Interactive Approaches in ESL Teaching and Its Application

Traditionally,second language reading was considered as a simple passive decoding process.However,researchers began to study the issue from the psycholinguistic perspectives,and proposed the interactive approach to ESL reading.In this thesis,a brief review is made concerning the related theories.Some strategies are suggested to improve learners’ability in top-down and bottom-up models.Finally,it is pointed out that these two models interact in the reading process,and therefore the teaching methods should also be applied in good combination to improve reading.

AN INTERACTIVE APPROACH TO READING

Introduction The Sino-British Friendship Scholarship Scheme (SBFSS) is co-sponsored by the Chinese and British governments and Sir Yue-gang Pao in Hong Kong to send Chinese scholars to study in Britain. Each year a large number of candidates are selected by the State Education Commission and dispatched to three intensive language training centres attached to Beijing Languages Institute, Shanghai Foreign Studies University and Chengdu University of Science and Technology for pre-departure ELT training. At the end of the training period, the trainees are required to take the International English Language Testing System (IELTS) test administered by the British side. Here at CUST, we focus on an interactive approach to training, particularly for reading.

Three Approaches to Teaching EFL Reading

Many approaches to teaching reading are available now.However,what these approaches are and how to select one from them is still puzzling many English teachers.The paper analyses three current perspectives on how to teach reading and discusses how these affect the way reading is taught and gives an evaluation of these approaches.

Study of the learner-centered interactive teaching model in the EFL classroom

With the change of the teaching approach, people have realized that language is not only knowledge, but also a skill and ability. Today＇s English teaching should emphasize the college student＇s English comprehensive skills. This paper is intended to introduce the traditional English teaching method, and by using the comparison of the force-feeding mode of English teaching with interactive approach to language pedagogy. It emphasizes the analysis of the modem communicative teaching mode, and it also elaborates the English teacher＇s role in interactive class, and proves the effectivity and feasibility of the theory based on the student-centered mode.

High Performance Hydrophobic Interaction Chromatography-A New Approach to Separate Intermediates of Protein Folding──Ⅰ.Separation of Intermediates of Urea-unfolded α-Amylase

Based on the different hydrophobicities of the intermediates of proteins the various conformational intermediates of the refolding of a-amylase originally denatured with 8.0 mol/L urea solution were separated with high performance hydrophobic interaction chromatography(HPHIC). Compared to the separation of the same intermediates with weak anion exchange chromatography and size-exclusion chromatography the result obtained with HPHIC is the best It would be expected that HPHIC may be a strongly potential tool to separate intermediates of some proteins which cannot be, or cannot completely be refolded by HPHIC.

Prediction Skills and Its Influence on Learners’ Achievement in Reading Comprehension: A Case of Vihiga County, Kenya

Prediction is one of the comprehension processing skills encapsulated by the interactive approach instruction.Prediction skills enable learners to decode the meaning of comprehension passages by making guesses about the contents of texts to be read.Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties.The performance is weaker in comprehension than in grammar sections.Despite this,no study has assessed the nexus between the use of prediction skills and learners’achievement in reading comprehension.This study applied the Solomon Four-Group Design to obtain primary data from 279 primary school learners and eight teachers in 2017.Multiple Linear Regression was used to generate two models,one for the experimental group(Model 1)and one for the control group(Model 2).Results show that the influence of prediction skills on learners’achievement in reading comprehension was statistically significant the experimental group,but insignificant in the control group.However,the influence seemed to be stronger in the experimental than in the control group,which suggests that training English language teachers on how to correctly apply prediction skills is likely to improve learners’achievement in reading comprehension.The study recommends the need to:sensitise teachers to use textbooks cautiously,while supplementing with relevant resource materials;sensitise teachers on the need to guide learners through titles;as well as update the teacher training curriculum by integrating inter alia,new instructional methods based on information and communication technology and entrenching innovation to enable teachers diversify instructional resources.

Genre and culture teaching in Advanced English

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.

Using IQA to Extract Mental Models Concerning Quality Evaluation Factors for Social Networking Services on Smartphones

Although today’s users of mobile phones are afforded increasing control as the popularity and richness of information provided by smartphones increases, how these users make choices and evaluations cannot be explicitly expressed. This study uses an acute observation of designers of technology and aesthetics to conduct a mental-model analysis of smartphones with the purpose of explicitly identifying the differences in the schemas of users. This study also modifies the mental model to evaluate the practicability of the mental model. Hence, this study investigates groups of subjects, comparing freshmen and graduating students froma college of design, and adopts a schematized data collection and analysis approach, Interactive Qualitative Analysis (IQA), to ascertain the relationships between factors and establish a complete user mental model. The study results present 11 primary affinity factors: “Pricing,” “Advertisement,” “User Interface,” “Innovation Functions,” “System Maintenance,” “Privacy,” “Utility Functions,” “Personalization,” “Network Performance,” “Customer Service,” and “Multimedia Contents.” The primary driver in evaluating smartphones is found to be “Pricing” for graduating students and “Privacy” for freshmen. The two groups share the same final effect factor, “Multimedia Contents.” This study has successfully identified differences between the different mental models of the two groups, supporting the method that using IQA to perform a quality evaluation of social networking for smartphones is effective. Consequently, platform developers can understand user demand through a mental model and can design good platform functions to effectively improve users’ experience of smartphones.

Interactive Fault Localization Using Test Information

Debugging is a time-consuming task in software development. Although various automated approaches have been proposed, they are not effective enough. On the other hand, in manual debugging, developers have difficulty in choosing breakpoints. To address these problems and help developers locate faults effectively, we propose an interactive fault-localization framework, combining the benefits of automated approaches and manual debugging. Before the fault is found, this framework continuously recommends checking points based on statements＇ suspicions, which are calculated according to the execution information of test cases and the feedback information from the developer at earlier checking points. Then we propose a naive approach, which is an initial implementation of this framework. However, with this naive approach or manual debugging, developers＇ wrong estimation of whether the faulty statement is executed before the checking point （breakpoint） may make the debugging process fail. So we propose another robust approach based on this framework, handling cases where developers make mistakes during the fault-localization process. We performed two experimental studies and the results show that the two interactive approaches are quite effective compared with existing fault-localization approaches. Moreover, the robust approach can help developers find faults when they make wrong estimation at some checking points.

AN APPROACH TO MATHEMATICAL MODELING OF PIPING SYSTEM WITH FLUID-STRUCTURE INTERACTION

The present paper studies the dynamic pehaviour of a complex piping system containing internal fluid flow.A generalized complex modal decomposition method is proposed for modeling the piping structure.A characteristic impedance transfer matrix of piping flow with a frequency-dependent friction is employed for describing the model of fluid flow,which is coupled to the structural model by means of an approach similar to that used in the structural modal synthesis.The coupled model is practicable for the detecting,monitoring,controlling or predicting of piping vibrations,and for the studying of fluid dynamic characteristics under the influence of structural vibration,also for the diagnosticating of the piping system.

Calculations of heat of solvation by a simple electrostatic approach to molecular interactions

An extremely simple formula to estimate the heat of formation of complexes between an ion and a polar molecule or between highly polar systems is presented.The formula is entirely electrostatic and the expression used is verified by means of perturbation theory.This formula is test- ed for several ion-molecule and molecule-molecule pairs.It is also applied to estimate the heat of hydration of simple salts.

A SOCIAL PERSPECTIVE ON SECOND LANGUAGE DEVELOPMENT AND INSTRUCTION

Currently research on developing socio-cultural and linguistic competence simultaneously in the language classroom is gaining increasing attention from EFL practitioners and curriculum designers. This paper contends that albeit second language learning is a complex phenomenon with different variables concerning the psychological factors of the learners and the socio-cultural elements of the contexts, an interactional approach to second language learning can ensure that a social perspective of second language development and instruction contributes to having a positive effect on the nature and quality of language learning, which activates the autonomous learning motivation and creates diversity in the learning atmosphere.