The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different college...The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different colleges or universities answered a questionnaire asking their perceptions about corpus use in collocation instruction.The statistical analysis revealed that significant difference(t=2.449,df.=9,p=.037<0.1)was found between males and females in their perception of the learnability of the searching technique in collocation corpus.Besides,the result also revealed that significant differences were found between novice and experienced teachers’perception of helpfulness of corpus in writing native-like sentences(t=5.75,df=11,p<0.1),identifying collocation errors in English(t=5.75,df=11,p<0.1),usefulness of corpus in searching for English collocations(t=2.93,df=12,p<0.1),and advocacy of corpus to colleagues(t=5.75,df=11,p<0.1).Finally,some pedagogical implications were put forward.展开更多
How to benefit the learners learning English as a foreign language(EFL)from the aspect of instructional design aroused the concerns of many teachers and researchers.The main purpose of this study is to address the que...How to benefit the learners learning English as a foreign language(EFL)from the aspect of instructional design aroused the concerns of many teachers and researchers.The main purpose of this study is to address the question of how teachers can design and implement EFL classroom that benefit the learners.Specifically,the“First Principles of Instruction,”advocated by Merrill(2002),was applied by the English teachers to conduct their day-to-day pedagogical practices.The corresponding effects of this theory in designing EFL classroom activities were reported in this study.Two research questions are formulated as follows:(1)Does the“First Principles of Instruction”benefit the EFL classroom designing in the aspect of student achievement?If yes,what is the effect?(2)How do the English teachers perceive the“First Principles of Instruction”to design EFL classroom?While observing the EFL classroom activities and interviewing the college English teachers,an empirical study was done to perceive how college English teachers could best apply these principles to design EFL classroom activities.展开更多
The goal of language instruction for EFL （English as a Foreign Language） learners has always been a hot topic in SLA （Second Language Acquisition）. First, Alan Davies＇s view to regard native speaker＇s proficienc...The goal of language instruction for EFL （English as a Foreign Language） learners has always been a hot topic in SLA （Second Language Acquisition）. First, Alan Davies＇s view to regard native speaker＇s proficiency as the goal of both L2 and EFL learners is retorted. And then another complete and realistic goal for EFL learners, that is, understandable and acceptable interlanguage of EFL learners themselves is sought out. Furthermore, the four characteristics of EFL learners＇ IL are to be summarized. Finally, one needs to notice the fact that interlanguage is dynamic and has a close relation to SLA and EFL study.展开更多
Numerous research studies reveal that learning strategies have played an important role in language learning processes. This paper explores as English teachers,can we improve students' language proficiency by givi...Numerous research studies reveal that learning strategies have played an important role in language learning processes. This paper explores as English teachers,can we improve students' language proficiency by giving them optimal learning strategy instruction and what approaches are most effective and efficient?展开更多
Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing s...Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.展开更多
Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight ...Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight into the listening process, could be one of the timely answers to the challenges facing Chinese EFL listeners. Starting with a comprehensive review of theories and studies on strategy-based listening instruction in recent Western academia, the current paper critically examined the possible advantages and the theoretical and practical limitations of strategy-based listening instruction.展开更多
The paper mainly focuses on peer feedback--one specific approach to teach writing. After analyzing the current practice in English writing instruction in Chinese tertiary institutions and reviewing YANG, Badger and YU...The paper mainly focuses on peer feedback--one specific approach to teach writing. After analyzing the current practice in English writing instruction in Chinese tertiary institutions and reviewing YANG, Badger and YU＇s （2006） empirical research study, the author evaluates the suitability of peer feedback approach in a Chinese college context. Hopes that it may offer and challenges which might be faced, are discussed as well.展开更多
Communicative language teaching(CLT) has been introduced to the English-as-a-foreign-language(EFL) context in China for four decades.One of the most significant remaining issues is related to whether this approach to ...Communicative language teaching(CLT) has been introduced to the English-as-a-foreign-language(EFL) context in China for four decades.One of the most significant remaining issues is related to whether this approach to grammar teaching is more effective and efficient than traditional ones.Based on an overview of trends in approaches to grammar instruction,discussion on both advantages of teaching grammar communicatively and the challenges posed by the Chinese EFL context are provided.It is proposed that grammar instruction should be integrated into a communicative framework and this would be the optimal approach to grammar teaching on condition that some constraints in the EFL context in China are dealt with carefully.Teaching implications conclude this paper.展开更多
EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role...EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners＇ speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students＇ inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 （second language） vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.展开更多
Aiming to solve the existing problems with the Quality Course,an EFL online course is developed with an Open Source Course Management System(CMS).The principles and strategies of designing and constructing the course ...Aiming to solve the existing problems with the Quality Course,an EFL online course is developed with an Open Source Course Management System(CMS).The principles and strategies of designing and constructing the course are discussed.The process of developing vocational college students'professional and social competence in the web-based environment is ex plored.Research results show the students are satisfied with the web-based EFL course and the teaching.展开更多
This paper describes an action research project undertaken to look into the effectiveness of tasks designed to raise learners' awareness of different writing modes in terms of coherence between English and Chinese...This paper describes an action research project undertaken to look into the effectiveness of tasks designed to raise learners' awareness of different writing modes in terms of coherence between English and Chinese.The goal was to test whether tasks and direct instructions aimed at promoting learner awareness of coherence differences and coherence devices at the discourse level had any impact on the students' writing performance.Results and feedbacks from the participants in the experiment shows that it was a success because the students were better helped to organize the compositions on the English discourse patterns and compose smoother English writings.The paper ends with suggestions to implement conscious-raising instructions among Chinese colleges.展开更多
文摘The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different colleges or universities answered a questionnaire asking their perceptions about corpus use in collocation instruction.The statistical analysis revealed that significant difference(t=2.449,df.=9,p=.037<0.1)was found between males and females in their perception of the learnability of the searching technique in collocation corpus.Besides,the result also revealed that significant differences were found between novice and experienced teachers’perception of helpfulness of corpus in writing native-like sentences(t=5.75,df=11,p<0.1),identifying collocation errors in English(t=5.75,df=11,p<0.1),usefulness of corpus in searching for English collocations(t=2.93,df=12,p<0.1),and advocacy of corpus to colleagues(t=5.75,df=11,p<0.1).Finally,some pedagogical implications were put forward.
基金supported by two grants from Nanning University Teaching Research Foundation:The learner autonomy towards college English learning based on the flipped class teaching philosophy(2019XJJG05)Task-based college English teaching mode based on the flipped class teaching philosophy(2020XJJG06).
文摘How to benefit the learners learning English as a foreign language(EFL)from the aspect of instructional design aroused the concerns of many teachers and researchers.The main purpose of this study is to address the question of how teachers can design and implement EFL classroom that benefit the learners.Specifically,the“First Principles of Instruction,”advocated by Merrill(2002),was applied by the English teachers to conduct their day-to-day pedagogical practices.The corresponding effects of this theory in designing EFL classroom activities were reported in this study.Two research questions are formulated as follows:(1)Does the“First Principles of Instruction”benefit the EFL classroom designing in the aspect of student achievement?If yes,what is the effect?(2)How do the English teachers perceive the“First Principles of Instruction”to design EFL classroom?While observing the EFL classroom activities and interviewing the college English teachers,an empirical study was done to perceive how college English teachers could best apply these principles to design EFL classroom activities.
文摘The goal of language instruction for EFL （English as a Foreign Language） learners has always been a hot topic in SLA （Second Language Acquisition）. First, Alan Davies＇s view to regard native speaker＇s proficiency as the goal of both L2 and EFL learners is retorted. And then another complete and realistic goal for EFL learners, that is, understandable and acceptable interlanguage of EFL learners themselves is sought out. Furthermore, the four characteristics of EFL learners＇ IL are to be summarized. Finally, one needs to notice the fact that interlanguage is dynamic and has a close relation to SLA and EFL study.
文摘Numerous research studies reveal that learning strategies have played an important role in language learning processes. This paper explores as English teachers,can we improve students' language proficiency by giving them optimal learning strategy instruction and what approaches are most effective and efficient?
文摘Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.
文摘Due to the covert nature of the listening process, English listening comprehension has become a demanding challenge for most EFL learners in China. Strategy-based listening instruction, with its more accurate insight into the listening process, could be one of the timely answers to the challenges facing Chinese EFL listeners. Starting with a comprehensive review of theories and studies on strategy-based listening instruction in recent Western academia, the current paper critically examined the possible advantages and the theoretical and practical limitations of strategy-based listening instruction.
文摘The paper mainly focuses on peer feedback--one specific approach to teach writing. After analyzing the current practice in English writing instruction in Chinese tertiary institutions and reviewing YANG, Badger and YU＇s （2006） empirical research study, the author evaluates the suitability of peer feedback approach in a Chinese college context. Hopes that it may offer and challenges which might be faced, are discussed as well.
文摘Communicative language teaching(CLT) has been introduced to the English-as-a-foreign-language(EFL) context in China for four decades.One of the most significant remaining issues is related to whether this approach to grammar teaching is more effective and efficient than traditional ones.Based on an overview of trends in approaches to grammar instruction,discussion on both advantages of teaching grammar communicatively and the challenges posed by the Chinese EFL context are provided.It is proposed that grammar instruction should be integrated into a communicative framework and this would be the optimal approach to grammar teaching on condition that some constraints in the EFL context in China are dealt with carefully.Teaching implications conclude this paper.
文摘EFL （English as a Foreign Language） speaking is a very demanding skill that requires learners＇ socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners＇ speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students＇ inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 （second language） vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.
文摘Aiming to solve the existing problems with the Quality Course,an EFL online course is developed with an Open Source Course Management System(CMS).The principles and strategies of designing and constructing the course are discussed.The process of developing vocational college students'professional and social competence in the web-based environment is ex plored.Research results show the students are satisfied with the web-based EFL course and the teaching.
基金This study is sponsored by Jiangsu University s"the Human Social Science Research Fund-Youth Project",jdr2006046
文摘This paper describes an action research project undertaken to look into the effectiveness of tasks designed to raise learners' awareness of different writing modes in terms of coherence between English and Chinese.The goal was to test whether tasks and direct instructions aimed at promoting learner awareness of coherence differences and coherence devices at the discourse level had any impact on the students' writing performance.Results and feedbacks from the participants in the experiment shows that it was a success because the students were better helped to organize the compositions on the English discourse patterns and compose smoother English writings.The paper ends with suggestions to implement conscious-raising instructions among Chinese colleges.
