把握教材编排特色,搭建学“文”习“言”平台

古文是汉语文化的精髓。统编语文教材在小学阶段所编选的一些小古文,契合学生认知与心理发展需要,故事性强,富有童趣,便于学生从阅读中了解中华历史文化、明理悟道,感受文言的博大精深。在优化小古文的教学设计上,教师要围绕教材内容,激发学生对古文学习的兴趣,循序渐进地帮助学生积累文言知识,在学“文”习“言”中提升学生的语文素养。

How to Apply Humanistic Psychology to Establish an Effective Emotional Class Climate in China

To enhance students＇ all-around development and personal potential is the main purpose that teachers want to obtain in their teachings. The author believes that it can be achieved only in a relaxed and safe class atmosphere. The article introduces the humanistic psychology and illustrates how to apply humanistic psychology to the foreign language class and establish an effective emotional class climate in China.

A Brief Analysis of Culture Aphasia in Higher English Teaching in China

Culture is a result of the accumulation of human society; language is the important carrier of culture. Infiltration of Western culture and the widely use of English seriously hinder the globalization of the Chinese culture and it results in ＂cultural aphasia＂ phenomenon. After having studied foreign language for several years, many foreign language learners still cannot express Chinese traditional culture correctly in international communication. This is mainly due to the neglect of Chinese culture in the process of foreign language teaching. With the development of globalization, the communication between different cultures has become more and more frequent It is necessary to pay more attention to the output of native language culture as well as the input of target language culture. As the main places of cultivating high-level talents in China, colleges and universities are focusing on how to change this phenomenon in the foreign language teaching reform. This paper begins with the introduction of ＂cultural aphasia＂ phenomenon in China, then analyzes the reasons, finally proposes suggestions and teaching strategies to overcome the culture aphasia in cross-cultural communication.

Schema Theory and Business English Teaching

Schema Theory, which emphasizes on the effects of existing knowledge on language learning, has been applied into varied areas of language teaching. And BE （business English）, on the other hand, is drawn more and more attentions as a specialized usage of language. This paper will probe into the application of Schema Theory into BE teaching through discussing three types of schemata. In order to facilitate learning, BE teachers should help students modify their exiting schemata, such as teaching them the terminology used in BE, and the factual and socio-cultural knowledge of the business, and improve their ability to speak and listen English in business

Using Software in Teaching of English as a Foreign Language

Computer Assisted Language Learning （CALL） is playing a more important role in Teaching of English as a Foreign Language （TEFL）. Teachers of English classroom need to discover more benefits from the computer as an assisting tool. This paper first deals with the roles of the computer, and then expatiates on the benefits software can bring to both English teachers and learners. This paper also suggests some tasks designed upon software and attempts to serve as a little drop which can make a shower on a further study on CALL.

On the Content-based Instruction of EFL for Chinese Undergraduates

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..

Models for Teaching Culture in Computer-Assisted Language Learning

CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture

The Application of English Songs in Higher Vocational College English Teaching

Due to the arrival of the era of globalization, English has become an important foreign language in China. People with high English proficiency have more opportunities and better competitiveness in the global job market. Therefore, more and more people attach importance to learn English. English songs play an important role in English teaching and they have been used as teaching materials in the field of language learning for a long time They can not only effectively stimulate students＇ interest in learning but also improve the quality and efficiency of English teaching. This instruction can enhance learners＇ motivation, learning attitude, and the comprehension of listening, speaking, reading, and writing. Some linguists believe that they can affect one＇s language learning abilities. Thus, more and more teachers and researchers try to find out how the English songs can improve the learners＇ English level. So, this paper aims to explore how to apply English songs to higher vocational English teaching.

Why is English Learned in China？

English is widely taught and learned in China nowadays. Wherever you go, you may find English language is taught and learned as a compulsory course from the third year of primary school onwards from 2001. In addition, adults who have not had any education in English before are now encouraged to take up English lessons in formal teaching or take English courses in self-taught ways. Why English is so widely learned in China？ This research will help us to find the factors encouraging this phenomenon either from the historical background, or from our education policies and people＇s learning motivation.

Content-based Instruction in Foreign Language Learning

Abstract. In recent years content-based instruction has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary （11 - 16 years old） education sector. This paper discusses about the definition, types, ways to create a CBI lesson, advantages and the problems of CBI, as well as the assessment of CBI.

A contrastive Study of some English and Chinese Grammar items in the thinking from the perspective of＂ culture

Language carries culture, and culture contains rich language elements. At present,most scholars study the difference of the grammar between English and Chinese from the linguistic perspective, while it is very short to explain the difference of grammar between English and Chinese from cultural angle. So according to the contrastive analysis of culture difference of English grammar and Chinese grammar, it helps the language learners learn the grammar and use correct grammar, it is also of great help to the intercultural communication. It plays an active role to the teaching of grammar.

College English Teaching in Dynamic Contexts

How to make college English teaching （CET） tailed to the requirement of the society is a topic of great significance. This paper is meant to give a description of CET from a new aspect——dynamic context. By giving an analysis of the current situation of CET in China as well as the introduction of the theory of DC, this paper attempts to give a description of CET in dynamic contexts （DC） to improve the students＇ communicative competence to meet the need of the society.

Transformative Learning in Language Arts as a Method of Guidance and Counseling

Our voluntary project ran in different groups of adults （healthy, depressed, schizophrenic, and clients with anxiety disorders）. The study is based on analysis of personal counseling experience, where literature was used as a tool to disclose client＇s personal meanings. During our sessions, clients were observed phenomenologically, and their speach was written down. Reflecting on the qualitative data of transformative learning in language arts, we developed techniques for facilitation and disclosure of personal meanings. Grounded theory was used for data generalization： Personal educational insights and its comparison with other researchers＇ theoretical insights were the basis to develop the methodical system for psychological guidance and counseling and to explain it. We revealed that focus on personally important meanings during discussion after literature reading has influence on the mental state of personality and deepens the interactions with the literature art, so we suggest a spiral model to explain the methodical system of our method. Transformative learning in language arts as a method of guidance and counseling can be understood as spiritual motion by spirale. It has three levels： （1） art level （interaction with the literature）; （2） psychology level （counseling）; and （3） art level （interaction with the same peace of literature as in the beginning of the session, poetic summary of the session）. Levels （1） and （3） mean interaction with literature art, but at the third level, this interaction has new quality, because personality has better perception of Self and more ability to connect personal meanings and literature wisdom. At the first level, we have direction from literature to Personality. At the third level, we have direction from the Self （Speaking from Within） to literature. Disclosure of personally important meanings is a key to self-understanding and poetical thinking; our developed methodical system reduces emotional tension and strengthens interconnectedness between inner and outer world and improves poetical understanding. In this paper, the methodical system of transformative learning and guidance is discussed.

An Empirical Study of Applying English Films and TV Programs to English-Listening Teaching

This is a study of the feasibility and effects of teaching listening with films and TV programs. The research is a part of the English Learning Program directed by ZHANG Zhen, which is sponsored by Academic Affairs Office of Leshan Normal University. The researcher of the program sought for theretical bases from Krashen＇s Input Hypothesis, the Motivation Theory, the Context Theory, and the Communicative Language Teaching Theory. Then the author introduced a pilot study conducted by utilizing films or TV programs to teach listening from September 2010 till now. The statistic results from the experiment suggest that there is indeed some correlations between teaching listening with films or TV programs and a learner＇s listening comprehension in general in language achievement tests at certain stages. The scores of the students from the experimental group are improved after two years of teaching with the new methods. Analyses and discussions have been done based on a questionnaire and an interview. The results showed that both the teachers and the students had positive attitudes towards teaching listening with films or TV programs. Most of them view this method as an effective way in ELT （English language teaching）, because it provides more opportunities for contextual practice, lower their anxiety; it can also help to motivate them, stimulate their active participation and increase their activities as well. Therefore, this method can be used to cultivate students＇ communicative competence. Consequently, we can draw the conclusion that this method has some advantages over teaching listening with the pre-taped materials in New College English. It may play an important role in ELT, especially in listening teaching. Based on the statistic analyses and the survey, some activities and techniques are provided for the teacher on how to teach listening with films or TV programs. The roles that an English teacher plays in this method are illustrated at the end of the thesis.

Neologism in News English

Neologism is an important part of News English whose analysis and studying is of great significance to English learning. It covers a wide range of topics varying from politics, economy, culture, war, science, and technology, with diverse genres ranging from news story, editorial to features, and review. This paper discusses the formation of neologisms in News English： abbreviation, compounding, derivation, loan words, analogy, and meaning transfer in the context of English news with the aim of facilitating language learners in learning English and better understanding world news as well as cultivating their cross cultural communication ability.

Cultural Orientation Through Public Speaking Contests

Learning about culture is an integral part of learning a fbreign language. Participating in speech contests gives language learners a good opportunity to know more about the culture of the target language. Such contests allow students to learn how to write a speech for a particular audience, how to introduce a speaker, how to deliver a speech, and how to say ＂thank you＂ to the speaker. Participation in speech contests can promote insight and understanding through a comparison of American culture and the students＇ native culture. Such comparison is intended to promote better understanding of both cultures.

A Polish College Students＇ Use of Dictionaries in Text Production

The study, conducted in the academic year 2008, explores the potential differences in the use of a dictionary in support of a standard writing task by two student groups at two different proficiency levels. Fifty seven students working on a real classroom assignment were observed; in order to make sure that the subjects behaved as they normally would, they had not been informed that their dictionary behavior was to be observed. The study which shows that the need for a dictionary is smaller in the case of more advanced students may be of interest to those foreign language teachers who fear that giving a student an unlimited access to a dictionary may hamper the development of his expressive abilities. In turn, a marked preference on the part of more advanced students for an L I-L2, paralleled by a sustained interest in information categories typically placed in foreign learner＇s dictionaries suggests that advanced language learners writing in English would probably opt for a lexicographic product combining the best of both dictionary types： an LI-L2 and an MLD.

Impact of Intercultural Learning Program on Language Learners＇ Intercultural Competence

As institutions of higher education continue to internationalize, the number of exchanged students climbs ever higher in China. It is important to know what they have gained in the intercultural learning experiences in terms of attitudes, awareness, and knowledge, which are the three constructed dimensions of Intercultural Competence in this study. A qualitative research is conducted by using interview and seven English language learners are investigated to explore their learning outcomes in the intercultural learning program. From the thematic analysis of the interviews, it can be found that these English language learners＇ intercultural competence has been improved during their stay in USA. They successfully overcome cultural shock, hold positive attitudes toward target culture and people, become more confident in English study, and acquire more cultural knowledge. The research outcomes contribute to promoting intercultural learning effectiveness and improving learners＇ intercultural competence.

What Information Gap Activities can Teach Us in TESOL

Starting from presenting and analyzing some information gap activities during the previous teaching experience, this article has inferred the major roles of information gap activities. Some strategies to implement the information gap activities are also recommended together with the functions of the instructors via these activities. What information gap activities can teach us in TESOL （teaching English for speakers of other languages） is that information gap activities contribute to setting up a climate of a mutual autonomous learning style both for the learners and the instructors, and these activities activate a diversity in the learning atmosphere.

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.