小学语文教学中学生阅读能力的培养

阅读教学是小学语文课堂教学中重要的一个环节,阅读作为小学生获取知识的重要途径之一,在小学语文的教学中占有着很重要的位置。随着新课程改革的标准规定,阅读教学目标过于广泛,这样导致了大部分教师在备课时,无法系统的把控教学目标,使语文阅读教学出现零散的状况,缺乏系统的、完善的教学过程。其实提高学生的阅读能力,可以帮助学生更好的理解教材内容,而认真阅读,还可以让学生进一步体会教材内容所传递出的情感。

如何提高初中语文文言文教学的有效策略

文言文是初中语文教材的重要组成部分,学生学习文言文不仅可以使学生获得心灵上的“净化”,同时也是继承中华文化、弘扬民族精神的重要途径之一。然而从目前的教学状况上来看,学生学习文言文的积极性并不高,也导致文言文的教学效果差强人意。任何国家的文化都是有根基的,而中国文化的底蕴始于古代文学,文言文作为中华民族文化遗产中的精华,我们理应重视起来,所以教师要做到提高学生学习文言文的积极性。

初中语文文言文有效教学的策略研究

任何国家的文化都是有根基的,而中国文化的底蕴始于古代文学,文言文作为中华民族文化遗产中的精华,我们理应重视起来。当前初中语文教材选择了大量文言文,这么做的目的是培养学生对传统文化的兴趣,提高对事物的鉴赏能力。对于刚刚接触文言文的学生来说,文言文就像是“天书”,难以理解,使许多学生对学习文言文都产生一种畏惧的心理,这也就导致目前初中文言文教学现状不容乐观,出现了大量学生厌学,老师怕教的现象。但文言文在语文试卷的分数比重是不能忽视的,如何改变这一现状,是当前初中教学的重中之重,如何有效地教学让学生更容易接受是老师目前最应该解决的一大难题。

The Role of Non-verbal Behavior of Teachers in Providing Students Corrective Feedback and Their Consequences

Considering the primary focus of corrective feedback literature on verbal-correction provided by teachers and lack of attention to the role of other forms of corrective feedback in FL （foreign language） classroom interaction, this paper demonstrates how essential teachers＇ non-verbal communication and stance display are in making students＇ errors noticeable for them by providing samples from videotaped data. The findings in this study provide insights into the use of non-verbal behavior in providing students with corrective feedback. This study shows that research dealing only with verbal corrections provided by FL teachers cannot fully define the classroom interaction in terms of teachers＇ use of error correction techniques and student notification and uptake.

A study on pragmatic failure in cross-cultural communication

Through analyzing and comparing the anecdotes of pragmatic failure in cross-cultural communication from the aspects of lexicon, syntax and discourse, some pragmatic strategies are suggested in intercultural communication. To improve learners＇ cultural awareness and communicative competence, a cultural-linguistic approach in foreign language teaching should be adopted.

Traditional and Computer-Based Evaluation of Preschoolers＇ Oral Language in Greek A Review of the Literature

The purpose of this study is to examine and present the procedures and the tools that are described in the literature for observing preschool children＇s communication competence. Informal and formal standardised testing activities are included and a distinction is made on traditional and computer-based screening and diagnosis. The results of study illustrate the current trends of the literature and discuss the possibility of the computer-based screening and diagnosis to partially make up for the expert-personnel shortage

An Analysis of Errors in College English Writing in China

This paper first explores the importance and significance of college English writing in China, then the current problems and the main reasons in teaching Chinese college students. The author classifies the main errors that Chinese college students always commit in detail, gives the analysis of errors referring to the error analysis theory, puts forward the principles and methods that both Chinese teachers and Chinese college students can use, finally talks about the analytical significance and how to improve Chinese college students＇ writing abilities.

A generic analysis of English Research Article abstracts and the use of modal verbs for financial economics

This paper is a generic study of schematic structures and the use of modal verbs of 50 English Research Article （RA） abstracts. With Bhatia＇s （1990） model as the framework, three other move patterns were obtained besides the normal move order. The density of modal verbs varies greatly from move to move with significant differences in the frequency of occurrence in different moves. The use of modal verbs is much more move-determined than discipline-determined.

Learner Autonomy via Self-Assessment in Consecutive Interpreting for Novice Learners in a Non-Interpreting Environment

This paper discusses the implementation of self-assessment in consecutive interpreting among novice learners in a non-interpreting environment specifically referring to the interpreting courses offered at USM （Universiti Sains Malaysia）, being the only bachelor＇s degree programme in Translation and Interpreting in Malaysia, and the learners＇ perception on this mode of assessment with the goal of fostering learner autonomy among them. Such implementation was made possible with the shift from analogue technology to digital technology, the deployment of e-learning in the course instruction, and the shift from teacher-centred learning approach to student-centred learning approach in line with the university＇s APEX （Accelerated Programme for Excellence） transformation plan. Findings show a high acceptance level of self-assessment among novice learners of interpreting

A Comparative Study of Teacher Autonomy Between Novice Teachers and Proficient Teachers in the Context of University English Teaching Reform in China

Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.

An Investigation Into Typical Problems in Senior English Classroom Instruction in China

English is widely taught as a foreign language in China. However, the current situation of English teaching cannot keep pace with the requirements of the Senior High School Standards. The improvement of teaching quality has become the focus in the new era. This paper analyzes the situation of English teaching in Southwest China. A questionnaire-based survey indicates the typical problems, such as silent classes, lack of student-student interaction, and low quality of teacher-student interaction, which will impede the improvement of English teaching quality and hinder students to develop. The author suggests using interactive teaching in senior schools in China.

The Application of English Movies in Higher Vocational English Teaching

Since the rapid development of China＇s ecnomy, especially China＇s entry to World Trade Organization, English has become more and more significant. Now in China, College English, an integral part of higher learning, is a required basic course for undergraduate students. In order to deepen teaching reform and improve teaching quality, a wide variety of teaching methods enter the classroom. With the advancement of society and development of modern educational technology, English movies have gained its popularity with more and more advantages recognized in higher vocational English teaching. English movies can not only arouse the students＇ interests to study English but also improve English teaching effect and teaching efficiency. So, this paper aims at how to apply English Movies to higher vocational English teaching.

Teaching English to students of science and technology

The teaching of English for Science and Technology （EST） is generally regarded as one of the most significant developments in English language pedagogy in recent years. EST is concerned with meeting the specific language needs of learners in various scientific and technological fields. These needs should be taken into consideration when planning and implementing English language courses or specialized courses to students of science and technology. This research is an attempt to investigate some of the problems involved in the teaching and learning of EST and suggest possible solutions. The research will focus on the reading comprehension of scientific and technical texts written in English, the teaching and learning of functional grammar, and the teaching and learning of lexis. These are regarded as some of the most important skills and sub-skills to be acquired by the students of science and technology to help them gain scientific information in English and reach a satisfactory level of achievement in their academic studies. The contention here is that it is in need to adopt a new set of assumptions and criteria specifically relevant to EST instead of employing those of General-English courses being used in the foundation and non-foundation years. This is in line with the basic premise of ESP （English for Special Purpose） and foundation courses which are supposed to prepare students for longer and more difficult tasks in their relevant fields of study. It is hoped that the findings of this research paper will be fruitful and relevant to other ESP courses in addition to those of EST.

Struggling With Sibilants： Do English Speakers Use Acceptable Alternative Tongue Placements to Pronounce/s/and/z/？

Textbooks on phonology and on teaching ESL （English as a Second Language） often present the place of articulation of the sibilant/s/and its voiced counterpart/z/as a settled matter. The/s/and/z/are described and listed in phonological charts as ＂alveolar fricatives＂, meaning that the tongue is raised and the apex approaches the alveolar ridge. Those teaching pronunciation or remediating speech problems often use these descriptions by the IPA （International Phonetic Association） as models for teaching these phonemes. A number of linguists and instructors, however, have suggested that an acceptable/s/and/z/sound can be produced in English by other means This study attempted to determine the prevalence of the acceptable alternative placements for the/s/and/z/sounds in a sample of 50 English-speaking university students. Results revealed that 64% of participants used alternate tongue positions to that described in the literature as standard. Implications for speech pathology and ESL instruction are discussed.

Politicizing the queue： The social, political and cultural symbolism of hair in Qing dynasty and young republican China

The human body, such as hair, serves as a prism through which historical and cultural contexts are effectively refracted. Despite its historical and cultural significance, the role of hair, however, remains curiously a marginalized subject among the renewed interests on the body in the academic fields. In this paper, the author attempts to politicize the queue from 3 perspectives： maintaining a certain prescribed hairstyle is a top-down gesture to construct national conformity; the boundary between Manchu and Han is invoked and reinvented through the battles surrounding the queue politic in late Qing and early Republic; the widespread debate between keeping the queue and cutting the queue at the turn of the 20th century epitomizes the haunting rhetoric of traditionalism and modernism pursuit of modernity in China.

An Approach to Assertive and Non-assertive Epistemic Modality in Virginia Woolf＇s Essays

This study entails a first approach to epistemic modality in Woolf＇s essays. In particular, we will distinguish between assertive and non-assertive epistemic modality. Woolf uses assertive epistemic modality when transmitting her criticism to, sometimes, women＇s inferiority condition in history, revealing Woolf＇s more confident stance. These markers are different from those used in more ＂gentle＂ themes related to reviewing an author and her work. In this second case, non-assertive epistemic modality is more frequent. Being less harsh towards an author＇s surroundings and her literary production, Woolf＇s stance proves less self-assured. The corpus consists of 10 short essays. We also refer to her longer essays A Room of One＇s Own （1929） and Three Guineas 0938）. They were selected bearing in mind their subject-matter. Half of them deal with literature and women writers, their lives and works; the other half ones also have to do with women-related topics, but referring to their position in history and their difficulties to undertake, for example, a literary career. Some concluding remarks indicate the predominance of non-assertive epistemic modality in relation to an intersubjective reading of her texts. This reading favours the inclusion of her audience in her commentary about women writing.

Rethinking Speaking Skills in EFL （English as a Foreign Language） Settings

The teaching of speaking has been neglected in EFL （English as a Foreign Language） settings throughout language history which led to negative effects on EFL teachers＇ and learners＇ attitudes. While teachers exhibit hesitation having no preset teaching paradigms at their disposal, learners experience withdrawal in speaking situations that demand interactional ease and socio-pragmatic awareness. Indeed, both the type of instruction and the complexity of this skill make of the teaching of spoken language a highly controversial issue especially with the implicit dichotomy that speaking entails and which opposes accurate mastery of linguistic patterns to ease or facility in meaning transmission. This paper aims at reconsidering the way this dormant skill has been tackled and the interfering variables that should be rethought and revisited while dealing with it.

Overview of Standardized Testing System for ESL Students in U.S. Kindergarten Thru Grade 12 Public Schools

A comprehensive overview of standardized testing system for ESL （English as a Second Language） students in U.S kindergarten thru grade 12 public school system is reviewed within the context of basis on federal and state laws, as well as instructional basis. Identification process of LEP （Limited English Proficient） students via nomination, testing and testing criteria to be identified as LEP, hence ESL if placed in the program is defined in detail Standardized testing process of these students based on the federal AYP （Adequate Yearly Progress） measures through regular state standardized tests depending on three types of instructional program that LEP student is placed in the school that are Bilingual Education Program, ESL Program, and Two-Way Immersion Dual Language Programs are described. Standardized testing process of these students based on the federal AYP measures through other means if exempted from regular state standardized tests such as LAT （Linguistically Accommodated Testing） and the conditions to be exempted are discussed in detail. Holistically rated English Language Proficiency Assessments that are implemented to fulfill federal AMAOs （Annual Measurable Achievement Objectives） measures are defined briefly. Physical features of LAT test as well as direct and indirect accommodations for LAT reading, mathematics and science tests are defined via the accommodation needed and the type of assistance provided. Lastly, testing criteria to exit LEP status and other issues concerning exiting LEP status are reviewed

Strategies for Effective Teaching and Learning of Reading Skill in English

Reading is a pertinent skill of the four basic language skills. English teaching and learning in Nigeria cannot but be given all special attention since it is the major language of administration, economics, religious propagation, and others in the nation. This paper has traced the treatment of reading aspect of English in the Nigerian Junior Secondary Schools using the teachers, students, and the nation＇s curriculum as instrument of operation. Some of the problems militating against effective teaching of reading skill in English were identified and discussed. Recommendations for achieving effective language teaching and learning focusing on English reading skill were highlighted. In the end, English teachers＇ attention is drawn on better ways of teaching reading as an important skill of the English language education

Conflict and Tolerance in Communication

Conflicts raging in private life and intolerance permeating all strata of society are among unpleasant hallmarks of our world. The paper deals with the nature of ＂conflict communication＂ and the category of tolerance alongside pragmalinguistic means and procedures of describing them. It is concerned with identifying the nature of communicative tolerance. It describes communication strategies and tactics involved in tolerant interpersonal communication. Rationale for tolerant behavior being a universal basis of communication in the modern multi-polar world is discussed.