This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional deve...This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional development of teachers. The main objective was to study the motivational dimensions of Teaching Practice （TP）, analyze trainees perception of the strength of their content courses （knowledge base） and pedagogy programme （psychology, teaching methods）, and investigate the quality of TP orientation program supervision and assessment by faculty （teacher trainers）. A survey was carried out to determine procedures and processes for minimizing anxieties and fears concerning TP and the relationship between faculty and trainees, mentoring and monitoring procedures, the giving of feedback and utilization of the views of students. Questionnaires were used to obtain information on the content courses or subjects which students found difficult, irrelevant or not adequately taught, what faculty should do to make TP experience better and rewarding to make them become professional teachers. Participants in the study found pedagogy courses relevant to their training and quite enjoyable. They also acknowledge that the courses help them to develop learner centered instructional skills and competence in classroom management. On the contrary, participants confessed they were weak in grammar and spoken English because these were not adequately taught, they also limited exposure to reading and writing. Focused group discussion with students revealed that TP Orientation Programs were too crowded and ill-organized to meet their needs and reduce their anxiety. The points of focus of the orientation-dress code, comportment in schools-were not as crucial as some issues-mentoring, relationship between faculty and students-which were left out. Respondents rated TP supervision and assessment very low because of inadequacies in the number of visits, lack of feedback and low level interaction with their trainers. Some of the students used peer interaction, self-development and self-study skills to improve their skills and cope with TP. The results suggest that knowledge base of students in ESL courses need to be strengthened and enriched. Orientation program should be geared towards trainee＇s needs. Also supervision and assessment require a lot of improvement while faculty should give prompt feedback and utilize trainees＇ opinions and views for meeting students＇ needs and improving TP.展开更多
Since 1970s, action research is well claimed in education. This article tries to give a brief introduction of some major relevant information about action research, and then it explores the significance of adopting ac...Since 1970s, action research is well claimed in education. This article tries to give a brief introduction of some major relevant information about action research, and then it explores the significance of adopting action research in EFLT. Moreover, it proposes a possible way, namely collaborative action research in EFLT.展开更多
One major objective in the teaching of college English writing is to help students master basic language skills, in the hope that students will finally learn to write passably well in English. In keeping with the conc...One major objective in the teaching of college English writing is to help students master basic language skills, in the hope that students will finally learn to write passably well in English. In keeping with the concept that a language is a huge system, a cognitive approach to college English writing aims at the link and association of various language elements to help to inspire the formation of the linguistic instinct on the part of the students Based on the practical teaching practice, ways are recommended to coordinate various elements of a sentence, including ＂vowel spectrum＂, ＂sentence analyzing spectrum＂, and ＂focus in context＂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
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
If there is no imagination, there is no music appreciation. It should create imaginary world for students in the music classroom teaching practice, and it should foster the students＇ musical imagination. Thus, collea...If there is no imagination, there is no music appreciation. It should create imaginary world for students in the music classroom teaching practice, and it should foster the students＇ musical imagination. Thus, colleagues can make discussion about strategies proposed including pilot background, context led, screen hygiene conditions and others. We use Cognitive Linguistic Theories to introduce idealized cognitive model and its theoretical basis and the intensified impact on student musical imagination.展开更多
It has always been very important throughout the centuries for legislative institutions and police organizations to watch over different media and genres as instruments of conspiracy of criminals, members of organized...It has always been very important throughout the centuries for legislative institutions and police organizations to watch over different media and genres as instruments of conspiracy of criminals, members of organized crime, and terroristic groups in order to recognize conspiracy contents and to evaluate them systematically （intelligence work）. With the help of special methods-design, it is possible to analyze the functions and strategies of this specific sometimes open or undercover used languages of Rotwelsch, Argot, Fenya, terrorist and Jihadi groups. A very significant example is the history of Jihadi Internet as a cyber-planning tool： single websites （until 2001）, expansion and professionalization （2001-2007） and severe surveillance, distrust and new social media （after 2008 especially because of 9/11）. Since it has become clear that the National Security Agency （NSA） conducts severe intelligence research in the field of E-mail-traffic and chats, the demand of crypto-programs has grown. It is better in this situation to return to face-to-face-communication. Legislative institutions and police have to study these functions and strategies in order to practice the best fitting counter-action against crime and terrorism.展开更多
文摘This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional development of teachers. The main objective was to study the motivational dimensions of Teaching Practice （TP）, analyze trainees perception of the strength of their content courses （knowledge base） and pedagogy programme （psychology, teaching methods）, and investigate the quality of TP orientation program supervision and assessment by faculty （teacher trainers）. A survey was carried out to determine procedures and processes for minimizing anxieties and fears concerning TP and the relationship between faculty and trainees, mentoring and monitoring procedures, the giving of feedback and utilization of the views of students. Questionnaires were used to obtain information on the content courses or subjects which students found difficult, irrelevant or not adequately taught, what faculty should do to make TP experience better and rewarding to make them become professional teachers. Participants in the study found pedagogy courses relevant to their training and quite enjoyable. They also acknowledge that the courses help them to develop learner centered instructional skills and competence in classroom management. On the contrary, participants confessed they were weak in grammar and spoken English because these were not adequately taught, they also limited exposure to reading and writing. Focused group discussion with students revealed that TP Orientation Programs were too crowded and ill-organized to meet their needs and reduce their anxiety. The points of focus of the orientation-dress code, comportment in schools-were not as crucial as some issues-mentoring, relationship between faculty and students-which were left out. Respondents rated TP supervision and assessment very low because of inadequacies in the number of visits, lack of feedback and low level interaction with their trainers. Some of the students used peer interaction, self-development and self-study skills to improve their skills and cope with TP. The results suggest that knowledge base of students in ESL courses need to be strengthened and enriched. Orientation program should be geared towards trainee＇s needs. Also supervision and assessment require a lot of improvement while faculty should give prompt feedback and utilize trainees＇ opinions and views for meeting students＇ needs and improving TP.
文摘Since 1970s, action research is well claimed in education. This article tries to give a brief introduction of some major relevant information about action research, and then it explores the significance of adopting action research in EFLT. Moreover, it proposes a possible way, namely collaborative action research in EFLT.
文摘One major objective in the teaching of college English writing is to help students master basic language skills, in the hope that students will finally learn to write passably well in English. In keeping with the concept that a language is a huge system, a cognitive approach to college English writing aims at the link and association of various language elements to help to inspire the formation of the linguistic instinct on the part of the students Based on the practical teaching practice, ways are recommended to coordinate various elements of a sentence, including ＂vowel spectrum＂, ＂sentence analyzing spectrum＂, and ＂focus in context＂
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.
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If there is no imagination, there is no music appreciation. It should create imaginary world for students in the music classroom teaching practice, and it should foster the students＇ musical imagination. Thus, colleagues can make discussion about strategies proposed including pilot background, context led, screen hygiene conditions and others. We use Cognitive Linguistic Theories to introduce idealized cognitive model and its theoretical basis and the intensified impact on student musical imagination.
文摘It has always been very important throughout the centuries for legislative institutions and police organizations to watch over different media and genres as instruments of conspiracy of criminals, members of organized crime, and terroristic groups in order to recognize conspiracy contents and to evaluate them systematically （intelligence work）. With the help of special methods-design, it is possible to analyze the functions and strategies of this specific sometimes open or undercover used languages of Rotwelsch, Argot, Fenya, terrorist and Jihadi groups. A very significant example is the history of Jihadi Internet as a cyber-planning tool： single websites （until 2001）, expansion and professionalization （2001-2007） and severe surveillance, distrust and new social media （after 2008 especially because of 9/11）. Since it has become clear that the National Security Agency （NSA） conducts severe intelligence research in the field of E-mail-traffic and chats, the demand of crypto-programs has grown. It is better in this situation to return to face-to-face-communication. Legislative institutions and police have to study these functions and strategies in order to practice the best fitting counter-action against crime and terrorism.
