Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical...Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical framework for using and evaluating Production-Oriented Approach(POA)teaching materials(Wen,2017),explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials.Multiple methods were employed in data collection,including classroom observations,teacher interviews,the teacher’s lesson plans,and PowerPoints,as well as students’written and oral products.Data analysis showed that the teacher followed a three-phase process of materials use.Before class,teaching objectives were set,materials were selected,adapted,and then transformed into teaching activities.During class,the teaching activities were implemented with the materials.After class,the effectiveness of using the materials was assessed.The study revealed that the teacher played an active role in practicing the essential POA principles of“productive-objectives-determined”and“input-in-service-to-output”in the entire process of material use.展开更多
Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes t...Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes the process of compiling iEnglish,a series of textbooks based on the Production-Oriented Approach(POA)and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing.By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process,the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.展开更多
The paper reports on collaborative learning approach to a remedial class in Dynamics. It uses the Kolb model and 4MAT learning system to introduce a learning cycle based on collaborative problem solving exercises. The...The paper reports on collaborative learning approach to a remedial class in Dynamics. It uses the Kolb model and 4MAT learning system to introduce a learning cycle based on collaborative problem solving exercises. The teaching approach based on learning cycle is described giving examples of different teaching elements applied in particular quadrants of the learning cycle. The attitude of students and their different approaches to, learning are presented and discussed in detail. The results presented cover different aspects of the course delivery and students＇ perception. The results include students＇ statistics with respect to their registration and previous history related to the course, their motivatiion, assessment and satisfaction with the approach applied. This initial introduction of cooperative activities into the remedial Dynamics class can be assessed as a positive step in increasing student understanding and performance in the course. The students＇ positive reception of the non-traditional teaching method and their overall improved performance seem to confirm the advantages of collaborative leaming. In terms of the final grades, the results of the experiment were not as good as expected. However, the application of 4MAT learning system which exposed students to a variety of diverse learning styles improved the quality of education. The positive aspect of the experiment was the attitude of students and their acceptance of the new mode of course delivery. In conclusion collaborative learning could be extended beyond remedial groups to normal student classes.展开更多
By exploring the ways thirty Asian EFL students at QUT learned their English grammar, this survey was an attempt to address several controversial issues regarding grammar teaching and learning. Research findings indic...By exploring the ways thirty Asian EFL students at QUT learned their English grammar, this survey was an attempt to address several controversial issues regarding grammar teaching and learning. Research findings indicate that for EFL students, the grammar ability is a result of learning, rather than of acquisition, and that English grammar can be taught as an individual subject. While employing CLT approach in their EFL teaching, practitioners need a critical eye to caution against its idolization. Finally, the survey reveals that instrumental orientation provides an effective context for language success.展开更多
文摘Although research on teaching materials use has important implications for materials development,little literature examines how teachers actually use materials in the classroom.The present study,taking the theoretical framework for using and evaluating Production-Oriented Approach(POA)teaching materials(Wen,2017),explores the procedure and the rationale of an experienced Chinese university EFL teacher’s use of POA teaching materials.Multiple methods were employed in data collection,including classroom observations,teacher interviews,the teacher’s lesson plans,and PowerPoints,as well as students’written and oral products.Data analysis showed that the teacher followed a three-phase process of materials use.Before class,teaching objectives were set,materials were selected,adapted,and then transformed into teaching activities.During class,the teaching activities were implemented with the materials.After class,the effectiveness of using the materials was assessed.The study revealed that the teacher played an active role in practicing the essential POA principles of“productive-objectives-determined”and“input-in-service-to-output”in the entire process of material use.
文摘Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes the process of compiling iEnglish,a series of textbooks based on the Production-Oriented Approach(POA)and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing.By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process,the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.
文摘The paper reports on collaborative learning approach to a remedial class in Dynamics. It uses the Kolb model and 4MAT learning system to introduce a learning cycle based on collaborative problem solving exercises. The teaching approach based on learning cycle is described giving examples of different teaching elements applied in particular quadrants of the learning cycle. The attitude of students and their different approaches to, learning are presented and discussed in detail. The results presented cover different aspects of the course delivery and students＇ perception. The results include students＇ statistics with respect to their registration and previous history related to the course, their motivatiion, assessment and satisfaction with the approach applied. This initial introduction of cooperative activities into the remedial Dynamics class can be assessed as a positive step in increasing student understanding and performance in the course. The students＇ positive reception of the non-traditional teaching method and their overall improved performance seem to confirm the advantages of collaborative leaming. In terms of the final grades, the results of the experiment were not as good as expected. However, the application of 4MAT learning system which exposed students to a variety of diverse learning styles improved the quality of education. The positive aspect of the experiment was the attitude of students and their acceptance of the new mode of course delivery. In conclusion collaborative learning could be extended beyond remedial groups to normal student classes.
文摘By exploring the ways thirty Asian EFL students at QUT learned their English grammar, this survey was an attempt to address several controversial issues regarding grammar teaching and learning. Research findings indicate that for EFL students, the grammar ability is a result of learning, rather than of acquisition, and that English grammar can be taught as an individual subject. While employing CLT approach in their EFL teaching, practitioners need a critical eye to caution against its idolization. Finally, the survey reveals that instrumental orientation provides an effective context for language success.
