The Lancaster House negotiations from September 1979 to the close of the year sought to bring to an end the chapter of the Second Chimurenga of Zimbabwe. Outside discussions on the land issue, one of the agreements ma...The Lancaster House negotiations from September 1979 to the close of the year sought to bring to an end the chapter of the Second Chimurenga of Zimbabwe. Outside discussions on the land issue, one of the agreements made at the Lancaster was that 12 Assembly Points be set up throughout the country to house guerrillas and initiate a demobilising exercise. Each was to be manned by a small contingent of the British Army and all the Zimbabwean National Liberation Army （ZANLA） and Zimbabwe People＇s Revolution Army （ZIPRA） guerrillas, in any one area, were to go to the closest assembly point. The Assembly Points, which included Dzapasi/Foxtrot in Buhera, Chitungwiza, Connemara, and Mike in Lupane, at one time housed 17,000 guerrillas. Tension was very high inside and outside these Assembly Points. In 1980, there were sporadic outbursts of violence around these points all over the country. The fights recurred in 1983 killing over 300 people. This research proposes to pore over the nature of the violence in this historical epoch to try and understand its roots as well as to establish whether attempts at accountability, reconciliation, healing, and integration were made after the Assembly Points era and if not, whither Zimbabwe？展开更多
This research venture investigates the trends and motives behind the English learning as a second language. The author has used the Chinese binoculars to probe into the phenomenon of English learning and teaching. Eng...This research venture investigates the trends and motives behind the English learning as a second language. The author has used the Chinese binoculars to probe into the phenomenon of English learning and teaching. English language has become an international tool of communication and business. Professional and students at China's Mainland have been learning English since long but this trend has been increased in the recent years due to the wave of globalization and also owing to the enormous emerging economy of China. Internationalization of education and the quest of knowing the culture and civilizations have spurred the need for English learning. The authors have performed a questionnaire based research with the sample of 130 university students learning Chinese at different English learning institutes at Xi＇an, Shanxi, China. The analysis of the findings in this research highlights the reasons behind the growing trends of English learning and also describes the teaching methodology for effective language teaching in the Chinese perspective.展开更多
English immersion in the mainland of China has started in Xi＇an since the late 1990s, and extended into other cities in the mainland of China. This study reported the findings of the students＇ interactive peer learn...English immersion in the mainland of China has started in Xi＇an since the late 1990s, and extended into other cities in the mainland of China. This study reported the findings of the students＇ interactive peer learning model in the immersion programs, such as peer prompting and waiting; non-verbal expressions; correcting errors and modulating speaking volume; translation; attending to the peer interlocutor＇ s needs; and reciprocating peer assistance.展开更多
Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the is...Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.展开更多
This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating Englis...This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Both qualitative and quantitative methods are adopted to analyze the data collected through interviews, teaching logs, as well as anonymous questionnaires and a summative assessment. Results show that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. As a result, conceivable progress has been made in learners＇ performance. Possible recommendations of incorporating periodic rotation within the class, adding certain teacher-led instruction, and informal evaluation with group members, are raised at the end of the paper to help further improve the teaching/learning outcome of the flipped classroom approach.展开更多
This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 fi...This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.展开更多
文摘The Lancaster House negotiations from September 1979 to the close of the year sought to bring to an end the chapter of the Second Chimurenga of Zimbabwe. Outside discussions on the land issue, one of the agreements made at the Lancaster was that 12 Assembly Points be set up throughout the country to house guerrillas and initiate a demobilising exercise. Each was to be manned by a small contingent of the British Army and all the Zimbabwean National Liberation Army （ZANLA） and Zimbabwe People＇s Revolution Army （ZIPRA） guerrillas, in any one area, were to go to the closest assembly point. The Assembly Points, which included Dzapasi/Foxtrot in Buhera, Chitungwiza, Connemara, and Mike in Lupane, at one time housed 17,000 guerrillas. Tension was very high inside and outside these Assembly Points. In 1980, there were sporadic outbursts of violence around these points all over the country. The fights recurred in 1983 killing over 300 people. This research proposes to pore over the nature of the violence in this historical epoch to try and understand its roots as well as to establish whether attempts at accountability, reconciliation, healing, and integration were made after the Assembly Points era and if not, whither Zimbabwe？
文摘This research venture investigates the trends and motives behind the English learning as a second language. The author has used the Chinese binoculars to probe into the phenomenon of English learning and teaching. English language has become an international tool of communication and business. Professional and students at China's Mainland have been learning English since long but this trend has been increased in the recent years due to the wave of globalization and also owing to the enormous emerging economy of China. Internationalization of education and the quest of knowing the culture and civilizations have spurred the need for English learning. The authors have performed a questionnaire based research with the sample of 130 university students learning Chinese at different English learning institutes at Xi＇an, Shanxi, China. The analysis of the findings in this research highlights the reasons behind the growing trends of English learning and also describes the teaching methodology for effective language teaching in the Chinese perspective.
文摘English immersion in the mainland of China has started in Xi＇an since the late 1990s, and extended into other cities in the mainland of China. This study reported the findings of the students＇ interactive peer learning model in the immersion programs, such as peer prompting and waiting; non-verbal expressions; correcting errors and modulating speaking volume; translation; attending to the peer interlocutor＇ s needs; and reciprocating peer assistance.
文摘Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.
文摘This action research explores the use of the flipped classroom approach in an English speaking class with 25 students at intermediate level in a vocational college in China's Mainland. It aims at motivating English learners and helping them develop communicative language skills more effectively and efficiently. Both qualitative and quantitative methods are adopted to analyze the data collected through interviews, teaching logs, as well as anonymous questionnaires and a summative assessment. Results show that the flipped classroom approach does stimulate students to invest more time and effort prior to instruction and during class learners do participate in communicative language exercises more enthusiastically. As a result, conceivable progress has been made in learners＇ performance. Possible recommendations of incorporating periodic rotation within the class, adding certain teacher-led instruction, and informal evaluation with group members, are raised at the end of the paper to help further improve the teaching/learning outcome of the flipped classroom approach.
文摘This paper reports on a mixed method inquiry into the use of vocabulary learning strategies and their development as strategic vocabulary learners in a key middle school on the Chinese mainland. In the inquiry, 475 first year junior secondary school pupils （247 boys and 228 girls） were surveyed about their strategy use in learning English vocabulary. Sixteen pupils （8 boys and 8 girls） participated in paired semi-structured interviews about their experiences of learning English vocabulary. Drawing on socio-cultural perspectives on language learning, the inquiry established the interconnections between the participants＇ strategy use and beliefs and identified the roles that agency played in their vocabulary learning. The analysis of interview data further revealed that the participants＇ strategy use emerged from interaction between their agency and the mediation of contextual resources and social agents including parents and teachers. These findings suggest that it is important for language teachers to collaborate with social agents such as parents in their efforts to support young learners＇ strategic vocabulary learning.
