Despite much research done on strategy, there still exist several questions unanswered. Not much research is done to examine lower intermediate English as a Foreign Language （EFL） learners＇ performance on the readi...Despite much research done on strategy, there still exist several questions unanswered. Not much research is done to examine lower intermediate English as a Foreign Language （EFL） learners＇ performance on the reading section of the First Certificate of English exam （FCER） in the post strategy instruction period. The results indicate that learners vary not only in terms of their performance on the FCER, hut also on the employed metacognitive strategy. Furthermore, metacognitive strategies are the only predictors that positively predict learners＇ performance in the FCER.展开更多
Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content...Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content and benefits of language learning. In addition, there are comparatively few studies which offer theoretical foundation for content-based teaching and constructive suggestions for its integration in the settings of EFL. This article aims to connect theory with practice and help teachers of EFL in China to maximize the potential of content-based instruction. To achieve this goal, it first presents a short literature review on project-based instruction, followed by a summary of its advantages and beneficial outcomes of using the intemet in order to implement it. It then proposes an eight-step process for the sequencing of project work and finally demonstrate a real-world project specially designed for Chinese EFL students. Both the design and the teaching activities proposed can be easily transferred to other settings..展开更多
文摘Despite much research done on strategy, there still exist several questions unanswered. Not much research is done to examine lower intermediate English as a Foreign Language （EFL） learners＇ performance on the reading section of the First Certificate of English exam （FCER） in the post strategy instruction period. The results indicate that learners vary not only in terms of their performance on the FCER, hut also on the employed metacognitive strategy. Furthermore, metacognitive strategies are the only predictors that positively predict learners＇ performance in the FCER.
文摘Content-based instruction has been gaining widespread popularity in the teaching of both ESL and EFL. Despite its reported and recognized advantages, however, many English teachers fail to make full use of its content and benefits of language learning. In addition, there are comparatively few studies which offer theoretical foundation for content-based teaching and constructive suggestions for its integration in the settings of EFL. This article aims to connect theory with practice and help teachers of EFL in China to maximize the potential of content-based instruction. To achieve this goal, it first presents a short literature review on project-based instruction, followed by a summary of its advantages and beneficial outcomes of using the intemet in order to implement it. It then proposes an eight-step process for the sequencing of project work and finally demonstrate a real-world project specially designed for Chinese EFL students. Both the design and the teaching activities proposed can be easily transferred to other settings..
