Launched in the late 1990s in Xi＇an, the first and the most influential English immersion programs - CCUEI were carried out in some big cities in the mainland of China. Fifteen years of implementation witnessed the s...Launched in the late 1990s in Xi＇an, the first and the most influential English immersion programs - CCUEI were carried out in some big cities in the mainland of China. Fifteen years of implementation witnessed the success as well as the challenges, which need reflect and draw the implications for pedagogy and teacher education.展开更多
This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a su...This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a survey to 20 rural English teachers from 10 primary schools in the surrounding areas of Linyi City. The survey mainly focuses on the following four aspects： basic situation of the teachers, knowledge of English language and teaching skills, teachers＇ motivation, and self-analysis of their development. With an analysis of the results of the investigation, the author wants to evoke teachers＇ and researchers＇ awareness for improving English language teachers＇ professional development in rural primary schools展开更多
This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt Engl...This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.展开更多
文摘Launched in the late 1990s in Xi＇an, the first and the most influential English immersion programs - CCUEI were carried out in some big cities in the mainland of China. Fifteen years of implementation witnessed the success as well as the challenges, which need reflect and draw the implications for pedagogy and teacher education.
文摘This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a survey to 20 rural English teachers from 10 primary schools in the surrounding areas of Linyi City. The survey mainly focuses on the following four aspects： basic situation of the teachers, knowledge of English language and teaching skills, teachers＇ motivation, and self-analysis of their development. With an analysis of the results of the investigation, the author wants to evoke teachers＇ and researchers＇ awareness for improving English language teachers＇ professional development in rural primary schools
文摘This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.
