良好的师生互动让英语教学更给力

课堂中师生的双边活动,应是一种和谐、融洽、健康的关系。它会影响到课堂教学任务能否成功地完成、关系到学生的未来。教师的表扬和批评都应恰到好处。后进生应得到更多的关心和帮助。只有如此,才能让学生进行兴趣盎然的学习,才能有利于学生的身心和人格的健康发展。要形成师生间良好的互动关系,教师与学生应做到以下五方面:一、创造和谐融洽健康的师生关系。教与学是一对矛盾。作为矛盾双方的代表,教师与学生的关系直接影响到能否顺利完成教学任务。如果师生关系融洽,课堂教学任务就能成功地完成。

A Comparative Study of Teacher Autonomy Between Novice Teachers and Proficient Teachers in the Context of University English Teaching Reform in China

Teacher autonomy has become a popular focus in the field of teacher education at present. The development of learner autonomy depends largely on teacher autonomy. Teacher autonomy is also one of the most effective ways to support teachers in their classroom practice, as well as to improve and expand their professional preparation and practices. Apart from that, the research of teacher autonomy at different phases of teachers＇ professional development may provide insight into how to strengthen their autonomy capability and to better understand the differences in teachers＇ development at different stages. The current study aims to explore the different level of how university novice and proficient English teachers see themselves as autonomous practitioners on the five dimensions of teacher autonomy： teaching autonomy, assessment autonomy, school management autonomy, professional development autonomy, and curriculum development autonomy. In addition, it proposes coping strategies to facilitate the development of teacher autonomy, which may shed some light on cultivating teacher autonomy for teachers at different developing stages, development of expertise, and teacher education.

An Investigation Into Typical Problems in Senior English Classroom Instruction in China

English is widely taught as a foreign language in China. However, the current situation of English teaching cannot keep pace with the requirements of the Senior High School Standards. The improvement of teaching quality has become the focus in the new era. This paper analyzes the situation of English teaching in Southwest China. A questionnaire-based survey indicates the typical problems, such as silent classes, lack of student-student interaction, and low quality of teacher-student interaction, which will impede the improvement of English teaching quality and hinder students to develop. The author suggests using interactive teaching in senior schools in China.

The Application of English Movies in Higher Vocational English Teaching

Since the rapid development of China＇s ecnomy, especially China＇s entry to World Trade Organization, English has become more and more significant. Now in China, College English, an integral part of higher learning, is a required basic course for undergraduate students. In order to deepen teaching reform and improve teaching quality, a wide variety of teaching methods enter the classroom. With the advancement of society and development of modern educational technology, English movies have gained its popularity with more and more advantages recognized in higher vocational English teaching. English movies can not only arouse the students＇ interests to study English but also improve English teaching effect and teaching efficiency. So, this paper aims at how to apply English Movies to higher vocational English teaching.

Modern Pedagogy and the Ratio Studiorum

This presentation discusses the requests of modern pedagogy, and a possible bridging between the traditional teaching strategies drawn by the Ratio Studiorum of a unique and rare structure, and today＇s learning process. It will argue the practical application and philosophy of education widely accepted and recognized as a part of curricular activities within the learning environments, though with no recognition of its origin. This paper aims to examine the indisputable contributions of the educational methods of the Jesuits in our time, although, the discipline has developed new fundamental, and new concepts such as self-esteem, self-awareness, and self-determination among others,

Understanding the Process of Pre-service EFL Teachers＇ Reflective Thinking on Classroom Interaction

Based on Dewey＇s （1933） connotation on reflection, this study focuses on the process ofpre-service EFL （English as a foreign language） teachers＇ reflective thinking. There are eight teachers participating in the study during their practicum. Their reflective diary, the interviews between the researchers and the teachers, and classroom observation data are triangulated each other. The features of their reflection process are concluded： （1） Their reflections tend to be spontaneous interpretation; （2） their reflective thinking is partly ＂reasoning＂ phases; and （3） they depend on the authorities in the process of reflective thinking. Some implications are made for the guidelines in EFL teachers＇ practicum

Study on Creating Favorable English Learning Environment for College Students

To fundamentally help students create a favorable English learning environment, teachers＇ foreign language teaching method and level should be enhanced, taking full advantage of existing foreign teacher resources, carrying out extracurricular teaching and second classroom and on this base, starting some foreign cooperation in running schools projects so as to reach a efficient unity between classroom teaching and extracurricular environment, creating a high-quality English learning environment from different aspects and motivate students＇ interest in English learning at all levels of different types.

Question-Generation Reading Strategy of Iranian EFL Learners

This paper tries to explore the effect of question-generation reading strategy on the reading comprehension of Iranian intermediate EFL （English as a Foreign Language） learners. Since the researchers did not have any control over randomization of students and it was considered as one of the features of experimental method, this study is not a true experimental method. This method is called Intact Group Study. In this research there were experimental and control groups. The age range of the learners in both groups was between 19 to 22; the age range difference was so limited that we could neglect the difference concem. The number of students in both groups was closely the same. One of these groups received question-generation reading strategy instruction and the other group---control group--did not receive this instruction. Participants in both groups studied a task-based course book called New Interchange 3 by Richards （2005）. They studied the last eight units of this book during a whole term. The instruction was the same for both groups except for the reading parts. Participants in experimental group were taught how to generate questions as being linked to the main ideas of the text they were reading. They were also given feedback on the correctness of the questions they generated. Then they answered the follow-up questions However, participants in control group received a traditional method of reading for comprehension; they read the text on their own and answered the follow-up questions. Of course both groups enjoyed a warm-up before reading each text. The statistical independent group T-test of the reading comprehension posttest showed that participants in the experimental group performed better than the students in the control group

Study of group discussion in EFL classroom teaching

Communicative Language Teaching （CLT） lays emphasis on communication in the classroom, pair and group activities and student involvement in the learning process. Amid the classroom activities, group discussion predominates in almost all EFL classroom teaching, characterized by maximized participation of language learners. Several elements contribute to a fruitful group discussion, namely, grouping, topic selection, process control and outcome presentation. The interdependence and interaction of all the elements help to build up a productive group discussion and finalize with novice ideas. In spite of all the advantages, some constraints on group discussion still deserve our attention.

Addressing Jewishness in Norman Manea and Andrei Codrescu＇s Diasporic Memoirs

Taking the notions of homelessness, exile, and search for identity as reference points, this paper explores the ways in which two Romanian exiled writers, Norman Manea and Andrei Codrescu, through their autobiographical writings, engage in creating and representing the concept of Jewishness, this fact adding new layers to their portrayals of rootless identities, at the same time supplying an insight into their own investigations and dentifications of the self. In addition to creating different images and ethnic representations, Manea and Codrescu＇s memoirs focus on portraying the image of the Jew, this being actually the very representation of otherness. The term ＂stranger＂ or ＂foreigner＂ is a generic one, including, irrespective of its ethnic component, all those individuals who guide their life according to a system of values which is different from the one accepted by or imposed on all the people of a country. According to this very pattern the writers taken into discussion in this paper might be considered to be the subject of a double banishment, their state of alienation being the direct result of them belonging not only to the Jewish ethic minority, but also to the very category of exiles. The texts placed under close scrutiny in this research, namely The Hooligan＇s Return （2003）, belonging to Norman Mane, and An lnvohmtary Genius in America＇s Shoes （And What HappenedAfierwards） （200 l）, written by Andrei Codrescu map the mobility of these two writers traversing vast geographical and cultural territories, as testimonies of their nomadic existence, having the express purpose of registering the polymorphous development of their identity and their very capacity of projecting two multi-faceted personalities

A Summary About Practice of Communicative Approach in Real College English Teaching

It has been acknowledged by Chinese educators that in teaching English as a second language the center should be put on the improvement of students＇ communicative competence. Communicative approach in teaching English as a second language in China has been accepted as one of the most effective ways of classroom teaching. Based on Hymes＇ theories of communicative competence, the author summarizes personal experiences and practice of the teaching method by examples and concludes that the communicative approach is very effective and helpful for students.

Practical Use of Moran＇s Theoretical Frameworks in Teaching Culture A Case Study in an EFL University Reading and Writing Class＊

Teaching target culture has been widely acknowledged as an indispensible component in the overall foreign language education. This paper presents a feasible way to effectively integrate cultural teaching into traditional classroom instruction by using Moran＇s theoretical frameworks, namely, the ＂Cultural Knowings Framework＂ and ＂Experiential Learning Cycle＂, as the foundation and guidance of the course design. It highlights the combination of teaching culture with the training of the basic language skills, adding a cultural dimension to the language learning. This teaching method can fully arouse the students＇ attention to cultural learning and provide more meaningful activities to physically and mentally engage students both in class and after class. By going through a series of assigned tasks individually or collectively, the students not only obtain the desired cultural knowledge but strengthen their language ability as well as other skills pivotal and necessary for becoming independent and lifetime learners.

The Outline of the OPEC Conference Simulation

This paper covers the positive features of a simulation and provides the outline of the OPEC （The Organization of the Petroleum Exporting Countries） Conference Simulation that was held with the 3rd-year students of the Department of World Economy and International Relations of National Research University ＂Higher School of Economics＂. The paper describes the three stages of the simulation at length. The purpose of the simulation was to give students an opportunity to see the market forces at work with the concrete example and to give them hands-on experience in negotiating and decision-making. After the simulation students completed a survey, the results of which were quantitatively analyzed and are described in the paper. Face-to-face interviews with the students were also conducted and the findings are available below. The students learnt their strengths and weaknesses when performing in public, they were able to use their theoretical knowledge in practice and that helped them to understand it better.

On-line Peer Assessment of Chinese Students＇ Oral Presentation in English

The current paper aims to conduct a research of on-line peer assessment of Chinese students＇ oral presentation in English. Based on the theoretical framework： social cognitive theory and constructivism, on-line peer assessment enhances interaction and improvement. The result comes up with the conclusion that this way of assessment is effective, especially for Chinese students, to improve efficacy, to develop confidence in oral presentation, and to foster autonomy in learning

Exploring EFL Learners Reading Comprehension Problems in Reading ESP Texts

By considering the fact that in EFL （English as foreign language） contexts learners need reading comprehension skill more than other skills in their academic studies, reading comprehension should be attached more importance especialy in ESP （English for specific purposes） classes in which reading ability plays a crucial role in the students＇ academic success. But in order to help learners in the best possible way, teachers need to identify their learners＇ problems in reading ESP texts. Detecting the problematic areas for the students will assist teachers better design and apply appropriate methods and strategies to solve their students＇ reading comprehension problems. Therefore, the following research was an attempt to explore the EFL learners＇ reading comprehension problmes in reading ESP texts in ESP classes. For the purpose of the study, five passages from their coursebook were selected and they were asked to underline the syntactically problematic parts in the passages. The subjects of the study were composed of 185 homogenous engineering students who were learning english as a foregin langauge. Chi-square analysis showed that 15 major syntactic categories are serious hurdle to reading comprehension of ESP texts. The results and implications are discussed in the light of TLA （teachers＇ language awareness）.

Differentiated Use of the Cross-Lingual Strategy in Foreign Language Teaching： A Grounded Theory

Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.

Developing time-management skills in the foreign language classroom

The practical problems all students may face at some point in their college life are procrastination and time management. A recent survey shows that most of the first-year college students with language learning disabilities lack time-management skills. In order to help the students solve these problems, a language teacher should not only help students to develop their language skills, but also help them to learn some techniques of time-management. To ensure that, teachers need to help the students with the setting of clear goals and ways of planning and scheduling time for a balanced lifestyle.

A Portrait of Paralysis： A Stylistic Reading of＂Eveline＂

Through careful and ingenious choice of points of view, diction, imagery and other miscellaneous stylistic devices, James Joyce, in one of his most famous short stories ＂Eveline＂, successfully portrayed a picture of paralysis, which is appropriately in keeping with the theme of the story： The people of Ireland refuse to make any effort toward positive change for themselves.

Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.