Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals...Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom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
This thesis studies the concept and research background of filzziness and fuzzy theory, then committing further enumeration and analysis of the application of fuzzy theory in the fields of linguistics and literature. ...This thesis studies the concept and research background of filzziness and fuzzy theory, then committing further enumeration and analysis of the application of fuzzy theory in the fields of linguistics and literature. On this basis, the effectiveness and rationalization of the fuzzy theory＇s application in the English literature teaching were confirmed from many aspects. Among them, it is mainly investigated and analyzed from the objective factors and subjective factors. Subjective aspects mainly contain students＇ different cognitive ability, and the diversity existed in teachers＇ teaching and guiding methods. Objective aspects mainly include that the literature language and literature thoughts itself have the unique ambiguity. Finally, in summing up the investigation results the author put forward the essence of English literature teaching activity and put forward the methods to improve English literature teaching.展开更多
The purpose of this study is to explore the effects of the balanced reading program on the elementary school students in Taiwan. The participants were 36 fifth graders in Taiwan. The researchers chose suitable picture...The purpose of this study is to explore the effects of the balanced reading program on the elementary school students in Taiwan. The participants were 36 fifth graders in Taiwan. The researchers chose suitable picture books as teaching materials and made use of them to design a balanced reading program. The program combines the ideas of whole language and phonics rules. Whole-part-whole structure was used in the teaching process. The teaching of the balanced reading program lasted for nine weeks. The questionnaire of learning feedbacks, the questionnaire of reading activities, the teacher's journal, interviews with teachers and students were used to gather data. Six facts were found after the analysis of the data: (1) Among the picture books, 'Seven Blind Mice' and 'Snow' were chosen by the students as their favorite. (2) Most students liked the reading activities for this semester. (3) The students made progress in reading ability and reading techniques. (4) The frequency of the students' reading English storybooks increased. (5) Most students were willing to read English storybooks after the program. (6) The table of self-evaluation didn't work well. Some suggestions have been provided according to the findings.展开更多
文摘Teachers＇ discourse is teachers＇ language used in the classroom. Teachers＇ instructional discourse, a sub-category of teachers＇ discourse, is the medium that teachers use to achieve the teaching and learning goals It is not only the means for teachers to organize teaching activities, but is also taken as the model language by students. This paper examines teachers＇ instructional discourse by focusing on its discoursal features. Drawing on the theories and methods in discourse analysis, four categories of discoursal features in teachers＇ instructional discourse are proposed. They are communicativeness, authenticity, coherence, and grammaticality and appropriateness. The four discoursal features will provide a framework for analyzing teachers＇ instructional discourse in the language classroom
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..
文摘This thesis studies the concept and research background of filzziness and fuzzy theory, then committing further enumeration and analysis of the application of fuzzy theory in the fields of linguistics and literature. On this basis, the effectiveness and rationalization of the fuzzy theory＇s application in the English literature teaching were confirmed from many aspects. Among them, it is mainly investigated and analyzed from the objective factors and subjective factors. Subjective aspects mainly contain students＇ different cognitive ability, and the diversity existed in teachers＇ teaching and guiding methods. Objective aspects mainly include that the literature language and literature thoughts itself have the unique ambiguity. Finally, in summing up the investigation results the author put forward the essence of English literature teaching activity and put forward the methods to improve English literature teaching.
文摘The purpose of this study is to explore the effects of the balanced reading program on the elementary school students in Taiwan. The participants were 36 fifth graders in Taiwan. The researchers chose suitable picture books as teaching materials and made use of them to design a balanced reading program. The program combines the ideas of whole language and phonics rules. Whole-part-whole structure was used in the teaching process. The teaching of the balanced reading program lasted for nine weeks. The questionnaire of learning feedbacks, the questionnaire of reading activities, the teacher's journal, interviews with teachers and students were used to gather data. Six facts were found after the analysis of the data: (1) Among the picture books, 'Seven Blind Mice' and 'Snow' were chosen by the students as their favorite. (2) Most students liked the reading activities for this semester. (3) The students made progress in reading ability and reading techniques. (4) The frequency of the students' reading English storybooks increased. (5) Most students were willing to read English storybooks after the program. (6) The table of self-evaluation didn't work well. Some suggestions have been provided according to the findings.
