will be concerned as well.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

A Critical Review on Language Learning Strategies and Implications for College English Teaching

This paper reviews the current developments of language learning strategy researches in the world, both approval and critical voices on the issue of strategy instruction. Then it summarizes the current developments of learning strategy instruction in China. It indicates college English teachers should model learning strategy and make the instruction explicit. Students are advised to be active in seeking for strategies suitable for themselves through their own exploration and reflection.

Critically Evaluate Foreign Language Teachers Training in Culture and Intercultural Communication

The aim of foreign language teaching in the contemporary is to develop foreign language talents who own intercultural competence.Thus,it is necessary to improve teachers’cultural quality and intercultural awareness.The paper explores some relevant training courses on culture and intercultural awareness,and discusses the deficiency of these courses.

A Reflection on the Critical Period Hypothesis in Second Language Learning

This paper reviews the second language (hereafter L2) acquisition hypothesis and theories, examines the Critical Period Hypothesis, and, taking English as an example, briefly discusses the problems confronting Chinese adult L2 learners.

A Study on the Lack of Junior Middle School English Teachers’Language Awareness

This paper aims to take 20 Haikou XX Middle School English teachers as research subjects to investigate their language awareness by a questionnaire.According to the data,it can be seen that they seldom apply linguistic knowledge in classroom teaching.Their phonetic appearances are poor and pay too much attention to grammar teaching.Also,they rarely teach social cultural knowledge during teaching.And they still have a teacher-centered teaching concept.In case of enhancing their language awareness,teachers should change the tendency of paying too much attention to grammar and vocabulary knowledge,prevent the tendency of excessive emphasis on imitation,and advocate the learning model which combines language knowledge teaching and skills training.What’s more,teachers should cultivate students’cultural awareness and combine language and culture in teaching English.Finally,teachers should establish a student-centered teaching concept,and help students develop positive emotions to learn English.

Providing Global Awareness in Distributed Dynamic Systems

The paper investigates applicability of the developed high-level model and technology for solution of diverse problems in large distributed dynamic systems which can provide sufficient awareness of their structures,organization,and functionalities.After the review of meanings of awareness and existing approaches for its expression and support,the paper shows application of the Spatial Grasp Model and Technology(SGT)and its basic Spatial Grasp Language(SGL)for very practical awareness solutions in large distributed dynamic systems,with obtaining any knowledge from any point inside or outside the system.The self-evolving,self-replicating,and self-recovering scenario code in SGL can effectively supervise distributed systems under any circumstances including rapidly changing number of their elements.Examples are provided in SGL for distributed networked systems showing how in any node any information about other nodes and links,including the whole system,can be obtained by using network requesting patterns based on recursive scenarios combining forward and backward network matching and coverage.The returned results may be automatically organized in networked patterns too.The presented exemplary solutions are parallel and fully distributed,without the need of using vulnerable centralized resources,also very compact.This can be explained by fundamentally different philosophy and ideology of SGT which is not based on traditional partitioned systems representation and multiple agent communications.On the contrary,SGT and its basic language supervise and control distributed systems by holistic self-spreading recursive code in wavelike,virus-like,and even“soul-like”mode.

Comprehensive Review on “Critical Period Hypothesis” and the Role of Age in Second Language Learning

The essay makes comprehensive literature review and analysis on various scientific experiments and research about the role of age in second language learning. Moreover, the introduction and analysis of"Critical Period Hypothesis"and its relevant research in second language acquisition has been presented in order to put forward some scientific implications for second lan guage learning and instruciton in the context of China.

Cultivating Students' Cultural Awareness in Foreign Language Teaching

Many foreign language teachers are often wondering why their students cannot avoid some mistakes in their writing assignment and oral presentations though the grammatical rules and phrases are quite familiar to them. On the other hand students also complain about the boredom of learning English."What is the use of learning English besides taking exams?"they often ask. In this paper the author is going to discuss language learning and teaching from the cultural perspective. By discussing the importance of culture teaching, the author intends to help both the teachers and the students to get out of their bewilderment. Some useful suggestions will be shared at the end of the paper, aiming to offer some practical and concrete guidance to both the students and my co-workers.

A Review: Language Awareness from the Perspective of Vocabulary Variation and Change

Language awareness refers to the consciousness of what language is and how language works.The process of establishing or developing language awareness should be a discovery of language use by learners themselves,maybe under the guidance of teachers.In this way,language awareness is considered not only as a linguistic term,but also a pedagogical approach.Just like society,change is also constant in the world of language.This paper aims to provide a reflection on language awareness from the angle of vocabulary variations and changes.

A Critical Evaluation on Grammar Translation Method in Language Teaching and Learning

The teaching method is one of the most important factors in achieving language education goals.This article mainly pres⁃ents a critical evaluation of the Grammar Translation Method(GTM)in language teaching and learning.GTM is the traditional teaching method,which focuses on the second language(L2)grammar and the medium of this instruction is using first language(L1).Based on the experience of learning language and other scholars’views,this paper explores the critical evaluation of GTM and makes suggestions for teachers who apply GTM in the class.