Olympic torch relay abroad and its reflection on English teaching at home

What happened to the Olympic torch relay abroad reveals how little and superficially the western countries, in particular, know of china. Meanwhile there also exists a lack or vacancy of English teaching in English teaching at home. The failure of expressing Chinese culture and conditions correctly and fluently among the English learners has already resulted in negative impact on our international image, which is related to our teaching policy of strengthening western culture and neglecting the export of our own culture. Therefore, in the English teaching at all levels, great attention should be paid to the cross-cultural communication between home culture and the culture of target language, the promotion of expressing mother culture in foreign languages, and exporting and broadcasting Chinese culture.

A Brief Analysis of Culture Aphasia in Higher English Teaching in China

Culture is a result of the accumulation of human society; language is the important carrier of culture. Infiltration of Western culture and the widely use of English seriously hinder the globalization of the Chinese culture and it results in ＂cultural aphasia＂ phenomenon. After having studied foreign language for several years, many foreign language learners still cannot express Chinese traditional culture correctly in international communication. This is mainly due to the neglect of Chinese culture in the process of foreign language teaching. With the development of globalization, the communication between different cultures has become more and more frequent It is necessary to pay more attention to the output of native language culture as well as the input of target language culture. As the main places of cultivating high-level talents in China, colleges and universities are focusing on how to change this phenomenon in the foreign language teaching reform. This paper begins with the introduction of ＂cultural aphasia＂ phenomenon in China, then analyzes the reasons, finally proposes suggestions and teaching strategies to overcome the culture aphasia in cross-cultural communication.

On the effectiveness of formal instruction in foreign language teaching and learning

Sometimes foreign language teachers find formal instructions unrewarding. This paper intends to find answers to the problems found in the English teaching classroom at university level in China by reviewing the SLA theories on formal instruction and some pedagogical implications drawn from the findings are discussed.

An Empirical Study on the Effectiveness of Language Learning Strategy Training for Chinese Adult English Learners

This paper explores how to implement effective strategy training for part-time Chinese adult English learners in a tertiary FLT （Foreign Language Teaching） classroom. Through a study of threx~ semesters during which six sessions of learner training workshops and constant, integrated task-based instruction were carried out, empirical evidence was collected via the instrument of questionnaires, interviews, learners＇ regular written reports, and the findings indicate that： （1） The students reported a statistically significant increase of the overaU average frequency of language strategy use over all SILL （The Strategy Inventory for Language Learning） items with 2.95 at the beginning and 3.61 at the end; and （2） Well-organized, explicit, and discrete leaner training workshops combined with frequent, explicit, and integrated task-based strategy instruction are an effective and helpful way to improve learners＇ awareness, selection, and frequency of strategy use, which can further foster learner autonomy.

Implicit Learning and Explicit Learning in the Context of Teaching Chinese as a Foreign Language By Analyzing the Textbook Kuaile Hanyu

With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.

A Discussion on Dealing With Chinese Transfer in English Teaching

Native language transfer is a common phenomenon in foreign language learning and is all the time influencing the learners＇ language. As to us English teachers in China, how to use or avoid the Chinese transfer in students＇ English learning is an issue we need to further explore. The paper, based on the theory of SLA （second language acquisition） and language transfer, discusses this phenomenon, analyzes the factors that cause the transfer, and puts forward some suggestions to deal with the influence of transfer in teaching English as a foreign language Contrastive analysis, with examples, is employed to find the similarities and difficulties in students＇ learning Some of the difficulties can be predicted and positive transfer indeed plays a positive role in language acquisition.

Learner Autonomy in the National English Language Curricula for Chinese Universities 1978-2007:A Historical Analysis

This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentionality of promoting this concept through the curricula from 1978 to 2007.By adopting Quentin Skinner’s intentionalist approach to analyzing the history of ideas,this study conducted a systematic document analysis of three national curricula in relation to their linguistic and practical contexts constituted of 169 Chinese academic articles in total.The study revealed that learner autonomy mainly referred to students’motivation and ability to work hard on their own outside the classroom in the Chinese context.Importing this concept,however,caused ideological confusion and exacerbated the disempowerment of teachers within the dynamics of China’s English language education at the tertiary level.The study raises awareness for borrowing concepts across different cultural contexts and has implications for research,policymaking,teacher development,and pedagogical practice in second language education in China.

Correlation between the senses of achievement and students＇ motivations at tertiary level in China

Educators and teachers generally agree that a major variable affecting students learning L2 or FL is motivation. This paper discusses the correlation between increasing the sense of achievement and sustaining students＇ motivations in a Chinese cultural setting, in which language learning should not be understood in terms of North American and Western cultural values. Considering EFL or ElL situations at a tertiary education level in China's Mainland, the author thinks that for university students, we should consider this issue in another way and concludes that, from the adults＇ psychological perspective, the sense of achievement, more than any other factor, plays the most important role in sustaining students＇ motivations, thus contributing greatly to the whole process of learning. Therefore, it should be viewed as a very useful and effective method to maintain students＇ motivations. Based on this idea, the author strongly suggests that while they are capitalizing on some effective methods or strategies to foster and maintain their students＇ motivations, EFL or ElL teachers should try every means and utilize any occasion to ensure that students can feel their achievement and see progress during the advanced level of learning, thus guaranteeing they will keep expending energy and effort in continued learning.

Learn a rich foreign language research on teaching voice Chinese language of minority

Foreign teaching and Chinese language teaching of minority are two different forms of teaching in nature, both the nature and the system of teaching are different, but in the teaching objectives, content, principles, methods, and therefore there are many similarities, so two studies outcomes can learn from each other. In this paper, with voice teaching as an example, we will talk about foreign language studies in ethnic minority Chinese Teaching. I think, in the teaching program design, the teaching Chinese minorities can learn from the simplified idea of teaching phonological Mr. Zhao Jin ruing, which is proposed foreign teaching Chinese, to simplify Voice teaching. In teaching principles, we should emphasize specific principles, instructional design based on students＇ different characteristics. In the teaching content, teaching should not only pay attention phonetic syllables within the system, but also more emphasis on syllables voice level teaching, especially teaching speech flow. In teaching methods, we should learn teaching, research tone, softly and so on.

Modem Westem Philosophy in the Liberal Education in Current English Majors＇ Language Teaching in China

In recent years, liberal education has been a focus of English majors＇ education in China. Although it was wished and emphasized, there are many problems and difficulties when liberal education is asked to be achieved in the real sense. English majors＇ liberal education is yet at its primary stage. An analysis of the existing problems is made on the basis of the situation and characteristics of current English majors＇ education

A Probe Into CLT Pedagogical Implications for English Majors in China's Mainland： A Holistic Educational Paradigm

Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.

英美文学教学探索

长期以来,英美文学教学一直被排斥在大学英语教学之外。大学英语还停留在简单的语言教学层面,而社会的快速发展变化对毕业生的语言能力、综合素质、人文修养提出了更高的要求。本文主要分析了大学英语学习现状和学生对英美文学课的认识,阐释了开设英美文学课的重大意义,提出了多媒体环境下的英美文学教学理念和学习策略。大学英语教学现状毋庸置疑,中国改革开放以来,外语教育事业取得了令人瞩目的成绩。

A SURVEY:CHINESE COLLEGE STUDENTS’PERCEPTIONS OF NON-NATIVE ENGLISH TEACHERS

本文是一份调查报告。通过对在校大学生的问卷调查和个别访谈,了解他们对中外英语教师的看法。调查的内容包括中外教师的语言能力、课堂教学能力及教师的人格魅力。结果表明,中外英语教师各有优势。外籍英语教师的语言能力,尤其在口语交际能力和目的语文化方面有较高的认同度。但是,中国英语教师也有他们不可替代的地位。他们更加了解学生的学习策略和风格,能够较准确地预测学生的学习难点,因而能更好地帮助他们解决问题。值得指出的是,高年级的学生更加关注教师的专业水平和人格魅力。

Effects of Study Abroad on EFL Teachers' Self-perceptions

Studying abroad （SA） is an important means for EFL teachers to develop their professional competence. This paper reports on an enquiry in Shandong Province, China, into a SA program for a group of 103 secondary school English teachers. Drawing on questionnaire data and teachers＇ interview narratives, the paper examines how the SA experience influenced their self-perceptions of EFL teaching in three aspects, namely, language proficiency, teaching ideology and the comparison of native speaking and non-native speaking English teachers. The enquiry revealed that the length of SA was a powerful factor in determining teachers＇ attitudes toward their jobs and their own capacities to perform them successfully. These findings are discussed with suggestions for making SA experience an effective, sustainable path for secondary school English teachers＇ professional development.

Sheltered Initiation Language Learning： Introduction and Initial Validation of its Application in Teaching Chinese as a Foreign Language

Teaching Chinese as a Foreign Language （TCFL） has become a prevalent phenomenon around the world in recent years. Current TCFL pedagogies are influenced by Teaching English as a Second/Foreign Language （TESL/TEFL） so much that many traditional TESL/TEFL pedagogies such as the Grammar-Translation approach and the Audio-Lingual approach dominate current Chinese classes. This article provides an introduction and an initial validation of a newly developed pedagogy, Sheltered Initiation Language Learning （SILL）, and its recent application in TCFL in San Diego, California. Compared with traditional ESL/EFL pedagogies which have been criticized for the neglect of the learner＇s communicative development, SILL is innovative for its emphasis on authentic and spontaneous speech, modified input as well as asymmetric teaching sequencing. With these factors, SILL is designed to promote students＇ oral language skills for communicating effectively in concrete situations. The initial validation of SILL suggests that despite several fallacies in classroom activity designs, SILL is a successful pedagogy welcomed by both teachers and students. Based on these discussions, the article proposes that SILL has the potential to be an effective pedagogy for Chinese Oral Language Teaching.