Jeremy Harmer在《英语语言教学的实践》中提出了平衡活动法,并以《英语语言教学的实践》为平台,对平衡活动法进行了有力的论证,成功地建构起了平衡活动法这个模式。本文介绍了《英语语言教学的实践》的主要内容,分析平衡活动法的理论...Jeremy Harmer在《英语语言教学的实践》中提出了平衡活动法,并以《英语语言教学的实践》为平台,对平衡活动法进行了有力的论证,成功地建构起了平衡活动法这个模式。本文介绍了《英语语言教学的实践》的主要内容,分析平衡活动法的理论基础及优越性,阐述平衡活动法对中国外语教学的意义,并对《英语语言教学的实践》进行了评价。展开更多
英语口语教学是中职英语教学中的一个重要组成部分,任务型教学有极强的实践性教学取向,学生在语言教学实践中能发展自己的自主学习能力和合作学习能力。任务型教学（taskbased language teaching）是一种强调＂做中学＂（1earning by do...英语口语教学是中职英语教学中的一个重要组成部分,任务型教学有极强的实践性教学取向,学生在语言教学实践中能发展自己的自主学习能力和合作学习能力。任务型教学（taskbased language teaching）是一种强调＂做中学＂（1earning by doing）的语言教学方法,该教学法能够有效地促进学生语言实践能力的提高。笔者结合自己多年的教学经验,探讨任务型教学法在中职口语教学中的创新应用。展开更多
Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching...Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general;however, there are belief differences between Mongolian and Han teachers;there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy,teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.展开更多
Understanding discipline-specific texts in English is a basic requirement for science students, who must develop their content knowledge and language skills. Particularly, interesting is the fact that the language of ...Understanding discipline-specific texts in English is a basic requirement for science students, who must develop their content knowledge and language skills. Particularly, interesting is the fact that the language of science is characterized by the use of figurative language, which appeals to the common knowledge of the world, mainly to explain, clarify, and describe intricate concepts. Metaphors are helpful for lexicalizing new concepts and meanings or extending the meanings of pre-existing words. The analysis of tropes as a means to improve foreign language learners＇ reading competence is a rather novel teaching practice in ESP （English for Specific Purposes）, implemented at the University of Rio Cuarto, Argentina. Therefore, the aim of this paper is to explain the theoretical basis for teaching and developing metaphorical competence in ESP classes as a means of providing an intellectually stimulating alternative approach, and to present some teaching ideas and activities designed to familiarize students with the use of metaphorical language in scientific discourse in order to enhance their reading competence.展开更多
文摘英语口语教学是中职英语教学中的一个重要组成部分,任务型教学有极强的实践性教学取向,学生在语言教学实践中能发展自己的自主学习能力和合作学习能力。任务型教学（taskbased language teaching）是一种强调＂做中学＂（1earning by doing）的语言教学方法,该教学法能够有效地促进学生语言实践能力的提高。笔者结合自己多年的教学经验,探讨任务型教学法在中职口语教学中的创新应用。
文摘Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general;however, there are belief differences between Mongolian and Han teachers;there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy,teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.
文摘Understanding discipline-specific texts in English is a basic requirement for science students, who must develop their content knowledge and language skills. Particularly, interesting is the fact that the language of science is characterized by the use of figurative language, which appeals to the common knowledge of the world, mainly to explain, clarify, and describe intricate concepts. Metaphors are helpful for lexicalizing new concepts and meanings or extending the meanings of pre-existing words. The analysis of tropes as a means to improve foreign language learners＇ reading competence is a rather novel teaching practice in ESP （English for Specific Purposes）, implemented at the University of Rio Cuarto, Argentina. Therefore, the aim of this paper is to explain the theoretical basis for teaching and developing metaphorical competence in ESP classes as a means of providing an intellectually stimulating alternative approach, and to present some teaching ideas and activities designed to familiarize students with the use of metaphorical language in scientific discourse in order to enhance their reading competence.
