Sunny Park-Johnson和Sarah J. Shin于2020年推出的新作《语言教师的语言学:课堂实践课程》是专门为二语教师量身打造的语言学入门教材,具有实例广、视角广、受众广等突出优点,对于为教师语言学“赋能”、使其了解并应用语言学相关理论...Sunny Park-Johnson和Sarah J. Shin于2020年推出的新作《语言教师的语言学:课堂实践课程》是专门为二语教师量身打造的语言学入门教材,具有实例广、视角广、受众广等突出优点,对于为教师语言学“赋能”、使其了解并应用语言学相关理论和知识具有重要作用。展开更多
Error correction, in recent times, is seen as one of the important teaching processes in L2 (second language) learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L...Error correction, in recent times, is seen as one of the important teaching processes in L2 (second language) learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners' errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS (Junior High School) classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.展开更多
In writing and speaking, adverbial connectors always play a part to connect different parts together at both semantic and syntactic aspects. For it is so important that a lot of scholars have made and are making a ser...In writing and speaking, adverbial connectors always play a part to connect different parts together at both semantic and syntactic aspects. For it is so important that a lot of scholars have made and are making a series of studies to their functions. On the basis of corpus-based study, this paper firstly makes a comparison to the usage of adverbial connectors in their writings of the native students and non-native students and then exposes a distinctive gap between these two types of writings in usage of adverbial connectors. In order to help Chinese second-language learners acquire English as well as English native speakers do, this study deeply digs this gap and in further provides several pedagogical suggestions for English teachers and second-language learners.展开更多
The research on foreign language (FL) teachers' cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher belief...The research on foreign language (FL) teachers' cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants (BD) that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers' active cognition and adaptation towards the local educational culture.展开更多
The core of dialogue teaching is dialogue. The dialogue here refers to the way in which the teachers and students based on mutual respect, trust and equal position carry on the two-way communication and mutual learnin...The core of dialogue teaching is dialogue. The dialogue here refers to the way in which the teachers and students based on mutual respect, trust and equal position carry on the two-way communication and mutual learning through conversation and listening. One of the marked differences between dialogue teaching and traditional teaching is that dialogue teaching highlights the essence of the teaching process of communication and cooperation. At the same time dialogue teaching is based on students' psychological demand, which makes the teaching full of strong emotion. Using the dialogue teaching as the background, this paper mainly provides the guiding principles and practical advice for the teachers' classroom language strategies so as to achieve more effective teaching effect.展开更多
This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own ...This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers' and learners' angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion: Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.展开更多
Listening, in language teaching, is a skill that requires active engagement. To help their students become effective listeners becomes one of the great challenging tasks for the language teachers. In the Chinese conte...Listening, in language teaching, is a skill that requires active engagement. To help their students become effective listeners becomes one of the great challenging tasks for the language teachers. In the Chinese contexts, this challenge is greater for college English teachers, for listening skills, an important part of communication skills, have not been given as much attention as reading or writing skills in teaching non-English majors, especially a decade ago. This paper introduces English movies on English listening teaching in college, and puts forward some application strategies of English movies in English listening teaching.展开更多
In this study, we made references to past literatures and developed an e-learning training program for CSL (Chinese as a Second Language) teachers. The class was held from July to August, 2010, in Chinese Culture Un...In this study, we made references to past literatures and developed an e-learning training program for CSL (Chinese as a Second Language) teachers. The class was held from July to August, 2010, in Chinese Culture University (Taiwan), and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.展开更多
With the increasing amount of college graduates every year, the employer needs structural contradiction, traditional college graduates employment difficulties. Chinese Language and Literature is as a strong tradition ...With the increasing amount of college graduates every year, the employer needs structural contradiction, traditional college graduates employment difficulties. Chinese Language and Literature is as a strong tradition of employment facing unprecedented challenges. Based on the severe employment situation, Teacher Education in Local Comprehensive Universities need to start improving their own quality of graduates, and actively guide the graduates to change jobs ideas, updating the concept of employment, and use existing resources, and actively expand employment channels, and explore new ideas and open up new market, employment path is becoming more diverse to ensure employment stability and sustainable development.展开更多
Although it is common for Chinese students to learn English for many years, they are still confronted with problems when it comes to communicating with people in English. Lack of working hard, necessary learning conte...Although it is common for Chinese students to learn English for many years, they are still confronted with problems when it comes to communicating with people in English. Lack of working hard, necessary learning context, and interest does play a part; however, the problem really lies mostly in teaching process, so, to improve the quality of learning, teachers should bear more responsibilities and do more to bring humanism to English class and enhance student-centeredness. To achieve this goal, teachers should know more about students' learning styles so as to apply different approaches to students with different learning styles. What is more, priority should be given to analysis of learners' needs as well as preferences, on the basis of which a curriculum can be developed to meet the needs of a particular group of students. Finally, improvement of learner autonomy will lead to the shift of learning responsibilities from teacher to students, thus achieving student-centered learning ultimately.展开更多
Language is a part of culture and the carrier of the culture. Foreign language study is not only the process of learning a language but also the process of taking the language as a means of information transmission to...Language is a part of culture and the carrier of the culture. Foreign language study is not only the process of learning a language but also the process of taking the language as a means of information transmission to comprehend culture. With the implementation of the New Curriculum Standard (2017) in senior English, the notions of cultural awareness and culture instruction are being accepted and carried out in EFL (English as Foreign Language) classroom by English teachers. This paper tries to analyze the relationship between language and culture, the contents and goals in teaching foreign language and culture, the significance of teaching culture in foreign language education. This paper concludes with recommendations for improving culture teaching: Learning a foreign language is inseparable from learning its culture; The knowledge of culture differences may help students to make less pragmatic errors and become proficient in cross-cultural communication; Great efforts should also be paid to the development of the student’s cross-cultural awareness, and then the quality of English teaching could be really improved.展开更多
At present, English language teaching for English majors in local normal universities in China has been restricted by many aspects of factors, and the current situation is not optimistic. The main reason for this situ...At present, English language teaching for English majors in local normal universities in China has been restricted by many aspects of factors, and the current situation is not optimistic. The main reason for this situation is that the teachers and students of English majors in some local normal universities have some deviation in understanding the English language. The teachers can not have the right attitude towards English language culture teaching,and they make one-sided emphasis on the skill learning of English language majors,but ignore the normal teaching of professional English language culture. To improve this situation and improve the overall level of English majors in normal univerities, it requires us teachers and students to work together, improving the overall level of this course from the two aspects of "teaching" and "learning" , in order to help students to truly grasp the English language culture and skillfully use English in daily life and work.展开更多
In English classroom, teacher talk is an important source of students’ input in English language and plays a pivotal role in the development of language skills. At present, the intercultural awareness in the teaching...In English classroom, teacher talk is an important source of students’ input in English language and plays a pivotal role in the development of language skills. At present, the intercultural awareness in the teaching process in China’s universities is weak. With the increasing demands of the society on the cultivation of students’ intercultural communicative competence, the importance of intercultural communicative competence is becoming more and more obvious. This paper discusses how to use teacher talk effectively to raise students’ intercultural awareness from the aspects of textbook development, teaching concepts, teaching methods, and after-class activities, aiming at enhancing the intercultural awareness of college students and raising intercultural communicative competence.展开更多
Interactive courses are becoming more and more popular today. LEI (Longman English Interactive) is one of them Recently, many teachers in China's Mainland learn to adopt TBLT (task-based language teaching) in ...Interactive courses are becoming more and more popular today. LEI (Longman English Interactive) is one of them Recently, many teachers in China's Mainland learn to adopt TBLT (task-based language teaching) in these interactive courses including LEI. However, some of them feel confused about how to apply TBLT more effectively in their classes since they may not understand clearly why TBLT is such a "matching" teaching method for this type of classes. To illustrate this issue, this paper sets LEI as an example. It firstly analyzes the syllabus design of LEI based on the theories of communicative teaching approach, then discusses about why the renowned TBLT is a suitable method to organize the class, and finally exemplifies how TBLT can be fully applied to the course in real classrooms. The objective of this paper is to inspire English teachers to have a better application of TBLT in interactive classes alike.展开更多
With the wide spread of English in the global context, scholars increasingly call for the reshaping of English education towards teaching English as an international language. One oft-mentioned proposal is to increase...With the wide spread of English in the global context, scholars increasingly call for the reshaping of English education towards teaching English as an international language. One oft-mentioned proposal is to increase students' exposure to more English varieties, in particular the variety of English used in their country or region. Against this backdrop, this study investigated the attitudes of Chinese university students and teachers towards China English (CE), an emerging variety in China and the ideological underpinnings beneath their attitudinal responses. In the study, 33 English teachers and 31 students were asked to first evaluate the understandability and acceptability of CE features that are identified in literature and then provide reasons justifying their choices in a questionnaire survey. Results show that both teacher and student participants were reluctant to accept CE as a legitimate variety but their attitudes diverged as regards specific CE features. The in-depth exploration of their justifications revealed that native speaker English ideology, Chinglish stigma and the communicativeness of CE to the outside world were their major concerns in evaluating CE. Findings in this study have implications for educators who attempt to localize English language teaching.展开更多
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 ...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.展开更多
文摘Error correction, in recent times, is seen as one of the important teaching processes in L2 (second language) learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners' errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS (Junior High School) classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.
文摘In writing and speaking, adverbial connectors always play a part to connect different parts together at both semantic and syntactic aspects. For it is so important that a lot of scholars have made and are making a series of studies to their functions. On the basis of corpus-based study, this paper firstly makes a comparison to the usage of adverbial connectors in their writings of the native students and non-native students and then exposes a distinctive gap between these two types of writings in usage of adverbial connectors. In order to help Chinese second-language learners acquire English as well as English native speakers do, this study deeply digs this gap and in further provides several pedagogical suggestions for English teachers and second-language learners.
文摘The research on foreign language (FL) teachers' cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants (BD) that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers' active cognition and adaptation towards the local educational culture.
文摘The core of dialogue teaching is dialogue. The dialogue here refers to the way in which the teachers and students based on mutual respect, trust and equal position carry on the two-way communication and mutual learning through conversation and listening. One of the marked differences between dialogue teaching and traditional teaching is that dialogue teaching highlights the essence of the teaching process of communication and cooperation. At the same time dialogue teaching is based on students' psychological demand, which makes the teaching full of strong emotion. Using the dialogue teaching as the background, this paper mainly provides the guiding principles and practical advice for the teachers' classroom language strategies so as to achieve more effective teaching effect.
文摘This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers' and learners' angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion: Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.
文摘Listening, in language teaching, is a skill that requires active engagement. To help their students become effective listeners becomes one of the great challenging tasks for the language teachers. In the Chinese contexts, this challenge is greater for college English teachers, for listening skills, an important part of communication skills, have not been given as much attention as reading or writing skills in teaching non-English majors, especially a decade ago. This paper introduces English movies on English listening teaching in college, and puts forward some application strategies of English movies in English listening teaching.
文摘In this study, we made references to past literatures and developed an e-learning training program for CSL (Chinese as a Second Language) teachers. The class was held from July to August, 2010, in Chinese Culture University (Taiwan), and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.
文摘With the increasing amount of college graduates every year, the employer needs structural contradiction, traditional college graduates employment difficulties. Chinese Language and Literature is as a strong tradition of employment facing unprecedented challenges. Based on the severe employment situation, Teacher Education in Local Comprehensive Universities need to start improving their own quality of graduates, and actively guide the graduates to change jobs ideas, updating the concept of employment, and use existing resources, and actively expand employment channels, and explore new ideas and open up new market, employment path is becoming more diverse to ensure employment stability and sustainable development.
文摘Although it is common for Chinese students to learn English for many years, they are still confronted with problems when it comes to communicating with people in English. Lack of working hard, necessary learning context, and interest does play a part; however, the problem really lies mostly in teaching process, so, to improve the quality of learning, teachers should bear more responsibilities and do more to bring humanism to English class and enhance student-centeredness. To achieve this goal, teachers should know more about students' learning styles so as to apply different approaches to students with different learning styles. What is more, priority should be given to analysis of learners' needs as well as preferences, on the basis of which a curriculum can be developed to meet the needs of a particular group of students. Finally, improvement of learner autonomy will lead to the shift of learning responsibilities from teacher to students, thus achieving student-centered learning ultimately.
文摘Language is a part of culture and the carrier of the culture. Foreign language study is not only the process of learning a language but also the process of taking the language as a means of information transmission to comprehend culture. With the implementation of the New Curriculum Standard (2017) in senior English, the notions of cultural awareness and culture instruction are being accepted and carried out in EFL (English as Foreign Language) classroom by English teachers. This paper tries to analyze the relationship between language and culture, the contents and goals in teaching foreign language and culture, the significance of teaching culture in foreign language education. This paper concludes with recommendations for improving culture teaching: Learning a foreign language is inseparable from learning its culture; The knowledge of culture differences may help students to make less pragmatic errors and become proficient in cross-cultural communication; Great efforts should also be paid to the development of the student’s cross-cultural awareness, and then the quality of English teaching could be really improved.
文摘At present, English language teaching for English majors in local normal universities in China has been restricted by many aspects of factors, and the current situation is not optimistic. The main reason for this situation is that the teachers and students of English majors in some local normal universities have some deviation in understanding the English language. The teachers can not have the right attitude towards English language culture teaching,and they make one-sided emphasis on the skill learning of English language majors,but ignore the normal teaching of professional English language culture. To improve this situation and improve the overall level of English majors in normal univerities, it requires us teachers and students to work together, improving the overall level of this course from the two aspects of "teaching" and "learning" , in order to help students to truly grasp the English language culture and skillfully use English in daily life and work.
文摘In English classroom, teacher talk is an important source of students’ input in English language and plays a pivotal role in the development of language skills. At present, the intercultural awareness in the teaching process in China’s universities is weak. With the increasing demands of the society on the cultivation of students’ intercultural communicative competence, the importance of intercultural communicative competence is becoming more and more obvious. This paper discusses how to use teacher talk effectively to raise students’ intercultural awareness from the aspects of textbook development, teaching concepts, teaching methods, and after-class activities, aiming at enhancing the intercultural awareness of college students and raising intercultural communicative competence.
文摘Interactive courses are becoming more and more popular today. LEI (Longman English Interactive) is one of them Recently, many teachers in China's Mainland learn to adopt TBLT (task-based language teaching) in these interactive courses including LEI. However, some of them feel confused about how to apply TBLT more effectively in their classes since they may not understand clearly why TBLT is such a "matching" teaching method for this type of classes. To illustrate this issue, this paper sets LEI as an example. It firstly analyzes the syllabus design of LEI based on the theories of communicative teaching approach, then discusses about why the renowned TBLT is a suitable method to organize the class, and finally exemplifies how TBLT can be fully applied to the course in real classrooms. The objective of this paper is to inspire English teachers to have a better application of TBLT in interactive classes alike.
基金supported by the Educational Bureau of Hubei,China,under the Provincial Social Sciences Research Grant[No.13g049]
文摘With the wide spread of English in the global context, scholars increasingly call for the reshaping of English education towards teaching English as an international language. One oft-mentioned proposal is to increase students' exposure to more English varieties, in particular the variety of English used in their country or region. Against this backdrop, this study investigated the attitudes of Chinese university students and teachers towards China English (CE), an emerging variety in China and the ideological underpinnings beneath their attitudinal responses. In the study, 33 English teachers and 31 students were asked to first evaluate the understandability and acceptability of CE features that are identified in literature and then provide reasons justifying their choices in a questionnaire survey. Results show that both teacher and student participants were reluctant to accept CE as a legitimate variety but their attitudes diverged as regards specific CE features. The in-depth exploration of their justifications revealed that native speaker English ideology, Chinglish stigma and the communicativeness of CE to the outside world were their major concerns in evaluating CE. Findings in this study have implications for educators who attempt to localize English language teaching.
基金the support from the Key Research Project of Philosophy and Social Science of the Ministry of Education of China (MOE, Project No.: 15JZD048)the Chinese MOE Research Project of Humanities and Social Science (Project No.: 16JJD740006) conducted by the Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studiesthe Research Project Guangdong Planning Office of Philosophy and Social Science (Project No.: GD18WXZ18)
文摘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.