English learning is influenced by many factors which affect directly or indirectly the students＇ English acquirement. Among these, the learner himself or herself is the most direct and important. This passage emphasi...English learning is influenced by many factors which affect directly or indirectly the students＇ English acquirement. Among these, the learner himself or herself is the most direct and important. This passage emphasizes the point of English educational psychology and from it we can see that the motivation factor, ability factor and intellect factor affect the students＇ English learning most. Girls＇ internal motivation is stronger than boys＇ in the foreign language studying and most of the girls aim at gaining English knowledge. The process of English learning itself can make them contented and basically they will not be interrupted by the external factors.展开更多
Learner Autonomy （LA） is the desirable goal of the education. To date, many Learner Autonomy training programs have been carried out in foreign language teaching. Cooperative Learning （CL） is a language teaching a...Learner Autonomy （LA） is the desirable goal of the education. To date, many Learner Autonomy training programs have been carried out in foreign language teaching. Cooperative Learning （CL） is a language teaching and learning strategy which gets learners actively and cooperatively involved in learning a foreign language in groups. Both of them have been respectively advocated from pedagogical point of view and from the perspective of philosophy. However, being autonomous does not necessarily mean learning alone. Language learners should learn cooperatively and autonomously. It is the author＇s contention that CL is a good method to promote LA. CL has positive effects on both students＇ readiness and their ability to be more autonomous. CL enhances self-esteem and self-confidence, increases high motivation, encourages learners＇ responsibility for learning, enhances self-management skills, increases support for language learners to move from interdependence to independence. The paper stresses in the end that promoting LA is the teacher＇s long-term pedagogic goal.展开更多
The teaching of English for Science and Technology （EST） is generally regarded as one of the most significant developments in English language pedagogy in recent years. EST is concerned with meeting the specific lan...The teaching of English for Science and Technology （EST） is generally regarded as one of the most significant developments in English language pedagogy in recent years. EST is concerned with meeting the specific language needs of learners in various scientific and technological fields. These needs should be taken into consideration when planning and implementing English language courses or specialized courses to students of science and technology. This research is an attempt to investigate some of the problems involved in the teaching and learning of EST and suggest possible solutions. The research will focus on the reading comprehension of scientific and technical texts written in English, the teaching and learning of functional grammar, and the teaching and learning of lexis. These are regarded as some of the most important skills and sub-skills to be acquired by the students of science and technology to help them gain scientific information in English and reach a satisfactory level of achievement in their academic studies. The contention here is that it is in need to adopt a new set of assumptions and criteria specifically relevant to EST instead of employing those of General-English courses being used in the foundation and non-foundation years. This is in line with the basic premise of ESP （English for Special Purpose） and foundation courses which are supposed to prepare students for longer and more difficult tasks in their relevant fields of study. It is hoped that the findings of this research paper will be fruitful and relevant to other ESP courses in addition to those of EST.展开更多
With a brief review of the ESP （English for Special Purpose） teaching in Medical Schools over the past 30 years, this paper elaborates on the changes and situation of English teaching and leaming in some Medical Sch...With a brief review of the ESP （English for Special Purpose） teaching in Medical Schools over the past 30 years, this paper elaborates on the changes and situation of English teaching and leaming in some Medical Schools. Through a survey which throws light on the importance of ESP, the paper analyzes the problems facing Medical Schools, such as materials suitable for medical students who want to cultivate their ability in listening, speaking, reading, writing and translating in their own field and teachers who are supposed to be qualified for medical English teaching, and then discusses the top priorities in these Medical Schools and examines what has been done and will be done in order to work out practicable approaches to meet the requirements of medical students.展开更多
This article evaluated the constructivist pedagogical effectiveness of a TM-aided specialized translation project tested on 16 undergraduates at a technological university using student reflections and the questionnai...This article evaluated the constructivist pedagogical effectiveness of a TM-aided specialized translation project tested on 16 undergraduates at a technological university using student reflections and the questionnaire for qualitative analysis. The results showed that TMs-students-instructor interaction facilitated the learning of specialized translation strategies, meeting the constructivist educational principle of ＂interaction＂. In addition, students effectively constructed new translation knowledge through the negotiation of the differences between student and professional translators＇ translations, concurring with the constructivist educational principle of ＂conflict resolution＂. Finally, students successfully learned technical skills of the Trados tool through hands-on practice, and cognitively acquired specialized translation knowledge through reflections writing and oral presentations, fitting the constructivist educational principle of ＂active participation＂. Overall, most students＇ positive responses justified the constructive educational effectiveness of TM-aided specialized translation through TMs consultation, peer help and the instructor support in the self-paced and student-centered learning environment.展开更多
The paper focuses on the properties of relative pronouns in the acquisition of relative clause by Chinese EFL learners. Based on the NPAH （noun phrase accessibility hierarchy）, comparison and contrast of some aspect...The paper focuses on the properties of relative pronouns in the acquisition of relative clause by Chinese EFL learners. Based on the NPAH （noun phrase accessibility hierarchy）, comparison and contrast of some aspects of English and Chinese relative pronoun, the paper conducts two experiments, and has proved the hypotheses that students＇ performance generally follows the hierarchy of NPAH and students do have problems with relative pronoun involving prepositions. Besides, some pedagogical implications for foreign language teaching are discussed.展开更多
This paper analyses the major approaches in EFL （English as a Foreign Language） vocabulary teaching from historical perspective and puts forward multi-dimensional vocabulary teaching mode for college English. The au...This paper analyses the major approaches in EFL （English as a Foreign Language） vocabulary teaching from historical perspective and puts forward multi-dimensional vocabulary teaching mode for college English. The author stresses that multi-dimensional approaches of communicative vocabulary teaching, lexical phrase teaching method, the grammar translation approach as well as audio-lingual method should be adopted, tasks should be designed and context be constructed to improve learners＇ vocabulary acquiring competence and language competence.展开更多
Due to the popularity of English, English language teaching has taken up an important position in China＇s education. Teachers of English may seldom consider the power behind this widely-used language during the teach...Due to the popularity of English, English language teaching has taken up an important position in China＇s education. Teachers of English may seldom consider the power behind this widely-used language during the teaching process. This article starts with revealing the power behind language so as to let teachers be aware of the hidden power behind English language and be conscious that English language is not neutral. At the same time, it reminds teachers of English to have a critical attitude on their teaching practice and help students to balance the study of Chinese and English.展开更多
This paper focuses on the application of systemic Functional Grammar （SFG） to language study. By providing a sample of text analysis from the systemic functional point of view, the paper illustrates how this approac...This paper focuses on the application of systemic Functional Grammar （SFG） to language study. By providing a sample of text analysis from the systemic functional point of view, the paper illustrates how this approach can be helpful to language teaching.展开更多
文摘English learning is influenced by many factors which affect directly or indirectly the students＇ English acquirement. Among these, the learner himself or herself is the most direct and important. This passage emphasizes the point of English educational psychology and from it we can see that the motivation factor, ability factor and intellect factor affect the students＇ English learning most. Girls＇ internal motivation is stronger than boys＇ in the foreign language studying and most of the girls aim at gaining English knowledge. The process of English learning itself can make them contented and basically they will not be interrupted by the external factors.
文摘Learner Autonomy （LA） is the desirable goal of the education. To date, many Learner Autonomy training programs have been carried out in foreign language teaching. Cooperative Learning （CL） is a language teaching and learning strategy which gets learners actively and cooperatively involved in learning a foreign language in groups. Both of them have been respectively advocated from pedagogical point of view and from the perspective of philosophy. However, being autonomous does not necessarily mean learning alone. Language learners should learn cooperatively and autonomously. It is the author＇s contention that CL is a good method to promote LA. CL has positive effects on both students＇ readiness and their ability to be more autonomous. CL enhances self-esteem and self-confidence, increases high motivation, encourages learners＇ responsibility for learning, enhances self-management skills, increases support for language learners to move from interdependence to independence. The paper stresses in the end that promoting LA is the teacher＇s long-term pedagogic goal.
文摘The teaching of English for Science and Technology （EST） is generally regarded as one of the most significant developments in English language pedagogy in recent years. EST is concerned with meeting the specific language needs of learners in various scientific and technological fields. These needs should be taken into consideration when planning and implementing English language courses or specialized courses to students of science and technology. This research is an attempt to investigate some of the problems involved in the teaching and learning of EST and suggest possible solutions. The research will focus on the reading comprehension of scientific and technical texts written in English, the teaching and learning of functional grammar, and the teaching and learning of lexis. These are regarded as some of the most important skills and sub-skills to be acquired by the students of science and technology to help them gain scientific information in English and reach a satisfactory level of achievement in their academic studies. The contention here is that it is in need to adopt a new set of assumptions and criteria specifically relevant to EST instead of employing those of General-English courses being used in the foundation and non-foundation years. This is in line with the basic premise of ESP （English for Special Purpose） and foundation courses which are supposed to prepare students for longer and more difficult tasks in their relevant fields of study. It is hoped that the findings of this research paper will be fruitful and relevant to other ESP courses in addition to those of EST.
文摘With a brief review of the ESP （English for Special Purpose） teaching in Medical Schools over the past 30 years, this paper elaborates on the changes and situation of English teaching and leaming in some Medical Schools. Through a survey which throws light on the importance of ESP, the paper analyzes the problems facing Medical Schools, such as materials suitable for medical students who want to cultivate their ability in listening, speaking, reading, writing and translating in their own field and teachers who are supposed to be qualified for medical English teaching, and then discusses the top priorities in these Medical Schools and examines what has been done and will be done in order to work out practicable approaches to meet the requirements of medical students.
文摘This article evaluated the constructivist pedagogical effectiveness of a TM-aided specialized translation project tested on 16 undergraduates at a technological university using student reflections and the questionnaire for qualitative analysis. The results showed that TMs-students-instructor interaction facilitated the learning of specialized translation strategies, meeting the constructivist educational principle of ＂interaction＂. In addition, students effectively constructed new translation knowledge through the negotiation of the differences between student and professional translators＇ translations, concurring with the constructivist educational principle of ＂conflict resolution＂. Finally, students successfully learned technical skills of the Trados tool through hands-on practice, and cognitively acquired specialized translation knowledge through reflections writing and oral presentations, fitting the constructivist educational principle of ＂active participation＂. Overall, most students＇ positive responses justified the constructive educational effectiveness of TM-aided specialized translation through TMs consultation, peer help and the instructor support in the self-paced and student-centered learning environment.
文摘The paper focuses on the properties of relative pronouns in the acquisition of relative clause by Chinese EFL learners. Based on the NPAH （noun phrase accessibility hierarchy）, comparison and contrast of some aspects of English and Chinese relative pronoun, the paper conducts two experiments, and has proved the hypotheses that students＇ performance generally follows the hierarchy of NPAH and students do have problems with relative pronoun involving prepositions. Besides, some pedagogical implications for foreign language teaching are discussed.
文摘This paper analyses the major approaches in EFL （English as a Foreign Language） vocabulary teaching from historical perspective and puts forward multi-dimensional vocabulary teaching mode for college English. The author stresses that multi-dimensional approaches of communicative vocabulary teaching, lexical phrase teaching method, the grammar translation approach as well as audio-lingual method should be adopted, tasks should be designed and context be constructed to improve learners＇ vocabulary acquiring competence and language competence.
文摘Due to the popularity of English, English language teaching has taken up an important position in China＇s education. Teachers of English may seldom consider the power behind this widely-used language during the teaching process. This article starts with revealing the power behind language so as to let teachers be aware of the hidden power behind English language and be conscious that English language is not neutral. At the same time, it reminds teachers of English to have a critical attitude on their teaching practice and help students to balance the study of Chinese and English.
文摘This paper focuses on the application of systemic Functional Grammar （SFG） to language study. By providing a sample of text analysis from the systemic functional point of view, the paper illustrates how this approach can be helpful to language teaching.
