ESP （English for Specific Purposes） is an English approach which relates to certain specific profession, subject or purpose. It is in accordance with the training goal of higher vocational English with its character...ESP （English for Specific Purposes） is an English approach which relates to certain specific profession, subject or purpose. It is in accordance with the training goal of higher vocational English with its characteristics of profession and practicability. Currently, some problems exist in the ESP teaching at HVC （Higher Vocational Colleges）, which leads to unsatisfactory teaching effect of ESP. Some suggestions will be devoted to improvement of ESP teaching in HVC from the perspective of students＇ needs.展开更多
Second language teachers are often impressed that activities and games are always enjoyed by students of different levels. When some novel and original activities and games are conducted in the classroom, students wou...Second language teachers are often impressed that activities and games are always enjoyed by students of different levels. When some novel and original activities and games are conducted in the classroom, students would participate in with great interest and enthusiasm, and often yield unexpected teaching results. Despite the usefulness and significance, its role has long been despised and marginalized. This article is intended to reexamine its role and status in language teaching and make them serve the teaching objectives the best.展开更多
An empirical study is conducted to examine the effect of constructing sense relations in vocabulary teaching. Fifty subjects are divided into two groups： the controlled group which was taught with traditional method,...An empirical study is conducted to examine the effect of constructing sense relations in vocabulary teaching. Fifty subjects are divided into two groups： the controlled group which was taught with traditional method, and the experimental group to which sense relation strategy was applied in vocabulary instruction. At the end of the experiment instruction, a test （depth of vocabulary knowledge measure） was given to examine the teaching effects of the two vocabulary teaching strategies. The target words in the tests were selected from the word list that had been taught during the experiment time. A delayed vocabulary posttest was given to the subjects two weeks after examining the long-term retention effect. The third test was administered with different targets words which were selected from a different intensive reading material which wass new to the subjects. The experiment proves that constructing sense relations in vocabulary teaching could produce satisfactory results by enhancing students＇ lexical capacity and long-term retention.展开更多
文摘ESP （English for Specific Purposes） is an English approach which relates to certain specific profession, subject or purpose. It is in accordance with the training goal of higher vocational English with its characteristics of profession and practicability. Currently, some problems exist in the ESP teaching at HVC （Higher Vocational Colleges）, which leads to unsatisfactory teaching effect of ESP. Some suggestions will be devoted to improvement of ESP teaching in HVC from the perspective of students＇ needs.
文摘Second language teachers are often impressed that activities and games are always enjoyed by students of different levels. When some novel and original activities and games are conducted in the classroom, students would participate in with great interest and enthusiasm, and often yield unexpected teaching results. Despite the usefulness and significance, its role has long been despised and marginalized. This article is intended to reexamine its role and status in language teaching and make them serve the teaching objectives the best.
文摘An empirical study is conducted to examine the effect of constructing sense relations in vocabulary teaching. Fifty subjects are divided into two groups： the controlled group which was taught with traditional method, and the experimental group to which sense relation strategy was applied in vocabulary instruction. At the end of the experiment instruction, a test （depth of vocabulary knowledge measure） was given to examine the teaching effects of the two vocabulary teaching strategies. The target words in the tests were selected from the word list that had been taught during the experiment time. A delayed vocabulary posttest was given to the subjects two weeks after examining the long-term retention effect. The third test was administered with different targets words which were selected from a different intensive reading material which wass new to the subjects. The experiment proves that constructing sense relations in vocabulary teaching could produce satisfactory results by enhancing students＇ lexical capacity and long-term retention.
