This paper is a report of an experimental undergraduate composite program of Tourism Business Management and English. It introduces the characteristics of the program structure, faculty, learning materials, teaching a...This paper is a report of an experimental undergraduate composite program of Tourism Business Management and English. It introduces the characteristics of the program structure, faculty, learning materials, teaching and learning methods, and assessment approaches. The achievements of the program as well as the major problems it has experienc.ed are also discussed.展开更多
From the perspective of teaching methods theories, this paper probes into the feasibility of adopting the eclectic teaching method in college English teaching, especially the New horizon college English classroom teac...From the perspective of teaching methods theories, this paper probes into the feasibility of adopting the eclectic teaching method in college English teaching, especially the New horizon college English classroom teaching, with the intention of providing new insights for New horizon college English teaching practice.展开更多
The debate on grammar in second language acquisition： past, present, and future, is a well written summary of both explicit and implicit grammar instruction in second language acquisition from past to present and wit...The debate on grammar in second language acquisition： past, present, and future, is a well written summary of both explicit and implicit grammar instruction in second language acquisition from past to present and with future projections. The thesis holds that explicit grammar instruction plays a very important role in foreign language learning and teaching and argues that English education in China should lay emphasis on how to assist students＇ grammar internalization and promote the conversion from explicit learning to implicit learning.展开更多
Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at th...Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.展开更多
The purpose of the paper is to demonstrate the effectiveness of using project method in teaching professional English in non-linguistic colleges. The main principles of project teaching, the technology of its adoption...The purpose of the paper is to demonstrate the effectiveness of using project method in teaching professional English in non-linguistic colleges. The main principles of project teaching, the technology of its adoption in teaching process, and some kinds of projects used in studying are reviewed. During the research the following methods were used： theoretical analysis, empirical, and statistical. While studying the course ＂Professional foreign language＂, the monitoring of effectiveness of project method use in teaching a foreign language was made. Monitoring was conducted under the following criteria： percent of progress, percent of quality of knowledge, and the level of motivation in studying English. The experience showed that in the process of project work learners＇ general educational abilities, special abilities, and communication abilities are developed.展开更多
This paper will discuss the question about how to sustain and promote learners＇ motivation in TEFL. A framework is proposed, which provides some suggestions to English teacher about how they could do better and what ...This paper will discuss the question about how to sustain and promote learners＇ motivation in TEFL. A framework is proposed, which provides some suggestions to English teacher about how they could do better and what they should pay more attention to. This paper is indicated in the following five parts.展开更多
This paper aims to bridge folk narrative studies and literature on foreign language learning, by overview of the applications of folk narratives--from fairy tales to contemporary legends--to EFL learning. It focuses o...This paper aims to bridge folk narrative studies and literature on foreign language learning, by overview of the applications of folk narratives--from fairy tales to contemporary legends--to EFL learning. It focuses on how the very nature of oral narratives, of which the English language has varied and rich tradition, can act on the acquisition of English as a foreign language from a linguistic point of view providing an teaching and a particularly and a cultural展开更多
What language competence a learner has can she/he achieve an effective communication？ This question is the main concern for applied linguists and English teachers in TEFL, for the recognition of language competence d...What language competence a learner has can she/he achieve an effective communication？ This question is the main concern for applied linguists and English teachers in TEFL, for the recognition of language competence directly influences the goal of teaching, curriculum design, textbook writing and classroom practice. This paper discusses the various points of views on language competence and explores its characteristics which, the author believes, will shed some light on foreign language teaching.展开更多
This paper tries to explore the effect of question-generation reading strategy on the reading comprehension of Iranian intermediate EFL （English as a Foreign Language） learners. Since the researchers did not have an...This paper tries to explore the effect of question-generation reading strategy on the reading comprehension of Iranian intermediate EFL （English as a Foreign Language） learners. Since the researchers did not have any control over randomization of students and it was considered as one of the features of experimental method, this study is not a true experimental method. This method is called Intact Group Study. In this research there were experimental and control groups. The age range of the learners in both groups was between 19 to 22; the age range difference was so limited that we could neglect the difference concem. The number of students in both groups was closely the same. One of these groups received question-generation reading strategy instruction and the other group---control group--did not receive this instruction. Participants in both groups studied a task-based course book called New Interchange 3 by Richards （2005）. They studied the last eight units of this book during a whole term. The instruction was the same for both groups except for the reading parts. Participants in experimental group were taught how to generate questions as being linked to the main ideas of the text they were reading. They were also given feedback on the correctness of the questions they generated. Then they answered the follow-up questions However, participants in control group received a traditional method of reading for comprehension; they read the text on their own and answered the follow-up questions. Of course both groups enjoyed a warm-up before reading each text. The statistical independent group T-test of the reading comprehension posttest showed that participants in the experimental group performed better than the students in the control group展开更多
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 th...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.展开更多
In this study, the author investigated insights of 15 college students majored in English as they explored their own use of annotation strategy and how they applied this strategy in effective reading process. As an ac...In this study, the author investigated insights of 15 college students majored in English as they explored their own use of annotation strategy and how they applied this strategy in effective reading process. As an action research, the report is an attempt to explore the role played by annotation in reading comprehension in English as a Foreign Language （EFL） classrooms. By means of learner diaries, the researcher found that annotation, as an efficient writing-to-learn strategy, is able to help EFL learners to research a deeper level of engagement and to encourage active reading. The findings also suggest that reading strategy training can be integrated with reading tasks in the EFL classrooms.展开更多
This paper presents the results of the research conducted at the English language course of the students of Polytechnic of Medimurje in Cakovec, Croatia. The purpose of the research was to introduce the method of stud...This paper presents the results of the research conducted at the English language course of the students of Polytechnic of Medimurje in Cakovec, Croatia. The purpose of the research was to introduce the method of students＇ presentations in foreign language teaching, as well as the topics related to the culture and civilization of the English-speaking countries. After the introductory lectures on how the presentation on the given topic in the English language should be prepared, and after the presentations were delivered by the students during one semester, the results of the questionnaires which the students had to solve at the beginning and the end of the semester, were compared. The goal of the research was to examine the extent in which the students acquired the contents presented to them in such a way. The obtained results are satisfactory, although they have not fully met the expectations. However, if the problems and flaws are identified and addressed, the method can be further improved and better results achieved, both regarding the foreign language competencies, as well as multicultural awareness of young people.展开更多
文摘This paper is a report of an experimental undergraduate composite program of Tourism Business Management and English. It introduces the characteristics of the program structure, faculty, learning materials, teaching and learning methods, and assessment approaches. The achievements of the program as well as the major problems it has experienc.ed are also discussed.
文摘From the perspective of teaching methods theories, this paper probes into the feasibility of adopting the eclectic teaching method in college English teaching, especially the New horizon college English classroom teaching, with the intention of providing new insights for New horizon college English teaching practice.
文摘The debate on grammar in second language acquisition： past, present, and future, is a well written summary of both explicit and implicit grammar instruction in second language acquisition from past to present and with future projections. The thesis holds that explicit grammar instruction plays a very important role in foreign language learning and teaching and argues that English education in China should lay emphasis on how to assist students＇ grammar internalization and promote the conversion from explicit learning to implicit learning.
文摘Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.
文摘The purpose of the paper is to demonstrate the effectiveness of using project method in teaching professional English in non-linguistic colleges. The main principles of project teaching, the technology of its adoption in teaching process, and some kinds of projects used in studying are reviewed. During the research the following methods were used： theoretical analysis, empirical, and statistical. While studying the course ＂Professional foreign language＂, the monitoring of effectiveness of project method use in teaching a foreign language was made. Monitoring was conducted under the following criteria： percent of progress, percent of quality of knowledge, and the level of motivation in studying English. The experience showed that in the process of project work learners＇ general educational abilities, special abilities, and communication abilities are developed.
文摘This paper will discuss the question about how to sustain and promote learners＇ motivation in TEFL. A framework is proposed, which provides some suggestions to English teacher about how they could do better and what they should pay more attention to. This paper is indicated in the following five parts.
文摘This paper aims to bridge folk narrative studies and literature on foreign language learning, by overview of the applications of folk narratives--from fairy tales to contemporary legends--to EFL learning. It focuses on how the very nature of oral narratives, of which the English language has varied and rich tradition, can act on the acquisition of English as a foreign language from a linguistic point of view providing an teaching and a particularly and a cultural
文摘What language competence a learner has can she/he achieve an effective communication？ This question is the main concern for applied linguists and English teachers in TEFL, for the recognition of language competence directly influences the goal of teaching, curriculum design, textbook writing and classroom practice. This paper discusses the various points of views on language competence and explores its characteristics which, the author believes, will shed some light on foreign language teaching.
文摘This paper tries to explore the effect of question-generation reading strategy on the reading comprehension of Iranian intermediate EFL （English as a Foreign Language） learners. Since the researchers did not have any control over randomization of students and it was considered as one of the features of experimental method, this study is not a true experimental method. This method is called Intact Group Study. In this research there were experimental and control groups. The age range of the learners in both groups was between 19 to 22; the age range difference was so limited that we could neglect the difference concem. The number of students in both groups was closely the same. One of these groups received question-generation reading strategy instruction and the other group---control group--did not receive this instruction. Participants in both groups studied a task-based course book called New Interchange 3 by Richards （2005）. They studied the last eight units of this book during a whole term. The instruction was the same for both groups except for the reading parts. Participants in experimental group were taught how to generate questions as being linked to the main ideas of the text they were reading. They were also given feedback on the correctness of the questions they generated. Then they answered the follow-up questions However, participants in control group received a traditional method of reading for comprehension; they read the text on their own and answered the follow-up questions. Of course both groups enjoyed a warm-up before reading each text. The statistical independent group T-test of the reading comprehension posttest showed that participants in the experimental group performed better than the students in the control group
文摘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.
文摘In this study, the author investigated insights of 15 college students majored in English as they explored their own use of annotation strategy and how they applied this strategy in effective reading process. As an action research, the report is an attempt to explore the role played by annotation in reading comprehension in English as a Foreign Language （EFL） classrooms. By means of learner diaries, the researcher found that annotation, as an efficient writing-to-learn strategy, is able to help EFL learners to research a deeper level of engagement and to encourage active reading. The findings also suggest that reading strategy training can be integrated with reading tasks in the EFL classrooms.
文摘This paper presents the results of the research conducted at the English language course of the students of Polytechnic of Medimurje in Cakovec, Croatia. The purpose of the research was to introduce the method of students＇ presentations in foreign language teaching, as well as the topics related to the culture and civilization of the English-speaking countries. After the introductory lectures on how the presentation on the given topic in the English language should be prepared, and after the presentations were delivered by the students during one semester, the results of the questionnaires which the students had to solve at the beginning and the end of the semester, were compared. The goal of the research was to examine the extent in which the students acquired the contents presented to them in such a way. The obtained results are satisfactory, although they have not fully met the expectations. However, if the problems and flaws are identified and addressed, the method can be further improved and better results achieved, both regarding the foreign language competencies, as well as multicultural awareness of young people.
