In view of the current situation of College English Teaching in many universities in China, that is, due to limited or lack of language laboratory, many universities take the form of large-size class in organizing Eng...In view of the current situation of College English Teaching in many universities in China, that is, due to limited or lack of language laboratory, many universities take the form of large-size class in organizing English teaching, the result is that teachers dominate the English classroom, and students are in a passive input state, without much or enough learning autonomy. The writer of this paper suggests a teaching model by using Internet in after-class activities, which is supposed to be helpful in promoting students＇ participation in class activities and enhancing their learning autonomy.展开更多
This quantitative-oriented study investigates junior middle school EFL teachers’beliefs about motivational practices in the language teaching process.Grounded in self-determination theory,the study examined teachers...This quantitative-oriented study investigates junior middle school EFL teachers’beliefs about motivational practices in the language teaching process.Grounded in self-determination theory,the study examined teachers’beliefs in three basic psychological needs(relatedness,competence and autonomy)and the effect of their teaching experience on these beliefs.Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire.Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction.Teaching experience was found to have no influence on teachers’conception of needs-related motivational practices.Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’beliefs about motivational practices.They also present the necessity for adjustments on educational regulations,and for modern professional training to help teachers understand students’basic psychological needs,and to encourage new ideas to bolster students’intrinsic motivation for language learning.展开更多
By selecting one unit in Junior English for China （JEC）, a textbook for middle school students in some regions in China, this paper aims at analyzing how the grammar feature： Existential There is instructed in term...By selecting one unit in Junior English for China （JEC）, a textbook for middle school students in some regions in China, this paper aims at analyzing how the grammar feature： Existential There is instructed in terms of form, meaning and use, while answering some questions raised by Parrott in his Grammar for English Language Teachers. A conclusion is then drawn with regard to its form-based instruction on basis of the analysis and discussions.展开更多
文摘In view of the current situation of College English Teaching in many universities in China, that is, due to limited or lack of language laboratory, many universities take the form of large-size class in organizing English teaching, the result is that teachers dominate the English classroom, and students are in a passive input state, without much or enough learning autonomy. The writer of this paper suggests a teaching model by using Internet in after-class activities, which is supposed to be helpful in promoting students＇ participation in class activities and enhancing their learning autonomy.
文摘This quantitative-oriented study investigates junior middle school EFL teachers’beliefs about motivational practices in the language teaching process.Grounded in self-determination theory,the study examined teachers’beliefs in three basic psychological needs(relatedness,competence and autonomy)and the effect of their teaching experience on these beliefs.Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire.Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction.Teaching experience was found to have no influence on teachers’conception of needs-related motivational practices.Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’beliefs about motivational practices.They also present the necessity for adjustments on educational regulations,and for modern professional training to help teachers understand students’basic psychological needs,and to encourage new ideas to bolster students’intrinsic motivation for language learning.
文摘By selecting one unit in Junior English for China （JEC）, a textbook for middle school students in some regions in China, this paper aims at analyzing how the grammar feature： Existential There is instructed in terms of form, meaning and use, while answering some questions raised by Parrott in his Grammar for English Language Teachers. A conclusion is then drawn with regard to its form-based instruction on basis of the analysis and discussions.
