Among the many possible ways to assessing writing by giving feedbacks, the peer evaluation method is viewed as a relatively effective one for students. Traditional one-way teacher feedback with which the teachers usua...Among the many possible ways to assessing writing by giving feedbacks, the peer evaluation method is viewed as a relatively effective one for students. Traditional one-way teacher feedback with which the teachers usually make great efforts to mark out all errors had been proved to be unscientific. In this article, based on the specific situation in two English major classes in Wenhua Institute attached to HUST, a series of training and experiments were designed with the aim of proving the effect of peer evaluation in writing class. It is emphasized that language teachers should recognize the practical value of peer evaluation, and try to help students be involved in making peer responses in the writing process actively, so that students can get meaningful experience from evaluating their peers＇ writing, which, in turn, will enhance their own ability to produce more satisfactory essays.展开更多
For many years, the lack of English for Specific Purposes （ESP） classes and training has led to many difficulties in Chinese college students＇ writing English academic papers. This paper is designed to offer genre-...For many years, the lack of English for Specific Purposes （ESP） classes and training has led to many difficulties in Chinese college students＇ writing English academic papers. This paper is designed to offer genre-based methods to Chinese teachers of English concemiug teaching the college-level writing of the introduction for academic papers. It argues that genre-based teaching approaches can teach students to write in terms of move structures or conventional sections of academic papers （Swales, 1990） and its underlying motivation which not only makes students aware of the stylistic features of introductions but provides them with the strategies to reproduce these features in their own writing. The teaching approaches proposed in this paper include modes for teachers to present the findings of generic analysis of research article introductions as well as task-based activities for students＇ practice.展开更多
It is increasingly important for students to develop reading and writing abilities. Teachers should focus on the teaching of English textual patterns, which plays an important part in sending writers＇ messages. The p...It is increasingly important for students to develop reading and writing abilities. Teachers should focus on the teaching of English textual patterns, which plays an important part in sending writers＇ messages. The patterns used in the text help readers unfold the writer＇s message positively and actively. Students can write texts following textual patterns and using appropriate discourse signaling vocabulary. The importance of teaching the lexical signals and specific vocabulary is emphasized here. And the common core patterns in English texts are also analyzed. Besides, some instructional activities are discussed to develop students＇ reading and writing abilities, including raising awareness of textual patterns, focusing on signaling factors, reformulating and making a frame or a diagram.展开更多
To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify...To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify the relationship between these different approaches and the different writing levels. The results are the ＂product approach＂ is more helpful to the learners with lower writing level; whereas, the ＂process approach＂ is more effective to ones with higher level. Furthermore, the teaching approach itself cannot affirm the superiority and inferiority, and it would not be at work unless is applied for corresponding learners.展开更多
This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements.This empirical study employs test...This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements.This empirical study employs tests as the instruments.126 non-English majors from a key university of Shandong Province participate in the study.The results of the Ennis-Weir Critical Thinking Essay Test indicate that most subjects(95%)have inadequate or limited critical thinking ability,which leads to digression,repetitive and lengthy description,and unconvincing arguments,as well as illogical or incoherent structures in writing.After a ten-week teaching instruction from the perspective of pragmatic presupposition,students in experimental group improve their writing achievements,indicating that the instruction of critical thinking ability from the perspective of pragmatic presupposition may have certain effects on their writing performance.The study will promote the application of pragmatic presupposition to writing teaching and offer some implications for the teaching of English writing.展开更多
This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concern...This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.展开更多
This paper analyzes the errors in Chinese college students＇ compositions. The study finds that among the three types of errors： interference errors, intralingual errors and developmental errors, developmental errors...This paper analyzes the errors in Chinese college students＇ compositions. The study finds that among the three types of errors： interference errors, intralingual errors and developmental errors, developmental errors are the most important errors in the Chinese college students＇ writing. The results will help Chinese EFL teachers （especially college teachers） and students better judge the errors in the English writings of the Chinese students. It will also help the students avoid different kinds of errors in English writing.展开更多
The course of English and American literature plays an important role in ELT （English Language Teaching）, however, English majors in class are tired of the conversationalist＇s introduction by the teacher of literar...The course of English and American literature plays an important role in ELT （English Language Teaching）, however, English majors in class are tired of the conversationalist＇s introduction by the teacher of literary backgrounds, characters, plots, even the literary writing styles. Consequently, the course of literature goes into the bottleneck because of the null of cultural addition.The literature class seems out of moded, even CAI （Computing Aided Instruction） fails to motivate students. How to solve the problem？ This paper takes teaching methodology of literature in the cultural perspective to solve the problem. It is feasible for teachers to improve students＇ intercultural communication competence in cultural content imput in the literature course.展开更多
文摘Among the many possible ways to assessing writing by giving feedbacks, the peer evaluation method is viewed as a relatively effective one for students. Traditional one-way teacher feedback with which the teachers usually make great efforts to mark out all errors had been proved to be unscientific. In this article, based on the specific situation in two English major classes in Wenhua Institute attached to HUST, a series of training and experiments were designed with the aim of proving the effect of peer evaluation in writing class. It is emphasized that language teachers should recognize the practical value of peer evaluation, and try to help students be involved in making peer responses in the writing process actively, so that students can get meaningful experience from evaluating their peers＇ writing, which, in turn, will enhance their own ability to produce more satisfactory essays.
文摘For many years, the lack of English for Specific Purposes （ESP） classes and training has led to many difficulties in Chinese college students＇ writing English academic papers. This paper is designed to offer genre-based methods to Chinese teachers of English concemiug teaching the college-level writing of the introduction for academic papers. It argues that genre-based teaching approaches can teach students to write in terms of move structures or conventional sections of academic papers （Swales, 1990） and its underlying motivation which not only makes students aware of the stylistic features of introductions but provides them with the strategies to reproduce these features in their own writing. The teaching approaches proposed in this paper include modes for teachers to present the findings of generic analysis of research article introductions as well as task-based activities for students＇ practice.
文摘It is increasingly important for students to develop reading and writing abilities. Teachers should focus on the teaching of English textual patterns, which plays an important part in sending writers＇ messages. The patterns used in the text help readers unfold the writer＇s message positively and actively. Students can write texts following textual patterns and using appropriate discourse signaling vocabulary. The importance of teaching the lexical signals and specific vocabulary is emphasized here. And the common core patterns in English texts are also analyzed. Besides, some instructional activities are discussed to develop students＇ reading and writing abilities, including raising awareness of textual patterns, focusing on signaling factors, reformulating and making a frame or a diagram.
文摘To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify the relationship between these different approaches and the different writing levels. The results are the ＂product approach＂ is more helpful to the learners with lower writing level; whereas, the ＂process approach＂ is more effective to ones with higher level. Furthermore, the teaching approach itself cannot affirm the superiority and inferiority, and it would not be at work unless is applied for corresponding learners.
文摘This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements.This empirical study employs tests as the instruments.126 non-English majors from a key university of Shandong Province participate in the study.The results of the Ennis-Weir Critical Thinking Essay Test indicate that most subjects(95%)have inadequate or limited critical thinking ability,which leads to digression,repetitive and lengthy description,and unconvincing arguments,as well as illogical or incoherent structures in writing.After a ten-week teaching instruction from the perspective of pragmatic presupposition,students in experimental group improve their writing achievements,indicating that the instruction of critical thinking ability from the perspective of pragmatic presupposition may have certain effects on their writing performance.The study will promote the application of pragmatic presupposition to writing teaching and offer some implications for the teaching of English writing.
文摘This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.
文摘This paper analyzes the errors in Chinese college students＇ compositions. The study finds that among the three types of errors： interference errors, intralingual errors and developmental errors, developmental errors are the most important errors in the Chinese college students＇ writing. The results will help Chinese EFL teachers （especially college teachers） and students better judge the errors in the English writings of the Chinese students. It will also help the students avoid different kinds of errors in English writing.
文摘The course of English and American literature plays an important role in ELT （English Language Teaching）, however, English majors in class are tired of the conversationalist＇s introduction by the teacher of literary backgrounds, characters, plots, even the literary writing styles. Consequently, the course of literature goes into the bottleneck because of the null of cultural addition.The literature class seems out of moded, even CAI （Computing Aided Instruction） fails to motivate students. How to solve the problem？ This paper takes teaching methodology of literature in the cultural perspective to solve the problem. It is feasible for teachers to improve students＇ intercultural communication competence in cultural content imput in the literature course.
