抓住发言 创造精彩——浅谈小学语文课堂如何抓住学生发言

从广义上来说,课堂上学生围绕文本而进行的提问、回答乃至朗读、背诵,都可以称为发言。课堂上,教师机械重复学生发言的事例屡见不鲜,而实际上,学生的发言哪怕是最普通的,教师也有点可抓,优秀的教师总是能在学生的发言中发现亮点,创造精彩的课堂。

Teaching Speech Acts in EFL Classrooms： An Implicit Pedagogy

Language teaching is a combination of teaching syntax, content of language in use, and the social background of that language. As the study of the act in speech, speech acts naturally exist in social and interpersonal discourses. Thus it is of vital importance to let language learners to acquire its concept and principles. This paper is a brief introduction to the theories and approaches on speech acts as well as its application for ELT pedagogy. The paper is made up of three parts. In the first part, former investigations and theories on speech acts would be introduced and discussed. The second part is a discussion on communicative competence in English language teaching. In the third part, two sample tasks of implicit pedagogy for speech acts would be introduced. A conclusion of teaching speech acts implicitly is given out in the fourth part.

A Survey on Students＇ Group Discussion in Conversation Class

This article makes an investigation of 114 English majors＇ level of a particular communicative performance and the general ability to perform in small-group conversations in their conversation class, and thereafter explores the reasons for their current level with the aid of questionnaire based on a rating scale, together with observation and interviews. Some countermeasures are provided to call for teachers＇ attention in their teaching practice.

Workshop on how to create a learner-centered classroom

Based on the literature review on learner-centered classroom, this essay is to explore now to create a learner-centered classroom in Chinese context so as to design a workshop for those teaching professionals all over China to create a learner-centered classroom. The workshop conducted mainly focuses on what is a learner-centered classroom, why and how to create a learner-centered classroom, meanwhile, it aims at helping the participants work out a practical framework which can be eventually put to their everyday teaching.

Modes to Open a Conversation

All of us make conversations with others in a certain social context every day, though the mode to start them is various from different persons, occasions and circumstances. This paper is an attempt to analyze the variety of modes to open a conversation in different situations from the viewpoint of discourse analysis.

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

Language and Culture in Foreign Language Teaching

Culture plays a very important role in language teaching. A deep study of the relationship between language and culture is not only necessary but also urgent in language teaching and learning. The paper briefly points out that in order to make teaching more effective, teachers should not only teach the language itself, but also teach the culture in the language while teaching the foreign language. It analyzes the differences of language customs reflecting in different cultures among different languages （between European languages such as English, Russian and Asian languages such as Kazakh, Chinese）. The analysis of diversity of different social cultures and different language customs of commtmication shows that the culture has a great influence upon the language. It includes the next components： （1） diversity of different geographies, natural environment, and customs, （2） differences of the history, religion, and belief, and （3） diversity of different thoughts of understanding objectivities. Further suggestions concerning how to use culture factors in the teaching procedure are also introduced in detail, such as： （1） the teacher＇s role; （2） the way of explanation, （3） the way of contrast; and （4） the way of practice. In order to conduct foreign language teaching well, teachers must take up the teaching of culture and the teaching of language at the same time. As long as the emphasis is laid both linguistic skills and communicative competence, the goals of language teaching will be achieved satisfactorily.

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.

Language Structure and Social Situation： Developing Communicative Strategies for the Nigerian Teacher of English

Defining knowledge and extent of communicative competence in the Nigerian, teacher of English underlies the ability of the teacher to engage adequately in ＂can do＂ statements which describe communicative competence in an ESL （English as a second language） communication situation. Therefore, in the skills of reading, writing, listening, interactive speaking, and in the spoken production of giving a speech or presentation, should fall the teacher＇s （and by extension, his students＇） competencies--linguistic, sociolinguistic, and pragmatic. This paper examines the successful classroom communication of the Nigerian teacher of English which depends on his ability to manipulate the structures of English accurately, as well as to be able to use this knowledge in different social situations especially for the practice of impartation of knowledge. This paper postulates on the teaching of communicative competence, as it brings teachers to terms with the task of preparing students for their new role in the classroom And, the research recommends strategies to enhance the communicative competence of the Nigerian teacher for effective classroom teaching of English beyond the traditional ESL concems.

On the Cultural Untranslatability in Chinese-English Literary Translation

The paper is intended to study the cultural untranslatability in Chinese-English literary translation and its compensation with a view to find some practical strategies in translation when untranslatabiltiy occurs. Based on Eugene A. Nida’s classification of language culture, the author analyzes causes of cultural untranslatability in terms of ecological culture, material culture, social culture, religious culture, and linguistic culture through specific examples. As the cultural untranslatability is conditioned, variable, and dynamic, some translation strategies are proposed for tranferring untranslatability to translatability.

Conversation Table as an Environment for Re-Signification of Subjectivity and Identities in Portuguese as a Foreign Language

As foreign language teachers, we always wondered about the silence of our students during the lessons. However, after we started the project ＂Conversation Table in Portuguese＂ （CTP）, we realized that the students assumed a more active role during the interactions, probably due to the less hierarchical situation they were in. The CTP provided the students the opportunity to express themselves in a foreign language without the interdiction they felt inside the classroom. Within this new context, the lack of confidence they might have been facing when communicating in a foreign language started to disappear, giving place to a motivation to express what they felt in this ＂new＂ language. Therefore, the target language started to become a new locus, a new way that made them not feel scared, but free and curious to say things that they would not say in similar situations when communicating in their mother tongue. In other words, the foreign language can be the place where everything seems to be possible as we do not have the control or interdiction imposed by the social values presented in our society and manifested in our mother tongue. In this study, we analyze some discursive situations taken from a session of CTP in which the students show their new identities in the foreign language. The results show that acquiring another language is much more than acquiring new linguistic aspects of communication, but also giving birth to new identities that make us become new subjects.

A New Way of Teaching Listening---- A Combination of Seeing, Listening and Speaking

Comprehending speaking materials in a foreign language is one of the most difficult tasks and one of the most useful skills in foreign language teaching. But for many years listening skills have not received the priority it deserves in language teaching. A traditional listening lesson often tends to test listening rather than teach it and does not practice the kind of listening that takes place in real life. This paper explores a communicative way of teaching listening--a combination of seeing, listening and speaking. The new teaching approach can inspire learners＇ interest, help learners develop a better awareness of how to listen, build up their skills and strategies in listening and prepare them to deal with the demands of real world communication. The present study attempts to measure the effectiveness of and student reaction to the new approach to teaching listening.

What Fails English as the Dream Language of Rural India？

Rural masses in India view English as the language of socio-economic empowerment through education. Education could be either in English or in regional languages, but children should learn English, because it is seen as the key to the world of opportunities in higher education and employment. The governments need to politically respond to the aspirations of the common masses keeping aside both politicised language policies and theoretical linguistic inputs that encourage one＇s mother tongue as the ideal medium of instruction. Onerous responsibility lays on men, methods, and materials over which government have the least say, but the practising teachers of English and academics who help bureaucrats in framing language policies in India are solely responsible for non-realization of dreams of the masses. There is something terribly rotten in the state of English-teaching enterprise in India. This paper proposes to examine the present state of affairs in the teaching of English to rural students and to offer constructive alternatives to the existing package of men, materials, and methods.

The Impact of English Immersion on Children

This article does some researches on the impact of English Immersion on children. Through the practice and observation of children in the immersion program, we find that English Immersion has the following impacts on children： 1） The English language learning is immersed into the process of thematic activities, Children in the Immersion learn English naturally, joyfully and systematically. They tend to cooperate well. 2） The language immersion is an integrated model in which children feel no cultural barriers. 3） English learning enhances the learning of Pingying, and vice versa. 4） There is little gap between genders. 5） Social and economic difference does not influence their learning. 6） English rhyming, chanting and songs arouse great interest in them. 7） Drama makes children very confident in their performance. They learn to think and settle problems through the performance. English immersion gives children cognitive development and enforces the language they are learning.

Teaching to, with, and Against the Test: Language Teaching and Teacher Identity Under Institutional Neoliberalization

Neoliberalism has emerged as a keyword that captures some core features of global economic and educational reforms in recent years. This paper reports a linguistic ethnographic study of how a Chinese language teacher was engaged with neoliberal discourses on language education in and out of the classroom in a suburban public middle school in China, with an attempt to illuminate the complexity of language education in a neoliberal context. The analysis shows three general identity positions-as an opponent, a conformist, and a pragmatist-across the identification trajectory of the focal language teacher through the fieldwork period, in relation to neoliberal exam-oriented education and her various ways of engaging with exam discourses in her language classrooms. This inquiry argues for the perspective of unpredictability and complexity as an alternative that goes beyond the current "deterministic neoliberalism" in understanding the dynamics of neoliberalization in language education, language teaching, and teacher identity formation.