Advanced English (Zhang & Wang, 1997) is one of the main Intensive English Reading textbooks used in China for English majors. As it is 'Advanced English', it certainly has brought some difficulties to our...Advanced English (Zhang & Wang, 1997) is one of the main Intensive English Reading textbooks used in China for English majors. As it is 'Advanced English', it certainly has brought some difficulties to our teaching. Some teachers feel it hard to teach the book in a communicative approach and so most of the time in class, the teacher talks. Even if there are questions and answers in class, they are often dull and passive, not dynamic. Consequently, the class gets so boring that students think the book impractical and useless. To be a successful teacher of Advanced English , I think we should have some clear and specific focuses in our teaching to ensure the communicative approach. This paper exemplifies the application of the effective focuses in order to evoke instructional conversation and exchange of ideas and emotions through language.展开更多
This article, based on a solid literature review, provides an in-depth exploration of L2 writing process, including a detailed description of L2 writing behaviors and habits and the differences in the writing process ...This article, based on a solid literature review, provides an in-depth exploration of L2 writing process, including a detailed description of L2 writing behaviors and habits and the differences in the writing process between advanced and unskilled L2 learners. Findings indicate that writing is a dynamic, recursive interplay of three major processes: planning, drafting, and revising. Experiencing this writing process, L2 learners have more to write and write it well. Therefore, this article suggests incorporating literature into L2 writing process as an effective way to improve traditional writing instruction.展开更多
文摘Advanced English (Zhang & Wang, 1997) is one of the main Intensive English Reading textbooks used in China for English majors. As it is 'Advanced English', it certainly has brought some difficulties to our teaching. Some teachers feel it hard to teach the book in a communicative approach and so most of the time in class, the teacher talks. Even if there are questions and answers in class, they are often dull and passive, not dynamic. Consequently, the class gets so boring that students think the book impractical and useless. To be a successful teacher of Advanced English , I think we should have some clear and specific focuses in our teaching to ensure the communicative approach. This paper exemplifies the application of the effective focuses in order to evoke instructional conversation and exchange of ideas and emotions through language.
文摘This article, based on a solid literature review, provides an in-depth exploration of L2 writing process, including a detailed description of L2 writing behaviors and habits and the differences in the writing process between advanced and unskilled L2 learners. Findings indicate that writing is a dynamic, recursive interplay of three major processes: planning, drafting, and revising. Experiencing this writing process, L2 learners have more to write and write it well. Therefore, this article suggests incorporating literature into L2 writing process as an effective way to improve traditional writing instruction.
