How Important is the Use of Authentic Materials in Developing Appropriate and Effective Listening Skills

Listening plays a significant role in both the absorbing of knowledge and social communication, however, it has not received enough attention over the past few decades. In recent years, it has been debated whether there are any strategies in developing appropriate and effective listening skills and whether to adopt the authentic materials in listening teaching. In this dissertation, the importance of authentic materials, adopting authentic materials in the listening instruction will be presented.

Use Authentic Materials in CLT Curriculum: Challenges and Solutions of Utilizing Authentic Materials in EFL Context

Since the approach of communicative language teaching has been strongly encouraged to implement into the English classroom in recent years,the use of authentic materials that may be benefit for CLT has also been discussed by a number of researchers in the area of second language teaching.Most of them pointed that utilizing authentic materials in English teaching programs may provide various advantages that do not adhere to the artificial materials,but only few objections had been mentioned.In fact,like the difficulties that take place in the implement of CLT,the use of authentic materials also face to an amount of obstacles,particularly in EFL curriculum.Therefore,following the definition and characteristics of authentic materials,this article aims to discuss those challenges facing the use of authentic materials and also present some possible solutions for utilizing such materials in ELF classroom.

USING AUTHENTIC MATERIALS IN MIDDLE SCHOOL ENGLISH CLASSROOM

This article is an exploration of using authentic materials in Chinese middle school English classroom. It focuses on the following three aspects:The role of authentic materials in Language teaching and Learning, preparations for using authentic materials and examples of using authentic materials.

Authentic Materials＇ Implication for ESP Settings

Although the emergence of the idea dates back to 1890s by Henry Sweet, many teachers involved in foreign language teaching have encouraged and discussed that using authentic materials is beneficial during the last decade However, the use of authentic materials in learning contexts such as ESP （English for Specific Purposes） has always been a matter of controversy and as Khaniya （2006） mentioned, a larger number of teachers are starting to identify the benefits of authentic materials and the options that such materials may provide for professional English teaching settings rather than traditional intensive ESL （English as a Second Language）. The present paper will presnet a short review of authentic materials while comparing them with textbook-based materials. Moreover, it will focus on the nature and quality features of authentic materials and particularly the motivating role these materials may play. Finally, the paper will present a list of authentic materials recommended in the literature for ESP as well as some guidelines for the selection and instruction of authentic reading materials in ESP courses.

Teaching Materials Should be Authentic

In terms of the teaching materials,we hold the opinion that authentic materials should be adapted in the process of teaching,and students should have access to the original language. According to Richards(2001),authentic materials refer to the use in teaching of texts,photographs, video selections,and other teaching resources that were not specially prepared for pedagogical purposes.Created materials refer to textbooks and other specially developed instructional resources. The use of authentic materials in an EFL classroom is what many teachers involved in foreign language teaching have discussed in recent years.Most of the teachers throughout the world agree that authentic texts or materials are beneficial to the language learning process.Authentic materials enable learners to interact with the real language and content rather than the form.Learners feel that they are learning a target language as it is used outside the classroom.Exposing students to authentic materials can also help them better understand the target culture and envision how they might participate in this community.

USING AUTHENTIC MATERIALS IN AN ESP CLASS

IntroductionThe need for ESP English teaching for Specific Purposes for non-English majors has long beenrecognized in China.However,it has developed slowly,especially in non-key universities.This is duenot only to a lack of teachers who are good at both English and a particular subject and the lack of suitabletextbooks:it is also due to the lack of effective approaches to motivate and orientate students towards thereal goal of ESP training.The goal of ESP training,according to the national syllabus,is to enable students to read authenticmaterials in their fields,at an appropriate speed and with adequate understanding.They should be able touse English as a tool to get information in their specific areas.

Intellectual Property Rights and Authentic Protection of Chinese Wolfberry in Xinjiang

This paper introduced the biological characteristics and medicinal value of medlar(Lycium chinense Miller).It studied Chinese wolfberry industry and its agricultural intellectual property resources in Xinjiang.In addition,it analyzed main problems such as the lag in the construction of authentic medicinal materials bases and insufficient deep processing of related products.Finally,it proposed eight recommendations including cultivating biological species with more medicinal value and creating an advantageous area of characteristic authentic medicinal materials.

USING AUTHENTIC LISTENING MATERIALS IN FOREIGN LANGUAGE CLASSROOMS

This paper argues for the need for authentic listening materials in the ELT classroom in China,discussing the selection of those materials,and their adaptation for classroom use,whilst outlinig theirconstraints.

The Discourse Authenticity Model(DAM)for Second Language Teaching Materials

本文提出针对第二语言教材的第一套全面评估口语和书面语语料真实性的话语真实性等级模型(DAM)。该模型所使用的八项理论评估标准来源于话语语言学和应用语言学研究:(1)参与塑造母语话语体系;(2)原非为了二语教学;(3)原非为了母语或二语教学;(4)自然对话;(5)无事先撰写脚本;(6)非虚构;(7)含真实交际意义;(8)含具体语境。据这些标准,DAM将用于二语教材的口语和书面语语料的真实性分为五个等级:(1)极低(0~0.5分);(2)低(1~2.5分);(3)中等(3~4.5分);(4)高(5~6.5分);(5)极高(7~8分)。该文所评估的样本材料包括:虚构的二语教材对话和课文(0分);用于二语教学的有脚本的情景表演、角色扮演、卡通、电子游戏以及虚构二语教材对话的演示视频(0~1分);针对二语学习者的虚拟现实(0~5分);二语分级读物(1~2分);针对二语学习者的母语者采访(2~6分);儿童分级读物(3分);电子游戏(3~4分);虚拟现实(3~8分);歌曲歌词(4分);广告(4~5分);儿童读物(不包括分级阅读或早期语言读物)(4~6分);机器人语言(4~7分);影视类等带脚本虚构语言(5分);综艺真人秀类等大体无脚本的媒体语言(5~8分);纪录片、交通公告和有脚本新闻类等有脚本的非虚构语言(6分);社交媒体或手机上的单条语音消息(6~7分);社交媒体发帖、留言、聊天记录和短信聊天记录(6~8分);直播脱口秀类等无脚本且非虚构的媒体语言(7~8分);面对面自然对话和手机通话类等录下来的无脚本的现实生活语言(8分)。DAM有望对教材的开发、选择、使用和评估有直接参考价值。

The Legacy of Alois Riegl: Material Authenticity of the Monument in the Digital Age

The Austrian art historian Alois Riegl(1858-1905)revolutionised the European concept of the monu­ment and paved the way towards the codification of the historicity of artefacts at the international level.Today,conservation work and relevant terminology still build upon the principles first outlined in his work Der moderne Denkmalkultus(1903)more than a hundred years ago.And yet,modern information/communication technologies have long challenged the idea of‘age value’(Alterswert),of a monument possessing value simply because it shows‘signs of age’(Altersspuren),through their ability to digitally recreate historical architecture in its original form and thereby to transcend the boundaries of time and space.This paper discusses the challenges and opportunities for monument preservation in the 21st century in the light of Riegl’s thoughts on how to perceive(‘visualise’)the past.It investigates the validity of Riegl’s theories in the context of today’s virtual reality/ies at a theoretical level,and their potential for advancement in preservation theory,expanding on historical thoughts rooted in 18th and 19th century preservation theories.By analysing Riegl’s commemorative values,stratigraphic picturing of history’s mate­rial debris,and fear of formlessness,this paper explores digitisation as the driving force for change in attitude from traditional,restrictive thinking to a modern way of thinking which is receptive to new technological developments,including,for example,exploring augmented and virtual realities as a means of achieving the sensory aesthetic ex­perience required by age value.

Modern Built Heritage Conservation Policies: How to Keep Authenticity and Emotion in the Age of Digital Culture

The Modern Movement has demonstrated its long-term legitimacy as a lasting concept endowed with longevity.Relating technology,spatial form and social commitment to one another,through an optimistic faith in progress,modern architects sought to attain new heights of functionality and flexibility in use.The current challenge is to find ways to deal with the conservation of this recent legacy in the continuously changing context of current times,including physical,economic,functional,and fast-moving socio-cultural and political values.To address these questions,‘Modern built heritage conservation policies’explores the restoration and renovation pro­cesses undertaken in some paradigmatic case studies:the Tugendhat House(Mies van der Rohe and Lilly Reich,Brno,Czech Republic,1929-1930),the Crown Hall(Mies van der Rohe,Chicago,USA,1950-1956),the National Mu­seum of Western Art(Le Corbusier,Tokyo,Japan,1959)and the Gulbenkian Foundation(Alberto Pessoa,Pedro Cid e Ruy d’Athouguia,Lisbon,Portugal,1959-1969).

Appropriate Listening Materials in Business English Teaching

Business English is a branch of ESP(English for specific Purpose),which determines its vocational and professional orient and its focus on learning for reality,work and professions,so applying real and authentic content in Business English teaching is suggested to be helpful both in theory and in practice.However,compared with other L2 skills teaching,to some points,listening input turns out to be problematic and uncertain in terms of utilization and selection of authentic listening materials currently.This article tries to present the problems and analyze to what extent these problems can be tackled by suggesting some appropriate listening materials.

Authentic or Artificial Materials : The Effects of Material-Types on L2 Motivation

This preliminary study sets out to examine the extent to which authentic materials affect Japanese university students＇ classroom motivation, seeking an effective way to teach mixed-level language classes at universities. The motivation questionnaires consisting of eight motivation items as quantitative data and journal entries and learners＇ comments in semi- structured interviews as qualitative data were collected and analyzed. The results of null hypothesis tests on the questionnaires indicate that authentic materials had a significantly more positive effect on freshmen＇s self-reported motivation than artificial textbook materials, but not on second-year and fourth-year students＇. The study also explores the relationship between enjoyableness and meaningfulness of teaching materials to seek the most effective way of using authentic materials, and discusses the effects of other possible factors such as activities and topics： The conclusion suggests that appropriate use of authentic materials, especially enjoyable ones, can be helpful for university teachers of relatively larger classes of freshmen with mixed proficiency levels to raise their L2 motivation. The challenges of conducting this research and suggestions about future studies are also discussed.

The Importance of Simulating Real Life Listening in the English Class

This paper aims to explore and present the significance of the main features of real life listening in the English classroom teaching. The authentic material is more efficient for English learners to improve their listening capability.

Spoken Grammar of English (SGE) in English Speaking Teaching: A Review of the Literature

This article reviews the literatures about spoken grammar of English and the implication in spoken English teaching. The aims of the study were to survey the views on spoken grammar in English (SGE) teaching of researchers, and to determine the importance of SGE teaching as well as the efficient ways to teach SGE. The difference between written and spoken grammar was identified and the linguistic features of spoken English that were analyzed were from the Cambridge Grammar of English Corpus. Findings from this study could raise the English language teachers’awareness of teaching SGE and help teachers to identify appropriate strategies to facilitate the learning of spoken English by Chinese learners.

道地药材云木香GAP研究与规范化种植基地建设实践与展望

云木香原产印度,20世纪30年代初在云南丽江引进种植,并逐渐推广扩展至全省多地,1959年首次出口,誉为“云木香”,为云南省重要道地药材之一,药用历史悠久。为规范云南道地药材云木香的栽培措施,以保证其产品质量,参照国家药品监督管理局颁布实施的《中药材生产质量管理规范》相关要求,综述云木香的道地沿革与种植历史、规范化种植技术研究、传统初加工方法的继承与创新、标准化生产质量管理体系的建立以及规范化种植试验示范基地建设5个方面的研究,以期为云南西北高寒山区该道地药材品种产业化生产提供科学依据。

关苍术的化学成分及药理作用研究进展

关苍术为菊科苍术属多年生草本植物关苍术的干燥根茎,为东北地区的道地药材,具有多种药理活性。本文对关苍术化学成分和药理作用进行了系统的归纳和总结,发现其主要含有萜类、烯炔类、芳香类、糖苷类、烃类、醇类、醛酮类、酯类和多糖类等化学成分;具有抗炎、抗过敏、抗心肌缺血、抗心律失常、抗溃疡、抗菌、抗病毒、降血糖、利水、抗癌和解毒利胆等药理作用。

浅析《本草纲目》对“桂十味”道地药材及广西区域特色药材的贡献

目的探讨《本草纲目》对“桂十味”道地药材及广西区域特色药材的贡献,为加快广西道地药材体系建设进程、加速现代中药产业转型提供参考。方法检索《本草纲目》收载的广西的“桂十味”道地药材及广西区域特色药材的信息,进行整理、归纳、分析,总结其贡献。结果《本草纲目》共收载“桂十味”7种,广西区域特色药材23种。其贡献主要有以下10个方面:(1)对收载的广西特产药材进行了全面、系统的总结;(2)分清了药材名称和品种;(3)阐明了药材的道地产区与品质优劣;(4)对药材进行了更合理的分类;(5)纠正了广西道地药材与特色药材的部分错误认识;(6)对药物的功用进行区别,有利于临床鉴别用药;(7)载方众多,极大的丰富了中医治疗学的内容;(8)详述药物作用机理,推动了临床中药学科的发展;(9)增加新药,丰富了中药学宝库;(10)内容丰富,反映了中药学的发展概况。结论《本草纲目》对“桂十味”道地药材及广西区域特色药材作出了巨大的贡献,对其开展研究,对传播《本草纲目》的精华和广西特产药材的研究与开发均有积极作用。

三种秦巴特色中药材的历史沿革与研究进展

秦巴地区特有的气候与水土环境使陕西成为中国生物多样性最丰富的省份之一。陕西自古就是重要的中药材适生区,有“天然药库”“秦地无闲草”等美誉,道地中药材有杜仲、秦艽、丹参和黄姜等。道地性的内核是自然环境与生态条件共同演化造就了中药材的性质与功效,为了从千年临床用药经验和研究中全面认识秦巴特色中药材,本研究通过古籍资料考证结合现代研究,选取不同种属3种秦巴特色中药材杜仲、秦艽和黄姜对采收加工、性味归经、炮制提取、化学成分、功效主治、新药研发进行了梳理归纳,探析道地性的物质基础,科学阐释其作用机制,为合理利用、科学开发秦巴特色中药材提供思路,为创新中国药的现代化研发提供源泉。