Teacher Talk is of crucial significance to the English Language Teaching （ELT） classroom. The success or failure of Foreign Language Teaching in the classroom to a large extent depends on the quantity and quality of...Teacher Talk is of crucial significance to the English Language Teaching （ELT） classroom. The success or failure of Foreign Language Teaching in the classroom to a large extent depends on the quantity and quality of Teacher Talk. This paper analyzes the various factors affecting Teacher Talk.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
While there is lots of empirical evidence showing that grammar consciousness raising tasks （GCRTs） have an edge over the traditional modes of grammar instruction, there is very little qualitative evidence reflecting...While there is lots of empirical evidence showing that grammar consciousness raising tasks （GCRTs） have an edge over the traditional modes of grammar instruction, there is very little qualitative evidence reflecting learners＇ perceptions of externally imposed educational changes including GCRTs. To extrapolate the previous findings and fill in this gap, this study aims to： （I） test the alleged superiority of GCRTs in grammar instruction and （2） explore learners＇ perceptions of learning grammar through GCRTs. To this end, this study used a mixed-method design including a quantitative and a qualitative dimension. The former dimension aimed at testing the superiority of GCRTs on a random sample of intermediate learners from Simin language school in Karaj, Iran through the robust Solomon-four-group design and the latter dimension aimed at collecting and analyzing qualitative interview data on learners＇ perceptions of GCRTs. The quantitative results clearly showed that learners being taught through GCRTs significantly outperformed those instructed through the traditional mode of grammar instruction and the qualitative analysis of learners＇ perspectives showed that the participants had a positive perception of GCRTs and this positive perception was rooted in GCRTs＇ potential to： （1） facilitate the internalization of grammar and （2） involve learners in discovery learning. The findings have clear implications for syllabus designers and practitioners.展开更多
The study is based on an observation of the pronunciation of a group of undergraduate students of English as a Second Language （ESL） whose mother tongue is Arabic and who have no formal training in the spoken variet...The study is based on an observation of the pronunciation of a group of undergraduate students of English as a Second Language （ESL） whose mother tongue is Arabic and who have no formal training in the spoken variety of English other than that received in the classroom. The study of acquisition of pronunciation of consonant clusters at morphological, particularly at the morphophonological levels indicates that the learners are sensitive to the syllabic structure viz., cccv type and cccvcc type, at the word-initial, medial and final positions. Samples of words with different consonant clusters were tested with a homogeneous group of students. Words of identical morphological categories were used as the data to test the students＇ level of perception. These were analyzed using Speech Analyzer Version 2.5. The data includes consonant clusters like plosive-fricative, plosive-plosive, fricative-fricative and plosive-fricative-trill/liquid combinations. The results varied according to the perceptual and articulatory abilities of the learners. It was observed that the plosive perception and acquisition of three-consonant clusters of plosive-plosive word initially, plosive-plosive combinations word finally and plosive-fricative type, posed more difficulty for the learners. The tendency to drop one of the consonants of the cluster was more pronounced with syllables ending in plural morphemes and those ending in -mp, -pt, -kt, -nt, -bt, etc. Difficulty was also noticed with the initial plosive＋/r/, plosive＋/1/combinations, especially in word initial positions. Across the syllable boundaries, these clusters are almost inaudible with some speakers. The difficulty in the articulation of these consonant clusters can be accounted for the mother tongue influence, as in the case of many other features. The results of the analysis have a pedagogical implication in the use of such words with consonant clusters, to teach reading skills to the students of undergraduate level in the present setting and promote self-learning through the use of speech tools.展开更多
The emerging technologies in various fields are affecting all walks of life including learning, teaching, education, etc.. The present learning in engineering colleges in the Indian scenario and their effect on genera...The emerging technologies in various fields are affecting all walks of life including learning, teaching, education, etc.. The present learning in engineering colleges in the Indian scenario and their effect on general language proficiency is discussed. In the present era of job-oriented education how the accurate language learning and strengthening of skills facilitate one＇s career building is discussed here. The present paper focuses on independent, collaborative and supportive learning environment in the class to mould the reluctant learners. It also brings out the differences between conventional learning and technology assisted learning. In the midst of thousands of soft ware available, it is difficult for one to choose which is most suitable, to use friendly English learning process and which will be specific, more and more learners center and the need for such soft wares is given specific high light here. How the assessment should be carried through language modules is discussed here with a special attention to the learners and product assessment separately.展开更多
MOOC has become the topic of the education reform in recent years. From activity theory point of view, meaningful learning is an active, conscious, constructive, and socially medicated practice that includes reciproca...MOOC has become the topic of the education reform in recent years. From activity theory point of view, meaningful learning is an active, conscious, constructive, and socially medicated practice that includes reciprocal intention-action-reflection activities. This paper aims to try to give a MOOC learning activity design model in grammar teaching which tries to offer a reference for the MOOC teaching in grammar lesson.展开更多
With the great impact of WTO and the business globalization, professional internationalized business people are heavily demanding, which imposes pressure and necessity on practical and effective Business English progr...With the great impact of WTO and the business globalization, professional internationalized business people are heavily demanding, which imposes pressure and necessity on practical and effective Business English program. This essay intends to design an intensive, non-assessed, inservice oral business English course for intermediate business people.展开更多
The class of French freshmen is characterized by bilingual course — English and French. The first thing is to design a curriculum catering to students' need. This is only a curriculum for the oral class. The obje...The class of French freshmen is characterized by bilingual course — English and French. The first thing is to design a curriculum catering to students' need. This is only a curriculum for the oral class. The objective of our training to the French majors is to supply students with linguistic environment for their learning or acquisition aiming at advanced English proficiency and communicative competence.展开更多
How to have a successful Intensive reading English class? The teacher should possess a lot of practice based on the theory of second language acquisition and teaching strategies. This paper mainly discusses the way of...How to have a successful Intensive reading English class? The teacher should possess a lot of practice based on the theory of second language acquisition and teaching strategies. This paper mainly discusses the way of how to manage Intensive English classes in the perspective of teaching approach, class design and teaching procedure, etc. The three aspects are associated with each other very closely. If the teacher can combine these three factors successfully, he can be regarded as a competent teacher.展开更多
文摘Teacher Talk is of crucial significance to the English Language Teaching （ELT） classroom. The success or failure of Foreign Language Teaching in the classroom to a large extent depends on the quantity and quality of Teacher Talk. This paper analyzes the various factors affecting Teacher Talk.
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While there is lots of empirical evidence showing that grammar consciousness raising tasks （GCRTs） have an edge over the traditional modes of grammar instruction, there is very little qualitative evidence reflecting learners＇ perceptions of externally imposed educational changes including GCRTs. To extrapolate the previous findings and fill in this gap, this study aims to： （I） test the alleged superiority of GCRTs in grammar instruction and （2） explore learners＇ perceptions of learning grammar through GCRTs. To this end, this study used a mixed-method design including a quantitative and a qualitative dimension. The former dimension aimed at testing the superiority of GCRTs on a random sample of intermediate learners from Simin language school in Karaj, Iran through the robust Solomon-four-group design and the latter dimension aimed at collecting and analyzing qualitative interview data on learners＇ perceptions of GCRTs. The quantitative results clearly showed that learners being taught through GCRTs significantly outperformed those instructed through the traditional mode of grammar instruction and the qualitative analysis of learners＇ perspectives showed that the participants had a positive perception of GCRTs and this positive perception was rooted in GCRTs＇ potential to： （1） facilitate the internalization of grammar and （2） involve learners in discovery learning. The findings have clear implications for syllabus designers and practitioners.
文摘The study is based on an observation of the pronunciation of a group of undergraduate students of English as a Second Language （ESL） whose mother tongue is Arabic and who have no formal training in the spoken variety of English other than that received in the classroom. The study of acquisition of pronunciation of consonant clusters at morphological, particularly at the morphophonological levels indicates that the learners are sensitive to the syllabic structure viz., cccv type and cccvcc type, at the word-initial, medial and final positions. Samples of words with different consonant clusters were tested with a homogeneous group of students. Words of identical morphological categories were used as the data to test the students＇ level of perception. These were analyzed using Speech Analyzer Version 2.5. The data includes consonant clusters like plosive-fricative, plosive-plosive, fricative-fricative and plosive-fricative-trill/liquid combinations. The results varied according to the perceptual and articulatory abilities of the learners. It was observed that the plosive perception and acquisition of three-consonant clusters of plosive-plosive word initially, plosive-plosive combinations word finally and plosive-fricative type, posed more difficulty for the learners. The tendency to drop one of the consonants of the cluster was more pronounced with syllables ending in plural morphemes and those ending in -mp, -pt, -kt, -nt, -bt, etc. Difficulty was also noticed with the initial plosive＋/r/, plosive＋/1/combinations, especially in word initial positions. Across the syllable boundaries, these clusters are almost inaudible with some speakers. The difficulty in the articulation of these consonant clusters can be accounted for the mother tongue influence, as in the case of many other features. The results of the analysis have a pedagogical implication in the use of such words with consonant clusters, to teach reading skills to the students of undergraduate level in the present setting and promote self-learning through the use of speech tools.
文摘The emerging technologies in various fields are affecting all walks of life including learning, teaching, education, etc.. The present learning in engineering colleges in the Indian scenario and their effect on general language proficiency is discussed. In the present era of job-oriented education how the accurate language learning and strengthening of skills facilitate one＇s career building is discussed here. The present paper focuses on independent, collaborative and supportive learning environment in the class to mould the reluctant learners. It also brings out the differences between conventional learning and technology assisted learning. In the midst of thousands of soft ware available, it is difficult for one to choose which is most suitable, to use friendly English learning process and which will be specific, more and more learners center and the need for such soft wares is given specific high light here. How the assessment should be carried through language modules is discussed here with a special attention to the learners and product assessment separately.
文摘MOOC has become the topic of the education reform in recent years. From activity theory point of view, meaningful learning is an active, conscious, constructive, and socially medicated practice that includes reciprocal intention-action-reflection activities. This paper aims to try to give a MOOC learning activity design model in grammar teaching which tries to offer a reference for the MOOC teaching in grammar lesson.
文摘With the great impact of WTO and the business globalization, professional internationalized business people are heavily demanding, which imposes pressure and necessity on practical and effective Business English program. This essay intends to design an intensive, non-assessed, inservice oral business English course for intermediate business people.
文摘The class of French freshmen is characterized by bilingual course — English and French. The first thing is to design a curriculum catering to students' need. This is only a curriculum for the oral class. The objective of our training to the French majors is to supply students with linguistic environment for their learning or acquisition aiming at advanced English proficiency and communicative competence.
文摘How to have a successful Intensive reading English class? The teacher should possess a lot of practice based on the theory of second language acquisition and teaching strategies. This paper mainly discusses the way of how to manage Intensive English classes in the perspective of teaching approach, class design and teaching procedure, etc. The three aspects are associated with each other very closely. If the teacher can combine these three factors successfully, he can be regarded as a competent teacher.
