In foreign language teaching, the communicative approach has been a dominant method for decades. However, some misconceptions of the communicative approach affect the results of group interaction teaching. This articl...In foreign language teaching, the communicative approach has been a dominant method for decades. However, some misconceptions of the communicative approach affect the results of group interaction teaching. This article tries to explore some existing problems as well as some relevant solution in the application of group activities in colleges with the aid of observation, questionnaire and interview.展开更多
Unquestionably, anyone born to Urhobo parents, being biologically Urhobo, should speak the Urhobo language. But does everybody born by an Urhobo parent speak Urhobo？ From our observation, the answer to this question ...Unquestionably, anyone born to Urhobo parents, being biologically Urhobo, should speak the Urhobo language. But does everybody born by an Urhobo parent speak Urhobo？ From our observation, the answer to this question is clearly ＂no＂. Many of the Urhobo people in the Diaspora as well as those at home have chosen to shift from their own language to other languages. Hence Urhobo language has gradually acquired the status of a second language. Therefore, its teaching would also veer away from language teaching methods that are used for first languages. Based on Noam Chomsky＇s theory of Generative Grammar, aspects of the Urhobo grammar will be treated as we present specifically the verb ＂edia＂/＂to be＂. As it is, it is being presented as a second language bearing in mind the great population of Urhobo people in the Diaspora as well as Mowarin＇s ＂miguo generation＂ of Urhobo children back home in Urhobo land. This being so, the methods applied in this study are the Grammar Translation Method Approach as well as the Direct Method Approach. To facilitate its learning especially for the new generation of Urhobo persons, the poetic approach would also be applied.展开更多
The author＇s paper is an attempt to investigate the success of the pedagogy of stylistics and pedagogical stylistics in the Namibian context. As an applied linguistics course, stylistics is eminently suitable for stu...The author＇s paper is an attempt to investigate the success of the pedagogy of stylistics and pedagogical stylistics in the Namibian context. As an applied linguistics course, stylistics is eminently suitable for study and analysis of literature, because it clearly explicates literary effects through linguistic analysis. Many scholars have illustrated the use of stylistics analysis for the purposes of studying literature and teaching it, which is, pedagogical stylistics. However, this paper combines both the study of Stylistics as a discipline, which is the pedagogy of Stylistics, and the use of stylistics for teaching literature in general and poetry in particular. Namibia adopted English as its official language 22 years ago. Since then, both teachers and students have been struggling with the analysis of poetry. This study is an empirical one using qualitative methods in the author＇s research to determine the impact of the study of Stylistics on the understanding and teaching of literature in Namibia. The author uses traditional British poetry from the 16th century up to the 20th century alongside postcolonial poetry to assess the importance of culture in understanding poetry and examine the advantage of using stylistics to teach the poems that the author selects.展开更多
In order to improve the intelligence of the English teaching management, so as to improve the English teaching resource scheduling and sharing ability, a design method of teaching management system is proposed based o...In order to improve the intelligence of the English teaching management, so as to improve the English teaching resource scheduling and sharing ability, a design method of teaching management system is proposed based on Web. The system adopts Web network architecture design, mainly it is divided into MUC main control module, database module, data management module and man-machine interaction module, Network management and online scheduling of English teaching resources are obtained based on C/S framework, data exchange of English teaching resources is realized on client side and server side, the control component of the English teaching resource distribution database uses MBM29LV400BC as the logic decoding controller. The intelligent algorithm is used to analyze the big data to realize the scheduling and access control of the English teaching management system resources. The test results show that the design of the English teaching management system has good resource scheduling and database construction ability, and the overall intelligence of the system is better.展开更多
Based upon the results of the Motivated Strategies for Learning Questionnaire (MSLQ), this paper presents an investigation into the Net-based learner autonomy of first-year non-English major students studying in West ...Based upon the results of the Motivated Strategies for Learning Questionnaire (MSLQ), this paper presents an investigation into the Net-based learner autonomy of first-year non-English major students studying in West Anhui University (WAHU). Those results reveal that student autonomy in learning is not satisfactory, since learners have difficulty adapting to the new learning mode. Some proposals — centred on the deeper co-operation of teachers and students, as well as the institution in its wider context — have been put forth as solutions to this problem.展开更多
The contemporary construction of Chinese international law discourse, on the one hand, ought to precisely, systematically and completely express and communicate fundamental principles, main regimes and substantial fea...The contemporary construction of Chinese international law discourse, on the one hand, ought to precisely, systematically and completely express and communicate fundamental principles, main regimes and substantial features of international law as well as core values, basic conceptions, key terms, mainstream theories or doctrines and representative views gradually established and developed in the study of international law; on the other hand, it should fully and in a timely way manifest China＇s creative contributions to international law and its discipline and discourse. The framework of contemporary Chinese international law discourse should take ＂building a harmonious world＂ as the guiding rationale; thoroughly cover the four basic dimensions of the international rule of law and Chinese foreign policy and its practice, namely domestic, multilateral, regional and bilateral; coincide with, follow and respect those rules, natural laws and tendencies such as fundamental rules governing international relations, globalization, multilateralism, regional integration and regionalism, the international community＇s obligations （or rights） and China＇s needs for peaceful development. It should orient its basic functions toward promoting the continuous development and wide application of contemporary international law as well as its teaching, study and dissemination, stimulating the progress of the rule of law in China, protecting Chinese interests, especially those core national interests, and strengthening China＇s international image and status as a responsible big country.展开更多
In the ESP （English for Specific Purposes） tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the curr...In the ESP （English for Specific Purposes） tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases （i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies） and move- specific lexical phrases （i.e., lexical phrases specific to the move/steps） as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students＇ acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students＇ awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.展开更多
文摘In foreign language teaching, the communicative approach has been a dominant method for decades. However, some misconceptions of the communicative approach affect the results of group interaction teaching. This article tries to explore some existing problems as well as some relevant solution in the application of group activities in colleges with the aid of observation, questionnaire and interview.
文摘Unquestionably, anyone born to Urhobo parents, being biologically Urhobo, should speak the Urhobo language. But does everybody born by an Urhobo parent speak Urhobo？ From our observation, the answer to this question is clearly ＂no＂. Many of the Urhobo people in the Diaspora as well as those at home have chosen to shift from their own language to other languages. Hence Urhobo language has gradually acquired the status of a second language. Therefore, its teaching would also veer away from language teaching methods that are used for first languages. Based on Noam Chomsky＇s theory of Generative Grammar, aspects of the Urhobo grammar will be treated as we present specifically the verb ＂edia＂/＂to be＂. As it is, it is being presented as a second language bearing in mind the great population of Urhobo people in the Diaspora as well as Mowarin＇s ＂miguo generation＂ of Urhobo children back home in Urhobo land. This being so, the methods applied in this study are the Grammar Translation Method Approach as well as the Direct Method Approach. To facilitate its learning especially for the new generation of Urhobo persons, the poetic approach would also be applied.
文摘The author＇s paper is an attempt to investigate the success of the pedagogy of stylistics and pedagogical stylistics in the Namibian context. As an applied linguistics course, stylistics is eminently suitable for study and analysis of literature, because it clearly explicates literary effects through linguistic analysis. Many scholars have illustrated the use of stylistics analysis for the purposes of studying literature and teaching it, which is, pedagogical stylistics. However, this paper combines both the study of Stylistics as a discipline, which is the pedagogy of Stylistics, and the use of stylistics for teaching literature in general and poetry in particular. Namibia adopted English as its official language 22 years ago. Since then, both teachers and students have been struggling with the analysis of poetry. This study is an empirical one using qualitative methods in the author＇s research to determine the impact of the study of Stylistics on the understanding and teaching of literature in Namibia. The author uses traditional British poetry from the 16th century up to the 20th century alongside postcolonial poetry to assess the importance of culture in understanding poetry and examine the advantage of using stylistics to teach the poems that the author selects.
文摘In order to improve the intelligence of the English teaching management, so as to improve the English teaching resource scheduling and sharing ability, a design method of teaching management system is proposed based on Web. The system adopts Web network architecture design, mainly it is divided into MUC main control module, database module, data management module and man-machine interaction module, Network management and online scheduling of English teaching resources are obtained based on C/S framework, data exchange of English teaching resources is realized on client side and server side, the control component of the English teaching resource distribution database uses MBM29LV400BC as the logic decoding controller. The intelligent algorithm is used to analyze the big data to realize the scheduling and access control of the English teaching management system resources. The test results show that the design of the English teaching management system has good resource scheduling and database construction ability, and the overall intelligence of the system is better.
文摘Based upon the results of the Motivated Strategies for Learning Questionnaire (MSLQ), this paper presents an investigation into the Net-based learner autonomy of first-year non-English major students studying in West Anhui University (WAHU). Those results reveal that student autonomy in learning is not satisfactory, since learners have difficulty adapting to the new learning mode. Some proposals — centred on the deeper co-operation of teachers and students, as well as the institution in its wider context — have been put forth as solutions to this problem.
文摘The contemporary construction of Chinese international law discourse, on the one hand, ought to precisely, systematically and completely express and communicate fundamental principles, main regimes and substantial features of international law as well as core values, basic conceptions, key terms, mainstream theories or doctrines and representative views gradually established and developed in the study of international law; on the other hand, it should fully and in a timely way manifest China＇s creative contributions to international law and its discipline and discourse. The framework of contemporary Chinese international law discourse should take ＂building a harmonious world＂ as the guiding rationale; thoroughly cover the four basic dimensions of the international rule of law and Chinese foreign policy and its practice, namely domestic, multilateral, regional and bilateral; coincide with, follow and respect those rules, natural laws and tendencies such as fundamental rules governing international relations, globalization, multilateralism, regional integration and regionalism, the international community＇s obligations （or rights） and China＇s needs for peaceful development. It should orient its basic functions toward promoting the continuous development and wide application of contemporary international law as well as its teaching, study and dissemination, stimulating the progress of the rule of law in China, protecting Chinese interests, especially those core national interests, and strengthening China＇s international image and status as a responsible big country.
文摘In the ESP （English for Specific Purposes） tradition of genre-based approaches to academic literacy, one of the most noteworthy language features lies in lexical phrases. The lexical phrases investigated in the current study consist of both general lexical phrases （i.e., lexical bundles/clusters/formulaic sequences in vocabulary and linguistic studies） and move- specific lexical phrases （i.e., lexical phrases specific to the move/steps） as both are necessary for students to master in the construction of academic texts. Studies on either type have, however, tended to neglect the importance of the other and few studies have looked at students＇ acquisition of these phrases within the genre-based framework. This study reports on the process of acquisition of lexical phrases in two cases with distinct starting levels over a period of one semester in an EAP genre-based academic writing classroom. The study was part of a larger project conducted in a tertiary level institution in southern China for instructing disciplinary-specific academic writing. From the analysis of rewritings, genre analysis assignments, in conjunction with a weekly interview and learning journals, it was found that both students＇ awareness of lexical phrases was raised noticeably and a favorable number of phrases were used throughout the instructional period. Different patterns in the use of both general and move-specific lexical phrases were also found in their rewriting tasks, in terms of source of acquisition, perceived usefulness, number and appropriateness of use. This study is expected to offer pedagogical insights into the teaching and learning of academic lexical phrases for tertiary contexts.
