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.

The Dynamic Interplay Between Language Motivation and English Speaking Fluency:Implications for Effective Teaching Strategies

In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.

On the Correlations among Affective Variables,Learning Strategies and Language Proficiency

Affective variables and learning strategies are two important factors that influence language proficiency. In the investigation conducted by the author,there is no sure causal connection being found among the three factors. Further,affective variables seems prevail over learning strategies of the influence on language proficiency and it is the primary element in language study process.

The Effect of Language Proficiency on the Teaching Knowledge Acquisition of English Student Teachers——Comparison of Three Repetitive Lessons

Based on the framework of classroom teaching learning process analysis, this study explores the relationship between language proficiency and the acquisition of teaching knowledge in the sample of three English repetitive lessons in senior high school by two English student teachers. After quantitative and qualitative analysis, it was found that the higher the level of language, the greater the improvement of teaching knowledge;the student with high language level has made rapid progress in teaching design, slow progress in teaching management and student learning, while the progress of the student with low language level is slow in all aspects. This study has important reference value for pre-service foreign language teacher education.

The Relationship Between“Form-focused Approach”and “Language Proficiency”

In recent years,language researchers and teachers are paying more attention to form- focused language teaching approach. Second language teaching developed from an extreme of Focus of Forms to another extreme of Focus on Meaning. After the failure of two extremes,researchers synthesize the advantages and disadvantages of both methods and show more interests in Focus on Form( Hereinafter referred to as "F on F"). A good deal of scholars from all over the world start doing further researches into F on F. However,related studies of the relationship between Fon F and Language Proficiency are deficient. Based on the previous theories and researches of F on F,this article talks about the definitions of F on F and Language Proficiency respectively and analyses the relationship between F on F and Language Proficiency. Moreover,the author comes up with some problems existing in language teaching in current China and throws a sprat to further researches.

Pragmatic Transfer and Foreign Language Proficiency A Study Based on Chinese EFL Learners ＇ Refusal

The present study is designed to investigate the relationship between pragmatic transfer and foreign language proficiency so as to test the hypotheses of previous researchers on this issue.The result indicates that evidence of pragmatic transfer exists in the refusals of learners’English at all three proficiency levels.Furthermore,pragmatic transfer increases as learners’proficiency increases.This phenomenon is possibly related to the traditional English teaching mode in China which put much attention to grammar and form instead of communicative and pragmatic competence development.To solve such problem,pragmatic instruction of English need be advocated:learners’pragmatic awareness should be developed as early as possible and pragmatic knowledge need be added all through the process of language teaching.

Influence of English Proficiency on Postgraduate Students＇ Use of Language Learning Strategies

This study investigated the use of language learning strategies by a group of postgraduate students in a Chinese university. The emphasis was on the influence of L2 （second language） proficiency on learners＇ strategy use, aiming to look at how proficiency affects the use of LLS （language learning strategies） among postgraduate students learning EFL （English as a foreign language）, and to reveal some distinctive features in postgraduate students＇ use of learning strategies. Findings from this study have suggested a number of implications for the classroom teaching. Teachers should recognize that some strategies might be more suited to some learners than to others due to individual differences. Learners needed further training in the use of all learning strategies

Foresights, Expectations and Implications of China＇s Foreign Language Proficiency Scaling and Rating Framework

Referring to the well established foreign language proficiency evaluation scale frameworks such as the CEFR （Common European Framework of Reference for Languages） in Europe and ILR （The Interagency Language Roundtable） scale in the United States, Chinese language education authority is dedicating great efforts to the contruction of the Chinese targeted and tailored national proficiency evaluation system. This initiative will tremendously subvert the traditional language learning and testing mechanism, bring phenomenal transformations and innovations to the future language learning and teaching approaches and methodologies, and meanwhile impose great influence on the language concerning administration and profession.

Bilingual Language Acquisition:The Relation of First and Second Lamguage in The Development of Bilingual Proficiency

Bilingualism is becoming increasingly common because of more frequent immigration and the new teaching concept adopted by many schools.One becomes bilingual either by acquiring two languages at the same time in childhood or by learning a second language sometime after acquiring their first language.To know more about bilingualism is of great importance,particularly to language teachers and learners.This article tries to analyze a bilingual's language development on the basis of existing researches by some great linguists and tries to find out how to realize the positive language transfer in English teaching and learning through the interaction between two languages.

Lexical Richness and Overall Language Proficiency

This study investigated the relationship between lexical richness in L2 writing and overall L2 proficiency.Three measures of lexical richness were identified and operationalized,i.e.lexical density,lexical sophistication and lexical diversity.The study collected 48 sets of texts written by learners at different proficiency levels from the ICNALE(International Corpus Network of Asian Learners of English),and the learner texts were analyzed for lexical richness using a web-based lexical complexity analyzer.The quantitative analysis revealed a lack of significant difference in lexical richness between different proficiency levels.Relevant pedagogical implications were discussed.

Cultural Difference and Language Proficiency——On Difficulties Faced by Chinese EAL Student Writers at Postgraduate Level

EFL students at universities have major challenges to overcome. Great attention has paid to improving such students the academic literacy skill they will need to succeed in higher education. Students at postgraduate level, especially those EAL students, tend to suffer growing difficulties in their academic writing. The essay focuses on the difficulties caused by cultural difference and insufficient language proficiency, especially faced by the Chinese EAL student writers. Finally, possible solutions will be brought forward in the conclusion.

Challenges of Employing VoiceThread to Enhance U.S.Collegiate Chinese Language Learners’Oral Proficiency

The digital age in education inspires Chinese teachers to integrate Web 2.0 technologies into Chinese as a second language(CSL)curricula to enhance teaching effects.However,few studies examine the challenges that teachers face when integrating Web 2.0 technologies to improve student oral proficiency in Chinese.This study aims to investigate students’perceptions of the effectiveness of the Web 2.0 technology VoiceThread(VT).It examines the challenges of integrating VT to enhance student oral proficiency.The authors conducted two studies with 31 students responding to a questionnaire in Study 1 and 48 students responding to the same questionnaire in Study 2.All students are beginner-level CSL learners.Three results were obtained.Result 1 shows that documents and articles report VT as popular and easy to use,however,few teachers employed VT in their teaching practices.Result 2 indicates another discrepancy.Although students highly evaluated the usefulness of the VT-facilitated activities,they were reluctant to perform these activities.By comparing Study 1 and Study 2,the authors obtained Result 3:Students in Study 2 evaluated VT-integrated teaching practices consistently higher than those in Study 1.Teachers’using experiences primarily led these perception differences.This study provides CSL teachers with a vision of the opportunities and challenges that may occur when they integrate Web 2.0 technologies into curricular to improve CSL oral proficiency.

Language Proficiency, Classroom Attitudes and Linguistic Identity in Taiwan Residents Students： A Report from the National Taipei College of Business

This paper examines Taiwan Residents students＇ attitudes, beliefs, and behaviors in learning English, their language proficiency, cultural factors impacting communicative praxis, and responses toward the use of Chinese and English in daily life. In association with these aims, the author seeks to understand more about how student attitudes, convictions, and performance in foreign language learning and usage are impacted by the culture in which they live and their cultural self-identification. Questions asked in terms of this research include： ＂What are the principal challenges students face in learning English？＂; ＂How do students＇ personalities and cultures of learning transact with these challenges？＂; ＂How do students view their own cultural and linguistic identities in terms of English （and Chinese）？＂; and ＂Overall, what do students need and want from teachers to strengthen their own language skills and learning behaviors？＂. This study began by submitting three questionnaires to students in two ＂Language and Culture＂ classes at National Taipei College of Business in Taipei, Taiwan. There were a total of 76 students, and note that these are not English majors--they are majoring in the Department of Applied Foreign Languages. Although the sample is admittedly small, it is sufficient, and we can reach adequate conclusions about language usage, learning attitudes, and identity expectations in Taiwan Residents students

Exploring the role of L2 proficiency and foreign language anxiety in EMI course achievement in China

The purpose of this study is to find out how and to what extent students’L2 proficiency and English learning anxiety impact their EMI courses achievement at a Chinese state university.Quantitative research method was conducted.Questionnaire,CET-4 score and EMI exam score(n=94)were collected from undergraduate students from School of Economics who have attended or are attending International Finance course.English language proficiency and anxiety were explored as possible significant predictors of academic success in EMI.The results showed that the two predictors,English language proficiency and anxiety were significant predictors of academic success in EMI.This result highlights that students with a lower level of proficiency need supplementary linguistic support in order to fully succeed in their EMI studies.Also,code-switching to Chinese when necessary and make classes communicative and fun may help to release students’anxiety.This study helped us better understand the impact of students’English level and anxiety on EMI achievement,and it also provides pedagogical implications for teachers of EMI courses.

Exploring the Relationship between Learning Styles and Proficiency in Verbal Communication

In the light of need to use learning styles to enhance verbal proficiency,this paper will explore the interconnectedness of learning styles and proficiency in verbal communication.It will first introduce the background of the study.This will be followed by an overview of the research on related literature and studies in the field.Lastly the paper concludes that foreign language teachers should give attention to the styles for languages learning and verbal proficiency since they are closely correlated.

On Language Tests Construction

Language tests are closely concerned with teaching and learning. There are various ways to test student's foreign language level in light of different aspects. This paper mainly focuses on some key points in constructing the effective tests.

Should Listening and Speaking be included in a Language Test?

Language test is widely used in our daily life for various purposes, while a lot of language tests fail to include listening or speaking for one reason or another. The question that whether this type of test is still valid enough to serve test purposes and have a positive washback for English learning has come up.

On Factors That Affect College Students' English Reading Proficiency

There are many factors that drag the feet of reading proficiency.After discussing how these factors work,this paper puts the factors into two categories of language and non-language,which,to some extent,helps readers to realize their deficiency and conduct self-adjustment.

对于学生在ESL(English as a Second Language英语作为第二语言)课堂上消极行为的研究

从课堂互动模式、学习环境、语言熟练程度和语言的社会文化性四个层面,对阿德莱德高中的两个ESL班的学生就语言课堂上的消极行为进行了研究。通过课堂观察、对课堂对话录音的文本分析、对教师和学生的采访及问卷调查和对听课实时记录的分析,总结了四个类别六个项目的会引发学生语言课堂上消极反应的原因。并对如何应对引起这些消极行为的导因提出了相应的建议。

A Case Study of Grouping in Teaching Chinese as a Foreign Language Context

The multi effects of the grouping were rarely discussed under the context of the TCFL. This essay is to examine the application of grouping by language proficiency and within-class grouping based on a case study. It aims to fred out an optimal grouping system in the TCFL classroom based on the practical experience. It begins with a brief introduction on the history of TCFL and the objectives of this essay. A theoretical evidence of adopting grouping in MFL context is followed in the second section. On the basis of provided background information, grouping by language proficiency and within-class grouping are discussed and analysed with the case study in the following sections. Then it comes to the conclusion of the effects of these groupings in TCFL and recommendations for future researches.