初中英语教学法浅析

在初中教学中，教师不仅要教学生“学会英语”，而且要教学生“会学英语”，而且后者比前者更为重要，在教育学生如何“会学英语”的过程当中，与学生互动是至关重要的。在英语课堂教学中，增强学习兴趣，调动学习积极性，以完成各种任务或活动为目标，通过提高课堂授课质量，完成特定的交际任务来获得知识，积累相应的学习经验。

A Survey on Students＇ Group Discussion in Conversation Class

This article makes an investigation of 114 English majors＇ level of a particular communicative performance and the general ability to perform in small-group conversations in their conversation class, and thereafter explores the reasons for their current level with the aid of questionnaire based on a rating scale, together with observation and interviews. Some countermeasures are provided to call for teachers＇ attention in their teaching practice.

Interculturality and Socio-Linguistic Identity in the Learning of English and Spanish in Mexico

In the current field of action of the pedagogy of languages, efficient, inclusive and dynamic teaching methods are needed; just this work will present the intercultural method through didactic evidences （pedagogical sequences） that have proved their functionality in the teaching rooms of the English in a Spanish-speaking context, as is Mexico. Without forgetting that interculturality is defined according to Cassany （2016） as an ideological current that is that each language of the world is a representative tool at the service of a culture and that said culture in a society is a mental and attitudinal representation to the world where a certain society is based. Then interculturality seeks to develop intercultural skills in the users of languages （Anglo-Hispanic）.

The analysis of adult English vocabulary learning strategies based on network

The article which is on the basis of English learning and adult learning characteristics, propose adult English vocabulary learning strategies based on network, and it thinks that adult learners are based on making full use of network to provide boundary, it overcomes the flaws of adult English and resist the temptation of other information network, and it takes the right vocabulary memory strategies, cognitive strategies, vocabulary learning metacognitive strategies, affective strategies of vocabulary learning and vocabulary learning society strategy ,then it can achieve good vocabulary learning effect.

Explaining the Private College Students＇ English Academic Ability by Social Cultural Perspective

From the perspective of the sociocultural theory （SCI）, this article examines Chinese students＇ present states of English academic achievements in some private colleges by investigating teacher-student interaction. It then analyzes underlying factors influencing learner＇s academic ability. Finally it investigates some efficient class teaching strategies to promote their academic development, using class interventions such as the know-want-learn strategy （KWL）, the object-explore-success-happy strategy （OESH）, the cooperative project between students and teacher＇s strategy （CPST） and so on. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ wisdom so as to enhance learners＇ English academic achievements from the affective perspective.

Analysis of conversational implicatures in sentences and text

Grice＇s conversational implicatures have aroused far more attention in linguistics than have his conventional implicatures. The basic idea is that language-activity, most typically, is a kind of rational （and purposive） social interaction governed by the principle of co-operation. In what may now be regarded as his classic formulation of this principle, Grice recognized several kinds of co-operation which he grounded under the headings of quantity, quality, relation and manner. Each of these comprises a set of one or more subprinciples, formulated by Grice as prescriptive maxim, which participants normally obey, but may on occasion flout or violate. Those were analyzed and given examples in sentences and text in this paper.

A Probe on the Influential Factors in Content-Based ESP Courses Design

Recent years, problems of the current college English courses, such as test-oriented teaching, wasteful duplication of language skills teaching, etc., have been criticized by educators and students in China. Thus, turning skill-based English courses into content-based ESP （English for Special Purposes） courses has become a tendency at colleges and universities in China. The purpose of this paper is to analyze factors influencing the design of such courses through the means of questionnaire, individual interviews, data survey （e.g., educational plans） etc.. We found the following factors throw light on the questions relating to curriculum design of ESP courses： （1） the learners＇ learning needs; （2） the social needs （esp. labor market needs）; and （3） the academic needs from the university. The analysis serves to reveal the gap between the school system and actual social and students needs. With these factors in mind, designers of such courses can adjust goals, contents, approaches, and assessments in the practical teaching. And thus these factors would enable content-based ESP courses to reflect learners＇ needs better and lead to more effective langrage learning in college English teaching field.

Practical Activities for Developing Speaking Skills of Chinese Middle School Students

In order to develop the speaking skills of Chinese middle school students, Chinese middle school English teachers must guide the students to speak through practical speaking activities that arouse the students＇ interest, encourage the use of real language and be used with large classes.

Survey of High School English Teachers＇ Pragmatic Failure

According to the principals of the Course Standard of English for Ordinary Senior Schools, published by China Education Ministry in 2001, the general goal of English curriculum on the basic education stage is to foster the students＇ cross-cultural awareness, which is to develop their cross-cultural communicative competence. To achieve this goal, most of all, teachers of English at high school must have a good command of cross-cultural pragmatic competence. By looking through papers in various periodicals and the Internet, the writer finds that most of the studies have coped with pragmatic failures of ESL students but few of ESL teachers＇. Therefore, this thesis studies the present situation --- how much do schoolteachers of English know about pragmatics？ What about their cross-cultural communicative competence？ Can they communicate with the native speakers fluently and appropriately？ What are the most serious problems among them in pragmatics？ What can be done to solve the problems？ With all the questions, this research has collected considerable firsthand data and information. Only after the basic situations are known overall, can actions be taken to solve the problems existing in everyday ESL teaching. So this research is necessary and urgent for the present basic English pedagogy. However, since the present writer＇s ability and research conditions are limited, it is not possible to make a wider investigation in many places. Therefore, the district --- Bameng League, Inner Mongolia, China, is selected as the basic range of the survey, the situation of which is believed to be able to represent the basic educational ones in the poor and remote districts in the north and the west of China where education is more backward. The questionnaire consists of two parts： a table of individual information and a test paper. The former investigates informants＇ basic information, including the items of name, age, sex, teaching age, title of the technical post, degree, academic career, college or university that they graduated from, working unit, grades for teaching and the others. The latter is the test paper cited from He Ziran and Yan Zhuang （1986）, that is, Chinese Students＇Pragmatic Failure in English Communication --- Survey of the Pragmatic Difference between Chinese and English. And it contains 48 items, with items of pragmalinguistic and socio-pragmatic competence mixedly arranged. 120 of the questionnaire copies were handed out and 86 are collected, but only 64 are collected. The survey covers over 10 high schools in all the 7 banners of Bameng League, including two autonomous region-class key schools and five other league-class key schools. After the investigation, the present writer carefully corrects, marks, arranges, summarizes and analyzes the questionnaire, and obtains plenty of firsthand data and information. Then some conclusions have been drawn based on the data analysis. The result of the survey shows that linguistic competence is not equal to pragmatic competence, that ESL high school English teachers may use English rather fluently, without many mistakes in vocabulary and grammar,but it does not necessarily mean that they can use the target language appropriately to communicate with native speakers without pragmatic failures, and that the informants＇ knowledge of pragmatics and their pragmatic competence are rather poor. As a result, improving their knowledge and competence in pragmatics becomes a very necessary and urgent task to develop the quality of ELT in basic educational stages. In order to solve the above problems, the writer makes some suggestions as follows： （1） Pragmatics should be required as an essential course for the English majors in colleges and universities, especially in normal colleges and universities; （2） In-service high school English teachers must study courses of pragmatics and cross-cultural communication; （3） In some poor and remote districts, if educational conditions don＇t permit, textbooks of pragmatics and cross-cultural communication must be handed out to the high school English teachers who can study by themselves, then tests are regularly held for them and certificates will be given to those who have passed the tests; （4） In some developed districts, if conditions permit, English teachers can be sent abroad to English-speaking countries for further education in order to have a good command of the English language in the authentic contexts; （5） Modern multiple medias, such as VCD or DVD videos, TV or radio programs, the Internet, should be widely and frequently applied to training teachers; （6） More native language teachers and experts from English-speaking countries must be invited to high schools to train teachers of English.

Modes to Open a Conversation

All of us make conversations with others in a certain social context every day, though the mode to start them is various from different persons, occasions and circumstances. This paper is an attempt to analyze the variety of modes to open a conversation in different situations from the viewpoint of discourse analysis.

An Investigation of Iranian Students＇ English Proficiency Test Scores in Relation to Socio-Economic Status and Gender

Every day many students apply for and enroll in language-teaching courses to achieve their aims through learning another language. However, learning another language does not occur identically among all students. Some students learn a language, even their own mother tongue earlier but some others may need to spend more time acquiring a language. Seeking out for the probable reasons for such a difference, the current study following the constructivist approach to language learning and bearing in mind the role of society and human communities in language learning, was concluded to investigate the probable impact（s） of some social variables （social status, attitudinal and motivational status of learners） on language learning outcomes of Iranian adult learners assessed through a standardized English proficiency test. The findings have revealed that the social milieu in which learners live may play a decisive role as far as learning opportunities, input and resources are concerned.

A Contrastive Study of Chinese and English Forms of Address

According to sociolinguistic research of speech events, the choice of linguistic forms is determined by the formality of the context and the relationship between interlocutors in a speech event. In this respect, address forms are socially driven phenomena which make the fundamental point in sociolinguistics clearly. The attempt of this study will be made to discuss the impact of the cultures, especially people in America and China. Mainly, the paper is pertinent to ask some questions： （1） whether there are any different pronouns of address used in different cultures, （2） the discrepancy of forms of address used in America and China and how interlocutors used them respectively and （3） are there any semantic systems presented in both two cultures based upon interlocutors＇ social position and cultural background.

A New Way of Teaching Listening---- A Combination of Seeing, Listening and Speaking

Comprehending speaking materials in a foreign language is one of the most difficult tasks and one of the most useful skills in foreign language teaching. But for many years listening skills have not received the priority it deserves in language teaching. A traditional listening lesson often tends to test listening rather than teach it and does not practice the kind of listening that takes place in real life. This paper explores a communicative way of teaching listening--a combination of seeing, listening and speaking. The new teaching approach can inspire learners＇ interest, help learners develop a better awareness of how to listen, build up their skills and strategies in listening and prepare them to deal with the demands of real world communication. The present study attempts to measure the effectiveness of and student reaction to the new approach to teaching listening.

Improvement of EFL Learners＇ Speaking and Writing through Reflective Scenario-based Learning

Chinese students＇ poor communicative ability in oral and written English is one of the main concerns in English teaching and learning in China. In the new syllabus of college English, the priority has shifted from reading to speaking. This paper intends to explore an effective method to improve students＇ speaking and writing ability. In the light of the advantages of Scenario-based Learning, two reflective SBL models are introduced.

The Impact of English Immersion on Children

This article does some researches on the impact of English Immersion on children. Through the practice and observation of children in the immersion program, we find that English Immersion has the following impacts on children： 1） The English language learning is immersed into the process of thematic activities, Children in the Immersion learn English naturally, joyfully and systematically. They tend to cooperate well. 2） The language immersion is an integrated model in which children feel no cultural barriers. 3） English learning enhances the learning of Pingying, and vice versa. 4） There is little gap between genders. 5） Social and economic difference does not influence their learning. 6） English rhyming, chanting and songs arouse great interest in them. 7） Drama makes children very confident in their performance. They learn to think and settle problems through the performance. English immersion gives children cognitive development and enforces the language they are learning.

Workshop on how to create a learner-centered classroom

Based on the literature review on learner-centered classroom, this essay is to explore now to create a learner-centered classroom in Chinese context so as to design a workshop for those teaching professionals all over China to create a learner-centered classroom. The workshop conducted mainly focuses on what is a learner-centered classroom, why and how to create a learner-centered classroom, meanwhile, it aims at helping the participants work out a practical framework which can be eventually put to their everyday teaching.

Exploring Researcher Identity Construction of University EFL Teachers in China

Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers＇ three stages of research experiences （beginning, stagnation/ development, and struggle stages） in their professional lives. Academic learning contexts such as Master＇s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers＇ researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers＇ research engagement.