语训教师与普通学前教师职业倦怠的比较研究

目的探讨语训教师与普通学前教师职业倦怠的特点。方法采用Maslach的职业倦怠量表（Maslach Burnout Inventory，MBI）对172名语训教师和103名普通学前教师进行测查。结果语训教师和普通学前教师都存在一定程度的职业倦怠，主要表现为个人成就感降低；语训教师与普通学前教师的职业倦怠水平有显著差异，且随着教龄的增加而加重。结论语训教师和普通学前教师中普遍存在职业倦怠，如何提高个人成就感是降低职业倦怠的关键。

Learning strategies training in classroom teaching

In contemporary English teaching, the study of English learning strategies has become one of the main concerns in teachers＇ teaching and research processes. The necessity of implementation of learning strategies training in the field of English teaching practice still remains disputable. This essay first introduces the different reactions towards the field; then advances the idea of combining English teaching strategies with English learning strategies attempting the implementation of learning strategies training in the classroom teaching. Finally, some thinking produced in the process of practicing the strategies training is raised to reexamine this teaching mode.

The Existing Situation and Training about Maritime English Teachers in China

Based on analyzing the existing situation about Maritime English teachers in China, a qualified maritime English teacher must not only have the good English competence but also be familiar with the related maritime knowledge. In this paper, the author proposes some effective ways to improve the qualities of maritime English teachers.

Discourse Intonation and Teacher Cognition

This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.

Study of Revelatory Impact of College English Teaching for Cross-cultural Awareness Training

With the rapid development of the world economy and technology, Chinese cross-cultural communication with the outside world has become more frequent and widespread. It caused challenges for college English teaching in current stage. It is more urgent for us to adapt to the 21st century and cultivate cross-cultural personnel with practical language skills. This also caused widespread concern in foreign language field. English teachers who research the relations culture and language 20 years ago began to realize the importance of cross-cultural awareness training in foreign language teaching. However, compared to the fruitful theoretical results of cross-cultural awareness, training practice in college English teaching is not satisfactory. On the one hand, due to the lack of deep-rooted traditional language teaching methods and the necessity of understanding of cross-cultural awareness training, a part of the University haven＇ t implement literature teaching and develop students＇ cross-cultural awareness. On the other hand, many colleges and universities did try cross-cultural awareness trainings. However, due to lack of necessary theoretical guidance and effective implementation of the program, the effect is not very good. Many students still lack the necessary cross-cultural awareness.

The Impact of Technology-Integrated Instruction to Elementary Students＇ Language Learning Motivation and Performance

This study aims to investigate technology-integrated language learning courses that benefit elementary language learners＇ desire to learn English （motivation） and how they are related to the student＇s performance. Theories guiding this investigation included Dornyei＇s L2 Motivational Self System and Gardner＇s Socio Psychological System to describe language learners＇ desire to learn （motivation）. Thirty-five 3rd grade elementary school students, who are learning English with technology at school, were included in this study. The result indicates that the features of technology students like to use while learning have positive and significant correlation with desire to learn English （motivation）; and their previous technology learning experience and motivation have significant influence on their final grade. This final analysis could provide a guideline for EFL teachers or students who are in teacher training programs to integrate technology into their future courses.

The Effect of a Proposed Training Program Based on the Reflective Model on the Teachers＇ Reading Practices in Mafraq

This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.

The Implementation and Evaluation of Training Course for Chinese as Second Language E-Teacher

In this study, we made references to past literatures and developed an e-learning training program for CSL （Chinese as a Second Language） teachers. The class was held from July to August, 2010, in Chinese Culture University （Taiwan）, and we designed a performance-evaluation questionnaire with the Delphi method. Three months after the training program was completed, the questionnaire was given to the 30 students of the class, and they were asked to answer questions regarding their use of e-learning in the actual practice. We also asked 5 teachers to conduct experimental e-learning for us to video-record and observe. This effort allows us to discuss the use of e-learning among CSL teachers in Taiwan, come up with a conclusion and suggestions, and use the findings as references for course-planning and policies or research regarding the digital learning of Chinese.

EFL TEACHER PROFESSIONAL DEVELOPMENT THROUGH CRITICAL READING PEDAGOGY:MEETING THE CHALLENGES IN THE ASIAN CLASSROOM

外语教师能否在阅读课中进行批评性阅读教学、提高学生的阅读鉴赏与辨别能力?本文就外语教师师范教育中不可或缺的知识的两方面(即语言知识与语言教学论知识)是如何用诸于作者在新加坡国家教育学院英语教学研究生文凭项目所开设的阅读教学法课的实例进行报告。笔者从社会文化理论及批评性话语分析理论入手,针对批评性阅读教学法在35名外语教师参加的培训阅读教学法课中实施的课堂实例片段进行分析、诠释和讨论,旨在抛砖引玉为改变传统的外语阅读教学法提供可能的新途径和机遇。笔者在文末强调,本文的初衷是要让外语教师意识到批评性阅读教学法在外语阅读教学中的的重要性以及在亚洲外语课堂实践中所面临的挑战。