For most universities and colleges in China, literary theory is taught at the graduate level of literary studies. Most English teachers think literary theory is such a complex field with jargon-ridden disciplines and ...For most universities and colleges in China, literary theory is taught at the graduate level of literary studies. Most English teachers think literary theory is such a complex field with jargon-ridden disciplines and concepts that it is often considered as ＂a hot potato＂ in classroom teaching. Based on a case study from ＂Approaching Fiction＂ in China Youth University of Political Studies （CYUPS）, the present paper claims that application of literary theory in teaching literature not only greatly broadens students＇ horizon but also deepens their interpretation and understanding of literary works. With proper selection of teaching material and carefully designed teaching approaches, application of critical theory plays an increasingly important role in the undergraduate literature classroom.展开更多
When it comes to the practical use of English, the traditional college English class, which has big size and uses lecture-style teaching, has increasingly showed its disadvantages. The English Department of Harbin Eng...When it comes to the practical use of English, the traditional college English class, which has big size and uses lecture-style teaching, has increasingly showed its disadvantages. The English Department of Harbin Engineering University has initiated a mini-class model in recent years, which has received positive responses from both teachers and students who have experienced the class. By comparing the lecture-style class with mini-class, this paper will introduce the strengths and weaknesses of mini-class according to the author＇s observation of the class as well as the feedbacks from teachers and students. As is found out, its strengths far outweigh its weaknesses, and therefore the model is highly recommended for college English class in other schools展开更多
Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content...Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content and benefits of language learning. In addition, there are comparatively few studies which offer theoretical foundation for content-based teaching and constructive suggestions for its integration in the settings of EFL. This article aims to connect theory with practice and help teachers of EFL in China to maximize the potential of content-based instruction. To achieve this goal, it first presents a short literature review on project-based instruction, followed by a summary of its advantages and beneficial outcomes of using the intemet in order to implement it. It then proposes an eight-step process for the sequencing of project work and finally demonstrate a real-world project specially designed for Chinese EFL students. Both the design and the teaching activities proposed can be easily transferred to other settings..展开更多
In the field of second language acquisition, an increasing amount of research has been conducted on learner＇s beliefs. Few empirical studies, however, have been focused on students＇ conceptions of learning English ...In the field of second language acquisition, an increasing amount of research has been conducted on learner＇s beliefs. Few empirical studies, however, have been focused on students＇ conceptions of learning English （COLE）. This study aims to assess conceptions of learning particularly in the domain of English. Data were collected through the COLE questionnaire among 284 college students in China. Seven factors of COLE are identified, such as ＂memorizing＂, ＂testing＂, ＂drill and practice＂, ＂increasing knowledge＂, ＂understanding＂, ＂application＂, and ＂seeing in a new way＂. These findings also provide some pedagogical implications for English language instructors and researchers.展开更多
Enhancing the teaching quality of college English teachers in China is an important guarantee to improve the level of English teaching and is a realistic choice of promoting the sustainable development of English educ...Enhancing the teaching quality of college English teachers in China is an important guarantee to improve the level of English teaching and is a realistic choice of promoting the sustainable development of English education. The article analyzes the basic quality that college English teachers should have and discusses the current English teaching status in order to improve the quality of English teachers and promote the development of English teaching in China.展开更多
Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been...Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.展开更多
文摘For most universities and colleges in China, literary theory is taught at the graduate level of literary studies. Most English teachers think literary theory is such a complex field with jargon-ridden disciplines and concepts that it is often considered as ＂a hot potato＂ in classroom teaching. Based on a case study from ＂Approaching Fiction＂ in China Youth University of Political Studies （CYUPS）, the present paper claims that application of literary theory in teaching literature not only greatly broadens students＇ horizon but also deepens their interpretation and understanding of literary works. With proper selection of teaching material and carefully designed teaching approaches, application of critical theory plays an increasingly important role in the undergraduate literature classroom.
文摘When it comes to the practical use of English, the traditional college English class, which has big size and uses lecture-style teaching, has increasingly showed its disadvantages. The English Department of Harbin Engineering University has initiated a mini-class model in recent years, which has received positive responses from both teachers and students who have experienced the class. By comparing the lecture-style class with mini-class, this paper will introduce the strengths and weaknesses of mini-class according to the author＇s observation of the class as well as the feedbacks from teachers and students. As is found out, its strengths far outweigh its weaknesses, and therefore the model is highly recommended for college English class in other schools
文摘Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content and benefits of language learning. In addition, there are comparatively few studies which offer theoretical foundation for content-based teaching and constructive suggestions for its integration in the settings of EFL. This article aims to connect theory with practice and help teachers of EFL in China to maximize the potential of content-based instruction. To achieve this goal, it first presents a short literature review on project-based instruction, followed by a summary of its advantages and beneficial outcomes of using the intemet in order to implement it. It then proposes an eight-step process for the sequencing of project work and finally demonstrate a real-world project specially designed for Chinese EFL students. Both the design and the teaching activities proposed can be easily transferred to other settings..
文摘In the field of second language acquisition, an increasing amount of research has been conducted on learner＇s beliefs. Few empirical studies, however, have been focused on students＇ conceptions of learning English （COLE）. This study aims to assess conceptions of learning particularly in the domain of English. Data were collected through the COLE questionnaire among 284 college students in China. Seven factors of COLE are identified, such as ＂memorizing＂, ＂testing＂, ＂drill and practice＂, ＂increasing knowledge＂, ＂understanding＂, ＂application＂, and ＂seeing in a new way＂. These findings also provide some pedagogical implications for English language instructors and researchers.
文摘Enhancing the teaching quality of college English teachers in China is an important guarantee to improve the level of English teaching and is a realistic choice of promoting the sustainable development of English education. The article analyzes the basic quality that college English teachers should have and discusses the current English teaching status in order to improve the quality of English teachers and promote the development of English teaching in China.
基金funded by a joint scholarship between China Scholarship Council(CSC)and Macquarie University,Sydney,Australia
文摘Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.
