This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights ...This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.展开更多
To some extent, college English teaching management affects the success or failure of university education. This paper analyzes the current status of research and management, the use of management to clarify the meani...To some extent, college English teaching management affects the success or failure of university education. This paper analyzes the current status of research and management, the use of management to clarify the meaning of the five elements of law, based on the induction of the one-sided understanding, setting single, formal training, and simplistic assessment of the four questions, and start from the two elements of teaching and learning around how to teach, how to learn, how assessment of the problem, explore the three management initiatives, with a view of college English teaching management plays a certain significance.展开更多
文摘This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.
文摘To some extent, college English teaching management affects the success or failure of university education. This paper analyzes the current status of research and management, the use of management to clarify the meaning of the five elements of law, based on the induction of the one-sided understanding, setting single, formal training, and simplistic assessment of the four questions, and start from the two elements of teaching and learning around how to teach, how to learn, how assessment of the problem, explore the three management initiatives, with a view of college English teaching management plays a certain significance.
