Based on the data collected from the questionnaires, this paper discusses various problems concerning intercultural communication competence the non-English majors at ＂high-leveled, applicationoriented＂ level faced ...Based on the data collected from the questionnaires, this paper discusses various problems concerning intercultural communication competence the non-English majors at ＂high-leveled, applicationoriented＂ level faced in Shanghai Institute of Technology. Besides, it analyzes the necessity and feasibility in developing intercultural communication competence, and puts forward some constructive suggestions to enhance intercultural communication competence in adult English teaching.展开更多
A literature-based review concerning why and how to evaluate language-teaching materials is presented with the purpose to facilitate English Language Teachers＇ awareness of material evaluation and assist their conduc...A literature-based review concerning why and how to evaluate language-teaching materials is presented with the purpose to facilitate English Language Teachers＇ awareness of material evaluation and assist their conduction.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
Massive Open Online Course （MOOC） has many characteristics, such as mass, openness, and online learning, which can effectively make up for the problem ＆shortage of teachers in the college English teaching. But, the...Massive Open Online Course （MOOC） has many characteristics, such as mass, openness, and online learning, which can effectively make up for the problem ＆shortage of teachers in the college English teaching. But, there is also a challenge to introduce MOOC to the college English teaching. This paper analyzes the challenge and revelation MOOC brings to college English teaching combined with the characteristics of MOOC, and points out that the role of teachers, students, and managers should be changed under the background of MOOC.展开更多
Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones...Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.展开更多
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 t...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.展开更多
文摘Based on the data collected from the questionnaires, this paper discusses various problems concerning intercultural communication competence the non-English majors at ＂high-leveled, applicationoriented＂ level faced in Shanghai Institute of Technology. Besides, it analyzes the necessity and feasibility in developing intercultural communication competence, and puts forward some constructive suggestions to enhance intercultural communication competence in adult English teaching.
文摘A literature-based review concerning why and how to evaluate language-teaching materials is presented with the purpose to facilitate English Language Teachers＇ awareness of material evaluation and assist their conduction.
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Massive Open Online Course （MOOC） has many characteristics, such as mass, openness, and online learning, which can effectively make up for the problem ＆shortage of teachers in the college English teaching. But, there is also a challenge to introduce MOOC to the college English teaching. This paper analyzes the challenge and revelation MOOC brings to college English teaching combined with the characteristics of MOOC, and points out that the role of teachers, students, and managers should be changed under the background of MOOC.
文摘Language ecology is defined as the study of the interactions between any given language and its environment. It is primarily determined by the people who learn it, who use it, and more important than the previous ones by the people who transmit it to the others; that is, language teachers. English language is used as an additional language almost all over the world and an indispensable part of the ecology of this international language is culture. Thus, an ecological perspective demands a particular view of the practice of the culture of English language as situated and localized. Exploring such practice within the diverse contexts of the use of English language should be based on the genesis underpinning English language teachers＇ thoughts and practice. Therefore, the purpose of the present study was to explore Iranian English language teachers＇ attitudes, knowledge, and skills of teaching culture in light of Vygotsky＇s genotypic approach. To do so, semi-structured interviews were conducted with 35 English language teachers in Iran. Their records were analyzed and discussed in terms of four different and interrelated spans, namely phylogenetic, cultural-historic, ontogenetic, and microgenetic. Phylogenetic span focuses on the development of language teachers as natural species and their physical evolution. The cultural historic span concerns the development of language teachers based on social, cultural, and historic bases. Ontogenetic domain investigates the role of language teachers across their human life span. Microgenetic span is related to a set of roles, activities, and interpersonal relations experienced by the developing person in a given setting. The findings of the study have indicated that there is a sharp contrast between Iranian English language teachers＇ attitudes towards teaching culture and their practice in the classroom which is due to the divergence between the their ontogenetic development of culture teaching on one hand and the policies of the English language institutes develop within the cultural historic span on the other hand.
文摘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.
