Language awareness refers to the consciousness of what language is and how language works.The process of establishing or developing language awareness should be a discovery of language use by learners themselves,maybe...Language awareness refers to the consciousness of what language is and how language works.The process of establishing or developing language awareness should be a discovery of language use by learners themselves,maybe under the guidance of teachers.In this way,language awareness is considered not only as a linguistic term,but also a pedagogical approach.Just like society,change is also constant in the world of language.This paper aims to provide a reflection on language awareness from the angle of vocabulary variations and changes.展开更多
This paper presents some practical language awareness activities, and discusses ways of implementing them in the tertiary ELT classroom. 1. Sample language awareness activities in vocabulary learning LANGUAGE awarenes...This paper presents some practical language awareness activities, and discusses ways of implementing them in the tertiary ELT classroom. 1. Sample language awareness activities in vocabulary learning LANGUAGE awareness, as an approach, can be applied in all aspects of English language study: phonol-展开更多
Chinese pinyin, the commonly used system for Romanizing standard Chinese, is a special form of the language. Compared with Chinese characters, pin,in boasts an advantage in the process of spreading Chinese culture aro...Chinese pinyin, the commonly used system for Romanizing standard Chinese, is a special form of the language. Compared with Chinese characters, pin,in boasts an advantage in the process of spreading Chinese culture around the world.展开更多
This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students t...This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students the tools and confidence to internalize the second language for the long term. Through the Language Awareness Approach, students become highly motivated self-learners, expertly analyzing the syntax of their native language as well as that of the second language. As students become more skilled in understanding how language works, they are able to internalize the new language and make it their own. Eventually, students do not have to ＂change the chip to the target language＂ when they walk through the classroom door.展开更多
This paper is a summary of the studies done on the importance of the cognitive styles especially reflectivity/impulsivity on the process of language acquisition. It discusses the importance of this cognitive style as ...This paper is a summary of the studies done on the importance of the cognitive styles especially reflectivity/impulsivity on the process of language acquisition. It discusses the importance of this cognitive style as an important factor on the effectiveness of awareness raising activities. In the previous studies, the importance of awareness raising has been found as an effective and facilitating factor in the process of the L2 （second language） acquisition, but the effect of different individual factors on its being usefulness has not been focused on; therefore, this study is an attempt to review and explore the importance of one of the individual factors, i.e., being reflective/impulsive cognitive style on the effectiveness of awareness raising activities. It is gathered that learners with different cognitive styles （being reflective/impulsive） react differently to the awareness giving activities, and the study tries to emphasize the importance of this factor on the usefulness of awareness raising and emphasizes the fact that in the field of awareness giving this factor should be attached impotence and accounted for as an effective factor.展开更多
Literature is no longer a frightening word to English language learner. Interactive teaching methods and attractive activities can help motivating Chinese university English learners. This essay will first elaborate t...Literature is no longer a frightening word to English language learner. Interactive teaching methods and attractive activities can help motivating Chinese university English learners. This essay will first elaborate the reasons to use literature in ELT (English Language Teaching) class and how to apply literature to ELT class.展开更多
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 im...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）.展开更多
基金Project:College-Level Modal Course(Online):Public English-Practical Oral English(Project Number:2021xjtz049)Project:“San Quan Education”(Education for All,Education in the Whole Process,Holistic Education)Project,“Research on Practical Approaches of Moral Education from the Perspective of College English Teachers-Chinese Culture Integrated into Moral Education”(Project Number:2021xjsqyb05).
文摘Language awareness refers to the consciousness of what language is and how language works.The process of establishing or developing language awareness should be a discovery of language use by learners themselves,maybe under the guidance of teachers.In this way,language awareness is considered not only as a linguistic term,but also a pedagogical approach.Just like society,change is also constant in the world of language.This paper aims to provide a reflection on language awareness from the angle of vocabulary variations and changes.
文摘This paper presents some practical language awareness activities, and discusses ways of implementing them in the tertiary ELT classroom. 1. Sample language awareness activities in vocabulary learning LANGUAGE awareness, as an approach, can be applied in all aspects of English language study: phonol-
文摘Chinese pinyin, the commonly used system for Romanizing standard Chinese, is a special form of the language. Compared with Chinese characters, pin,in boasts an advantage in the process of spreading Chinese culture around the world.
文摘This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students the tools and confidence to internalize the second language for the long term. Through the Language Awareness Approach, students become highly motivated self-learners, expertly analyzing the syntax of their native language as well as that of the second language. As students become more skilled in understanding how language works, they are able to internalize the new language and make it their own. Eventually, students do not have to ＂change the chip to the target language＂ when they walk through the classroom door.
文摘This paper is a summary of the studies done on the importance of the cognitive styles especially reflectivity/impulsivity on the process of language acquisition. It discusses the importance of this cognitive style as an important factor on the effectiveness of awareness raising activities. In the previous studies, the importance of awareness raising has been found as an effective and facilitating factor in the process of the L2 （second language） acquisition, but the effect of different individual factors on its being usefulness has not been focused on; therefore, this study is an attempt to review and explore the importance of one of the individual factors, i.e., being reflective/impulsive cognitive style on the effectiveness of awareness raising activities. It is gathered that learners with different cognitive styles （being reflective/impulsive） react differently to the awareness giving activities, and the study tries to emphasize the importance of this factor on the usefulness of awareness raising and emphasizes the fact that in the field of awareness giving this factor should be attached impotence and accounted for as an effective factor.
文摘Literature is no longer a frightening word to English language learner. Interactive teaching methods and attractive activities can help motivating Chinese university English learners. This essay will first elaborate the reasons to use literature in ELT (English Language Teaching) class and how to apply literature to ELT class.
文摘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）.
