Since late 1970s, worldwide EFL classrooms have witnessed the change from teacher-centered learning to learner-centered and more effective language learning. Research findings have shown repeatedly the importance of d...Since late 1970s, worldwide EFL classrooms have witnessed the change from teacher-centered learning to learner-centered and more effective language learning. Research findings have shown repeatedly the importance of developing learner autonomy. Based on the review of the relevant literature both in China and around the world, the present paper discusses the main factors affecting the promotion of EFL learner autonomy in China, including motivation, learners＇ metacognitive knowledge and learning environment. Some strategies for fostering learner autonomy are also recommended.展开更多
Recent years has witnessed the great efforts made to investigate the relationship between language and affective factors. This essay serves both to focus awareness on the role of affective factors in the communicative...Recent years has witnessed the great efforts made to investigate the relationship between language and affective factors. This essay serves both to focus awareness on the role of affective factors in the communicative classroom and to show how affective factors influence many different aspects of communicative language teaching/learning. A survey is also conducted on the communicative language teaching to illustrate affective factors in the communicative classroom.展开更多
The article investigates factors affecting Chinese postgraduate EFL learners’ oral proficiency. Little practice, fear of errors and unscientific classroom management are found to be the major factors. Also an overemp...The article investigates factors affecting Chinese postgraduate EFL learners’ oral proficiency. Little practice, fear of errors and unscientific classroom management are found to be the major factors. Also an overemphasis on written English instruction seems to be another root cause. After the discussion of the results of this investigation a series of methods are suggested for reference.展开更多
In recent years,characteristics of the good lan-guage learner have been identified.It has been pro-posed that learning strategies based on these character-istics can be taught to students and a number of mate-rials fo...In recent years,characteristics of the good lan-guage learner have been identified.It has been pro-posed that learning strategies based on these character-istics can be taught to students and a number of mate-rials for learner training are available.However,published data and my research indicate that successin language learning may be more complex than suchan approach would suggest.Attempts to translate thetheory behind learner training into practice have pro-duced only qualified success.Among some of the fac-tors complicating the implementation of learner train-ing are motivation and attitudes,the cultural or edu-cational background of students,students’andteachers’beliefs about language learning,and cogni-tive styles.Therefore,teachers should approach theimplementation of learner training with caution.展开更多
文摘Since late 1970s, worldwide EFL classrooms have witnessed the change from teacher-centered learning to learner-centered and more effective language learning. Research findings have shown repeatedly the importance of developing learner autonomy. Based on the review of the relevant literature both in China and around the world, the present paper discusses the main factors affecting the promotion of EFL learner autonomy in China, including motivation, learners＇ metacognitive knowledge and learning environment. Some strategies for fostering learner autonomy are also recommended.
文摘Recent years has witnessed the great efforts made to investigate the relationship between language and affective factors. This essay serves both to focus awareness on the role of affective factors in the communicative classroom and to show how affective factors influence many different aspects of communicative language teaching/learning. A survey is also conducted on the communicative language teaching to illustrate affective factors in the communicative classroom.
文摘The article investigates factors affecting Chinese postgraduate EFL learners’ oral proficiency. Little practice, fear of errors and unscientific classroom management are found to be the major factors. Also an overemphasis on written English instruction seems to be another root cause. After the discussion of the results of this investigation a series of methods are suggested for reference.
文摘In recent years,characteristics of the good lan-guage learner have been identified.It has been pro-posed that learning strategies based on these character-istics can be taught to students and a number of mate-rials for learner training are available.However,published data and my research indicate that successin language learning may be more complex than suchan approach would suggest.Attempts to translate thetheory behind learner training into practice have pro-duced only qualified success.Among some of the fac-tors complicating the implementation of learner train-ing are motivation and attitudes,the cultural or edu-cational background of students,students’andteachers’beliefs about language learning,and cogni-tive styles.Therefore,teachers should approach theimplementation of learner training with caution.
