Recent research has found that L2 learners of high grammatical proficiency will not necessarily show concomitant pragmatic skills. On the basis of Danesi＇s Conceptual Fluency theory and actual learners＇ oral abiliti...Recent research has found that L2 learners of high grammatical proficiency will not necessarily show concomitant pragmatic skills. On the basis of Danesi＇s Conceptual Fluency theory and actual learners＇ oral abilities, this research conducted two types of tests： a discourse-completion test and a dialogue-interpretation test. The research has found that L2 learners are often influenced by L1 conceptual system, and speeches are not necessarily appropriate and native-like.展开更多
In the context of continuous social progress, the forms of communication between people have become frequent and diverse, and good oral communication skills and standardized oral communication habits are especially im...In the context of continuous social progress, the forms of communication between people have become frequent and diverse, and good oral communication skills and standardized oral communication habits are especially important. Oral communication skills are not only an important reflection of one’s overall quality, but also concern one’s development and future. Teachers should seize this opportunity to provide targeted oral communication training to elementary school students, encourage them to express themselves and communicate with others actively, and develop their oral communication skills in the process.展开更多
College English learners frequently worry about the small-size vocabulary,incorrect grammar and inappropriateexpressions in their spoken English when communicating withfluent speakers of English.In this article,we rec...College English learners frequently worry about the small-size vocabulary,incorrect grammar and inappropriateexpressions in their spoken English when communicating withfluent speakers of English.In this article,we reconsider theconcepts of vocabulary,accuracy and appropriateness oflanguage use in the hope that when learners come to realize thatno one performs perfectly in English they can be encouraged tocontinue practicing English speaking skills and to acquiresufficient level of English ability to cope with everydaycommunication.展开更多
This paper introduces a new, unique, and vivid way of oral class teaching methods： KISS KIM, based on the author＇s rich teaching experience and profound theoretical reflections in an attempt to share some knowledge ...This paper introduces a new, unique, and vivid way of oral class teaching methods： KISS KIM, based on the author＇s rich teaching experience and profound theoretical reflections in an attempt to share some knowledge on this respect with other fellow colleagues.展开更多
To improve students＇ listening and speaking ability and cultivate thinking habit of speaking is the focus of English teaching. And CLT is the best choice to solve this problem. CLT focus on improving students＇ commu...To improve students＇ listening and speaking ability and cultivate thinking habit of speaking is the focus of English teaching. And CLT is the best choice to solve this problem. CLT focus on improving students＇ communicative competence through creating harmonious teaching environment, establishing fruitful teacher-student relationship and organizing effective classroom activities. Through the experiment done in the an independent college oral English class, this thesis tries to prove CLT is effective for improving independent college students＇ communicative competence by tests, questionnaire and interview to seventy non-English freshmen of our college by means of qualitative and quantitative methods. Besides, this thesis provides the teaching model of CLT. Through the painstaking organization of classroom teaching, students can experience the real communicative environment and can cultivate the ability of using language.展开更多
The effects of a task-based learning （TBL） approach on learner progress in L2 public speaking are investigated through questionnaires, a case study, and student evaluations. The 34 completed questionnaires showed th...The effects of a task-based learning （TBL） approach on learner progress in L2 public speaking are investigated through questionnaires, a case study, and student evaluations. The 34 completed questionnaires showed that all of the students made generic preparations for their first individual speech, but relevant and unique improvements for the second one. Speeches given in English by two Chinese undergraduate students in the same Public Speaking course were analyzed in detail to identify phonological improvements in accuracy and fluenc~ The paper concludes that task-based instruction supports learner-initiated learning opportunities outside the classroom, thus encouraging greater learner improvements.展开更多
文摘Recent research has found that L2 learners of high grammatical proficiency will not necessarily show concomitant pragmatic skills. On the basis of Danesi＇s Conceptual Fluency theory and actual learners＇ oral abilities, this research conducted two types of tests： a discourse-completion test and a dialogue-interpretation test. The research has found that L2 learners are often influenced by L1 conceptual system, and speeches are not necessarily appropriate and native-like.
文摘In the context of continuous social progress, the forms of communication between people have become frequent and diverse, and good oral communication skills and standardized oral communication habits are especially important. Oral communication skills are not only an important reflection of one’s overall quality, but also concern one’s development and future. Teachers should seize this opportunity to provide targeted oral communication training to elementary school students, encourage them to express themselves and communicate with others actively, and develop their oral communication skills in the process.
文摘College English learners frequently worry about the small-size vocabulary,incorrect grammar and inappropriateexpressions in their spoken English when communicating withfluent speakers of English.In this article,we reconsider theconcepts of vocabulary,accuracy and appropriateness oflanguage use in the hope that when learners come to realize thatno one performs perfectly in English they can be encouraged tocontinue practicing English speaking skills and to acquiresufficient level of English ability to cope with everydaycommunication.
文摘This paper introduces a new, unique, and vivid way of oral class teaching methods： KISS KIM, based on the author＇s rich teaching experience and profound theoretical reflections in an attempt to share some knowledge on this respect with other fellow colleagues.
文摘To improve students＇ listening and speaking ability and cultivate thinking habit of speaking is the focus of English teaching. And CLT is the best choice to solve this problem. CLT focus on improving students＇ communicative competence through creating harmonious teaching environment, establishing fruitful teacher-student relationship and organizing effective classroom activities. Through the experiment done in the an independent college oral English class, this thesis tries to prove CLT is effective for improving independent college students＇ communicative competence by tests, questionnaire and interview to seventy non-English freshmen of our college by means of qualitative and quantitative methods. Besides, this thesis provides the teaching model of CLT. Through the painstaking organization of classroom teaching, students can experience the real communicative environment and can cultivate the ability of using language.
文摘The effects of a task-based learning （TBL） approach on learner progress in L2 public speaking are investigated through questionnaires, a case study, and student evaluations. The 34 completed questionnaires showed that all of the students made generic preparations for their first individual speech, but relevant and unique improvements for the second one. Speeches given in English by two Chinese undergraduate students in the same Public Speaking course were analyzed in detail to identify phonological improvements in accuracy and fluenc~ The paper concludes that task-based instruction supports learner-initiated learning opportunities outside the classroom, thus encouraging greater learner improvements.
