This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own ...This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers＇ and learners＇ angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion： Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.展开更多
Listening is the most important and different skill among the fbur basic language skills---listening, speaking, reading and writing. Schema theory holds the view that listeners＇ background knowledge plays a key role ...Listening is the most important and different skill among the fbur basic language skills---listening, speaking, reading and writing. Schema theory holds the view that listeners＇ background knowledge plays a key role in understanding a new text. Applying schema theory to teaching listening comprehension, the author introduces the ＂three-stage＂ teaching mode. Activating the existing schemata and building the related semantic map in the pre-listening stage, bettering the semantic map in while-listening stage, and practicing the newly-existed schemata in post-listening stage can make all the teaching procedures a whole, and make students feel much easier to understand the listening materials.展开更多
文摘This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers＇ and learners＇ angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion： Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.
文摘Listening is the most important and different skill among the fbur basic language skills---listening, speaking, reading and writing. Schema theory holds the view that listeners＇ background knowledge plays a key role in understanding a new text. Applying schema theory to teaching listening comprehension, the author introduces the ＂three-stage＂ teaching mode. Activating the existing schemata and building the related semantic map in the pre-listening stage, bettering the semantic map in while-listening stage, and practicing the newly-existed schemata in post-listening stage can make all the teaching procedures a whole, and make students feel much easier to understand the listening materials.
