论英语写作教学中的“过程写作教学法”

在传统英语写作教学中占据主导地位的“结果写作教学法”存在着许多弊端,文章对其弊端进行分析之后,对“过程写作教学法”的内容、优势、实施步骤进行了探讨,认为“过程写作教学法”是英语写作教学中更为科学有效的教学方法。

高校英语写作教学中“过程体裁教学法”的有效实践

＂过程体裁教学法＂注重学生写作过程的技巧培养,与传统的英语写作教学方式相比,＂过程体裁教学法＂对引导学生掌握写作方法更具现实指导意义。本文对＂过程体裁教学法＂进行阐述,并就其在高校英语写作教学中的运用步骤及实践途径进行分析与探讨。

Problems in EFL reading teaching and possible solutions

The ability to read is acknowledged to be the most stable and durable of the second language modalities. In other words, reading plays a vital role in second language acquisition. But for a long time, reading was viewed as a bottom-up process in a word-sentence-passage sequence, in which readers decode the text and rebuild what the writer wants to convey. Accordingly, reading teaching becomes teaching of language points known as grammar and vocabulary. This kind of English reading teaching to a great extent hinders EFL students＇ language proficiency. In this paper, the author puts forward some problems in the present EFL reading teaching and offers some suggestions for classroom teaching in the hope of opening up a new perspective for EFL reading.

On Application of Output-Driven Hypothesis on College English Teaching

This paper discusses how college English teaching can be carried out based on the output-driven hypothesis. It consists of three sections. Section one briefly describes the views of the output-driven hypothesis with relevant theoretical explanations. Section two further illustrates how such teaching practice can be conducted in terms of the teaching objectives, teaching procedures, and methods, and assessment focuses. Section three points out the potential challenges faced by university English teachers when the hypothesis is tested

（Re）Constructing Pedagogical Knowledge in English as a Foreign Language Teacher Education Courses

English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.

The Misunderstandings and Teaching Strategies on English Grammar Learning in College

English grammar teaching in college is a very challenging task, because teachers must not only consider the increase of students＇ communicative competence, but also take care of their grammar knowledge learning in the teaching process. This paper puts forward three teaching countermeasures based on the English grammar learning misunderstanding of college students, namely strengthen the grammar study of psychological counseling, strengthen guidance for English grammar learning method, and choose the teaching method of combination of explicit grammar and implicit grammar teaching.

Exploring Task-Based Approach to Teaching Oral Communication Skills in English to Sri Lankan Undergraduate Students

It is vital that Sri Lankan undergraduate students learn to speak competently because they need to become capable communicators in order to accomplish a wide range of goals and to become useful members of their communities. However, teaching oral communication skills to English language learners has always been a challenge for the language teacher. As a result, teachers have often attempted to look for new methods that would enable students’ learning process by creating a difference in the English as a second language （ESL） learning-teaching classroom. This paper describes the applications of the task-based language teaching （TBLT） methodology in which communicative tasks engage a group of undergraduates in authentic conversation in order to teach oral communication skills in an academic setting. The Sri Lankan ESL learning-teaching context was chosen as the research context for this study and comprised a sample of randomly selected 60 2nd-year undergraduates whose proficiency in English was at elementary level. This utilized both qualitative and quantitative measurements and followed the model, presented by Willis （1996）, which includes three stages： pre-task stage, task-cycle and language focus for TBLT in the ESL learning-teaching classroom. Students were required to work in groups and the task-cycles involved a questionnaire survey game in which they were required to construct “Wh” questions in order to elicit information from others. The findings report that this approach has inspired students better in learning oral communication skills unlike many conventional teaching methods which promote a form-focused theory. They tried to experiment with what they knew without fear of being corrected by the teacher when an error was made, got feedback from their peers and formulated ＆ reformulated their ideas with a sense of accuracy and fluency. The researcher recommends that ESL teaching practitioners use TBLT methodology in their classroom, since this enhances learners’ accuracy and fluency. Furthermore, language teachers can spend more time in reflection which will allow them to think critically on their classroom behaviour. They can identify and work on their weaknesses in the classroom as well as building on their strengths.

Impact of multicultural music education philosophy on music education in China

Essence of education is to guide. The scene teachers create is like a key to help the students feel the music, and played an active role in the teaching process immeasurably. Through multimedia assisted teaching, the use of a wide range of teaching methods in music teaching, so that the children take the initiative to actively participate in musical activities to develop their musical aesthetic and correct music ability to inspire their interest in learning music, promote classroom further improve the quality of teaching.

Modern Pedagogy and the Ratio Studiorum

This presentation discusses the requests of modern pedagogy, and a possible bridging between the traditional teaching strategies drawn by the Ratio Studiorum of a unique and rare structure, and today＇s learning process. It will argue the practical application and philosophy of education widely accepted and recognized as a part of curricular activities within the learning environments, though with no recognition of its origin. This paper aims to examine the indisputable contributions of the educational methods of the Jesuits in our time, although, the discipline has developed new fundamental, and new concepts such as self-esteem, self-awareness, and self-determination among others,

The Drawbacks and Related Strategies in Using of Multimedia in Practical Teaching

With the development of modem scientific technology, multimedia teaching as a new teaching method has got involved in the practical teaching. Making full use of this method will bring great benefits for English teaching. Besides the unique advantages and the present situations of multimedia applied in English teaching, it is more important for us to find out its drawbacks in practical teaching process, such as the ineffective application of multimedia by teachers. Then, the related strategies mast be put forward improving the teaching facilities of multimedia. This paper mainly discusses the related strategies in order to create a better teaching environment and facilitate the training of teachers. After studying this paper, we will have a good knowledge of the multimedia teaching. Consequently, we can apply the multimedia into the traditional teaching. Multimedia resources are also very useful for teachers to meet the requirements in our modem society. Meanwhile, it will promote the teaching reform and improve the level of education in our country.

Comparative Approaches in Translation Teaching

In order to pursue the ideal criterion of ＂faithfulness, expressiveness, and elegance＂ initiated by the famous translator YAN-fu in translation and ＂accuracy, smoothness, and quickness＂ in interpretation in China, people have summarized some techniques to help the process. And generally speaking, trainers or teachers will introduce those techniques to the students respectively. Yet in this paper firstly, by taking examples from some of the text books and a few famous conferences in China, it makes a comparative analysis of the different techniques in translation and interpretation. The comparative analysis explores the most three common techniques： amplification, omission, and repetition in translation and interpretation, and draws the conclusion that translation is more formal, more rigorous, while interpretation is comparetively simple and flexiable. Based on the above analysis, then the paper suggests that the comparative analysis approaches should be used during the teaching process instead of the traditional one-way teaching.

For a Micro-Politics Analysis of Engineering Education

The idea that studies about education for engineers should be complemented with micro-politics analysis which is presented in this article. For such, we present a framework to conceptualizing micropolitics and some elements that show how the micro- and macro-politics are overlapped in any political fact. From this premise, the micro-politics is used to lift some elements of analysis of a particular case of engineering educational process in Brazil, where several dominant behaviors are characterized as violent or repressive behaviors that do not favor the development of technical inventivity, one of fundamental characteristics of the profession. What is argued here is that these behaviors are part of the range of a dominant subjectivity that has as its goal the maintenance of professional subjectivity not to develop in students a critical subjectivity, which must be produced under teaching techniques and pedagogical approaches. To consolidate the micro-politics analysis perspective are cited several statements used in Brazilian engineering education process, which diverts attention from the real reasons for failures in the engineers＂ education. Finally, a report of physics violence inside a Brazilian public institution is cited to illustrate how the coercive institutional power operates in the production of students＇ subjectivity.

A Study on Constructing Sense Relations

An empirical study is conducted to examine the effect of constructing sense relations in vocabulary teaching. Fifty subjects are divided into two groups： the controlled group which was taught with traditional method, and the experimental group to which sense relation strategy was applied in vocabulary instruction. At the end of the experiment instruction, a test （depth of vocabulary knowledge measure） was given to examine the teaching effects of the two vocabulary teaching strategies. The target words in the tests were selected from the word list that had been taught during the experiment time. A delayed vocabulary posttest was given to the subjects two weeks after examining the long-term retention effect. The third test was administered with different targets words which were selected from a different intensive reading material which wass new to the subjects. The experiment proves that constructing sense relations in vocabulary teaching could produce satisfactory results by enhancing students＇ lexical capacity and long-term retention.

A Study on Socratic Questioning Technique Based on Teachers＇ Narrative Research

Interaction is an important standard to detect teachers＇ teaching quality and effect in college English classroom teaching and is the most eagerly expected by all English teachers. During the process of classroom teaching, bad interaction or failure of interaction often makes teachers frustrated. One of the major reasons is that they ask improper questions in class. The purpose of this paper focuses on the skills of raising effective questions by teachers in order to produce good interaction from students. The method to achieve this purpose is by introducing Socratic Questioning method, which is showed by teachers＇ narrative research based on the author＇s own real classroom teaching with detailed explanation. The result of the experiment shows that Socratic Questioning method is not only a good example of effective questioning but also produces sufficient interaction between teacher-to-students and students-to-students. Generally speaking, this paper expects to have contribution to the effect of interaction so as to help more college English teachers have more excellent classroom teaching.

A STUDY OF THE EFFECTS OF THE PROCESS-ORIENTED APPROACH ON THE EFL WRITING PROFICIENCY OF CHINESE NON-ENGLISH MAJORS

This study was designed to study the effects of the process-oriented approach on the EFL writing proficiency of Chinese non-English majors.In this study,two research designs were employed:the quantitative design and the qualitative design.In the quantitative design,two classes participated in an 8-week experiment.An interview was employed in the qualitative design to find out students' attitude towards process-oriented approach.The result of the study showed that students generally held positive attitudes towards this approach and it was more effective in improving students' EFL writing proficiency and could thus be adjusted to teach writing.

STUDENTS' PERCEPTIONS OF PEER RESPONSE ACTIVITY IN ENGLISH WRITING INSTRUCTION

In recent years student-centred peer response has become such a widely used teaching method in English writing instruction that numerous articles have been produced to discuss the advantages and strategies of this approach. But is this method effective in our teaching context? What do our students think of it? This study investigated perceptions of helpfulness of peer response among 22 advanced English major students. Data collected over one semester through observations, interviews and questionnaires revealed that participants have very negative reactions to peer response, which challenges some beliefs about the affective and pedagogical advantages of peer response. The author's findings further suggest that training students to do peer response is essential in English writing instruction.