任务型教学在英语教学法课堂中的应用

任务型教学以它独特的优势占据了当今英语教学的主导地位,它体现了以人为本的教学理念,真正实现了以学生的发展为主的英语教学。通过在高校英语教学法课堂中任务型教学的应用,根据高校英语专业学生学习英语教学法的特点,谈谈教学法课堂上实施任务型教学法的可行性与必要性。

On methods of ＂dual-way enjoyable teaching＂ of College English

English teaching in big classes, for Chinese college students, is the main channel to learn and practice English. In the process of a successful classroom teaching, students and teachers are required to cooperate with each other and mutually complete teaching activities in an enjoyable and harmonious atmosphere. This paper analyzes the current situation of College English teaching in China, and discusses the application of the methodology of ＂dual-way enjoyable teaching＂ in big classes, indicating that the classroom activities should be designed to enliven the class atmosphere, which is also the effective way to realize the aim of enjoyable teaching and enjoyable learning.

A Comparative Study of Teacher Autonomy Between Novice Teachers and Proficient Teachers in the Context of University English Teaching Reform in China

Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.

An Investigation Into Typical Problems in Senior English Classroom Instruction in China

English is widely taught as a foreign language in China. However, the current situation of English teaching cannot keep pace with the requirements of the Senior High School Standards. The improvement of teaching quality has become the focus in the new era. This paper analyzes the situation of English teaching in Southwest China. A questionnaire-based survey indicates the typical problems, such as silent classes, lack of student-student interaction, and low quality of teacher-student interaction, which will impede the improvement of English teaching quality and hinder students to develop. The author suggests using interactive teaching in senior schools in China.

The Application of English Movies in Higher Vocational English Teaching

Since the rapid development of China＇s ecnomy, especially China＇s entry to World Trade Organization, English has become more and more significant. Now in China, College English, an integral part of higher learning, is a required basic course for undergraduate students. In order to deepen teaching reform and improve teaching quality, a wide variety of teaching methods enter the classroom. With the advancement of society and development of modern educational technology, English movies have gained its popularity with more and more advantages recognized in higher vocational English teaching. English movies can not only arouse the students＇ interests to study English but also improve English teaching effect and teaching efficiency. So, this paper aims at how to apply English Movies to higher vocational English teaching.

Learner Autonomy via Self-Assessment in Consecutive Interpreting for Novice Learners in a Non-Interpreting Environment

This paper discusses the implementation of self-assessment in consecutive interpreting among novice learners in a non-interpreting environment specifically referring to the interpreting courses offered at USM （Universiti Sains Malaysia）, being the only bachelor＇s degree programme in Translation and Interpreting in Malaysia, and the learners＇ perception on this mode of assessment with the goal of fostering learner autonomy among them. Such implementation was made possible with the shift from analogue technology to digital technology, the deployment of e-learning in the course instruction, and the shift from teacher-centred learning approach to student-centred learning approach in line with the university＇s APEX （Accelerated Programme for Excellence） transformation plan. Findings show a high acceptance level of self-assessment among novice learners of interpreting

Addressing Jewishness in Norman Manea and Andrei Codrescu＇s Diasporic Memoirs

Taking the notions of homelessness, exile, and search for identity as reference points, this paper explores the ways in which two Romanian exiled writers, Norman Manea and Andrei Codrescu, through their autobiographical writings, engage in creating and representing the concept of Jewishness, this fact adding new layers to their portrayals of rootless identities, at the same time supplying an insight into their own investigations and dentifications of the self. In addition to creating different images and ethnic representations, Manea and Codrescu＇s memoirs focus on portraying the image of the Jew, this being actually the very representation of otherness. The term ＂stranger＂ or ＂foreigner＂ is a generic one, including, irrespective of its ethnic component, all those individuals who guide their life according to a system of values which is different from the one accepted by or imposed on all the people of a country. According to this very pattern the writers taken into discussion in this paper might be considered to be the subject of a double banishment, their state of alienation being the direct result of them belonging not only to the Jewish ethic minority, but also to the very category of exiles. The texts placed under close scrutiny in this research, namely The Hooligan＇s Return （2003）, belonging to Norman Mane, and An lnvohmtary Genius in America＇s Shoes （And What HappenedAfierwards） （200 l）, written by Andrei Codrescu map the mobility of these two writers traversing vast geographical and cultural territories, as testimonies of their nomadic existence, having the express purpose of registering the polymorphous development of their identity and their very capacity of projecting two multi-faceted personalities

A Summary About Practice of Communicative Approach in Real College English Teaching

It has been acknowledged by Chinese educators that in teaching English as a second language the center should be put on the improvement of students＇ communicative competence. Communicative approach in teaching English as a second language in China has been accepted as one of the most effective ways of classroom teaching. Based on Hymes＇ theories of communicative competence, the author summarizes personal experiences and practice of the teaching method by examples and concludes that the communicative approach is very effective and helpful for students.

Practical Use of Moran＇s Theoretical Frameworks in Teaching Culture A Case Study in an EFL University Reading and Writing Class＊

Teaching target culture has been widely acknowledged as an indispensible component in the overall foreign language education. This paper presents a feasible way to effectively integrate cultural teaching into traditional classroom instruction by using Moran＇s theoretical frameworks, namely, the ＂Cultural Knowings Framework＂ and ＂Experiential Learning Cycle＂, as the foundation and guidance of the course design. It highlights the combination of teaching culture with the training of the basic language skills, adding a cultural dimension to the language learning. This teaching method can fully arouse the students＇ attention to cultural learning and provide more meaningful activities to physically and mentally engage students both in class and after class. By going through a series of assigned tasks individually or collectively, the students not only obtain the desired cultural knowledge but strengthen their language ability as well as other skills pivotal and necessary for becoming independent and lifetime learners.

The Outline of the OPEC Conference Simulation

This paper covers the positive features of a simulation and provides the outline of the OPEC （The Organization of the Petroleum Exporting Countries） Conference Simulation that was held with the 3rd-year students of the Department of World Economy and International Relations of National Research University ＂Higher School of Economics＂. The paper describes the three stages of the simulation at length. The purpose of the simulation was to give students an opportunity to see the market forces at work with the concrete example and to give them hands-on experience in negotiating and decision-making. After the simulation students completed a survey, the results of which were quantitatively analyzed and are described in the paper. Face-to-face interviews with the students were also conducted and the findings are available below. The students learnt their strengths and weaknesses when performing in public, they were able to use their theoretical knowledge in practice and that helped them to understand it better.

On-line Peer Assessment of Chinese Students＇ Oral Presentation in English

The current paper aims to conduct a research of on-line peer assessment of Chinese students＇ oral presentation in English. Based on the theoretical framework： social cognitive theory and constructivism, on-line peer assessment enhances interaction and improvement. The result comes up with the conclusion that this way of assessment is effective, especially for Chinese students, to improve efficacy, to develop confidence in oral presentation, and to foster autonomy in learning

Exploring EFL Learners Reading Comprehension Problems in Reading ESP Texts

By considering the fact that in EFL （English as foreign language） contexts learners need reading comprehension skill more than other skills in their academic studies, reading comprehension should be attached more importance especialy in ESP （English for specific purposes） classes in which reading ability plays a crucial role in the students＇ academic success. But in order to help learners in the best possible way, teachers need to identify their learners＇ problems in reading ESP texts. Detecting the problematic areas for the students will assist teachers better design and apply appropriate methods and strategies to solve their students＇ reading comprehension problems. Therefore, the following research was an attempt to explore the EFL learners＇ reading comprehension problmes in reading ESP texts in ESP classes. For the purpose of the study, five passages from their coursebook were selected and they were asked to underline the syntactically problematic parts in the passages. The subjects of the study were composed of 185 homogenous engineering students who were learning english as a foregin langauge. Chi-square analysis showed that 15 major syntactic categories are serious hurdle to reading comprehension of ESP texts. The results and implications are discussed in the light of TLA （teachers＇ language awareness）.

Teaching Speech Acts in EFL Classrooms： An Implicit Pedagogy

Language teaching is a combination of teaching syntax, content of language in use, and the social background of that language. As the study of the act in speech, speech acts naturally exist in social and interpersonal discourses. Thus it is of vital importance to let language learners to acquire its concept and principles. This paper is a brief introduction to the theories and approaches on speech acts as well as its application for ELT pedagogy. The paper is made up of three parts. In the first part, former investigations and theories on speech acts would be introduced and discussed. The second part is a discussion on communicative competence in English language teaching. In the third part, two sample tasks of implicit pedagogy for speech acts would be introduced. A conclusion of teaching speech acts implicitly is given out in the fourth part.

Study on classroom activities in children English class

Though classroom activities in children English class have been studied by many scholars, there is a lack of real class investigation and analysis on this subject. Combining the observations of classroom activities in a real children English class with the interviews with the child students and the teacher in that class, this paper presents various classroom activities used in real children English class. Among all the activities of greetings and free conversations, guessing new words, pair or group work, games, songs, chants, making stories and competition, child students prefer games, role play, making stories, and competitions, in which children can take the initiatives; while the teacher favors greetings, guessing new words, role play, and group work. The problem of the activities that children students like the most is that they may cause some disturbance in class. To solve this problem, the author thinks that these activities are better to be put at the end of the class.

Rethinking Speaking Skills in EFL （English as a Foreign Language） Settings

The teaching of speaking has been neglected in EFL （English as a Foreign Language） settings throughout language history which led to negative effects on EFL teachers＇ and learners＇ attitudes. While teachers exhibit hesitation having no preset teaching paradigms at their disposal, learners experience withdrawal in speaking situations that demand interactional ease and socio-pragmatic awareness. Indeed, both the type of instruction and the complexity of this skill make of the teaching of spoken language a highly controversial issue especially with the implicit dichotomy that speaking entails and which opposes accurate mastery of linguistic patterns to ease or facility in meaning transmission. This paper aims at reconsidering the way this dormant skill has been tackled and the interfering variables that should be rethought and revisited while dealing with it.

Strategies for Effective Teaching and Learning of Reading Skill in English

Reading is a pertinent skill of the four basic language skills. English teaching and learning in Nigeria cannot but be given all special attention since it is the major language of administration, economics, religious propagation, and others in the nation. This paper has traced the treatment of reading aspect of English in the Nigerian Junior Secondary Schools using the teachers, students, and the nation＇s curriculum as instrument of operation. Some of the problems militating against effective teaching of reading skill in English were identified and discussed. Recommendations for achieving effective language teaching and learning focusing on English reading skill were highlighted. In the end, English teachers＇ attention is drawn on better ways of teaching reading as an important skill of the English language education

Factors in International Student Identity Formation： Processes and Challenges

International students choosing to study abroad face a change in self-identity, which in many cases takes them by surprise and which is affected by a multiplicity of factors. Within the framework of Tajfel＇s Social Identity Theory, we examine the nature of identity and the many contexts in which it is shaped, mainly in reference to the ESL （English as a Second Language） classroom, but with broader implications for the students＇ experiences in Western classroom as a whole. We discuss the challenges facing not only students, but also faculty who wish to assist students in the formation of their new identities

Deconstructing the Captive Education： Creating Differance Among the Lonely Crowd

In 21 st century, daily life has become much more difficult to deal with and conflict-centered social life has begun to dominate the lives of the individuals more and more. In that kind of a hieroglyphic world, the key of creating difference in education is the use of literature in the classroom. The classroom is a dynamic venue as life itself, and through literature, a teacher can unite living and learning that will promote a better social and psychological life for the learners. The subject of this study is to present the ＂MECL Way＂ that is the acquisition of＂Multiculturalism＂, ＂Empathy＂, and ＂Creativity＂ through comparative literature. The objective of this study is to display the magical power of comparative literature in the classroom and to indicate how literature teaching brings learners in key concepts of life. ＂MECL Way＂ aims to illustrate the indispensable interaction between living and learning and how comparative literature can promote the creation of creative and emphatic individuals, who will be strictly bounded with other cultures, and unavoidably different from the lonely crowd.

Promoting Cultural Diversity in Higher Education

This paper, first, looks into what cultural diversity in higher education is. Secondly, it offers speculations on different attitudes of educators and students to multiculturalism because of certain myths that are also described and dispelled. Thirdly, the author dwells on types of programs that may help maintain cultural diversity in universities. Finally, the author focuses on the contribution of the National Research University HSE （＂Higher School of Economics＂） to promoting multiculturalism, mostly on arranging international online forums to bring two and more cultures together. When analyzing the forum content, communication strategies used by the students were determined and described.

Pedagogical Strategies for Task-Based Vocabulary Acquisition

Vocabulary has been the most difficult part language learners encounter in the process of their language learning and their daily communication. Nevertheless vocabulary teaching and learning has not been given due importance and has become the bottleneck in college English instruction although it is central to language learning. Task-based Instruction Approach, noted for its advanced methodology in facilitating vocabulary learning and teaching, is introduced in the vocabulary teaching implementation in this paper. By analyzing the theoretical basis and features of Task-based Instruction Approach, the author puts forward strategies for vocabulary teaching and learning as well as principles in task design with the aim of improving leamers＇ vocabulary acquiring competence and language competence, fostering learners＇ emotional and cognitive development, and at the same time providing insights into culture of English language