On the Teaching Design of Graduates’EAP Course:Enhancing Language Proficiency and Critical Thinking Skills

This paper explores the integration of the bridge-in,objectives,pre-assessment,participatory activities,post-assessment and summary(BOPPPS)teaching model within the context of the post-graduates Academic English course.It discusses how this structured approach can effectively enhance students’language proficiency,foster critical thinking skills,and align with the multifaceted objectives of advanced English language education.The study provides a detailed examination of each BOPPPS component as applied to the post-graduates Academic English curriculum,supported by theoretical underpinnings and practical implications.

The Second Language Acquisition of English in China: The Case Study of Chinese ESL Learners in Australia

English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners have been involved.This case study interviewed five Chinese overseas students in Australia,asking about their prior English learning experience in China to investigate English study in an anglophone context.The analysis of the interview reveals deficiencies of input,interaction and out-put in English classrooms in China,which contributes to the potential methods of improvements in the future.

An Empirical Analysis of Learning and Teaching English as a Second Language： The Chinese Perspective

This research venture investigates the trends and motives behind the English learning as a second language. The author has used the Chinese binoculars to probe into the phenomenon of English learning and teaching. English language has become an international tool of communication and business. Professional and students at China's Mainland have been learning English since long but this trend has been increased in the recent years due to the wave of globalization and also owing to the enormous emerging economy of China. Internationalization of education and the quest of knowing the culture and civilizations have spurred the need for English learning. The authors have performed a questionnaire based research with the sample of 130 university students learning Chinese at different English learning institutes at Xi＇an, Shanxi, China. The analysis of the findings in this research highlights the reasons behind the growing trends of English learning and also describes the teaching methodology for effective language teaching in the Chinese perspective.

Motivation in Second Language Learning and English Teaching

It is believed that individual learner variables influence learning outcomes.Thevariables have been categorized into cognitive variables,affective variables and personality var-iables.Of affective variables,motivation has been thought to play a most important role in L2learning.Therefore,a further study of motivation can really help a lotin English teaching.Thearticle states the information of motivation and its influence on English language teaching.

Learner Autonomy in the National English Language Curricula for Chinese Universities 1978-2007:A Historical Analysis

This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentionality of promoting this concept through the curricula from 1978 to 2007.By adopting Quentin Skinner’s intentionalist approach to analyzing the history of ideas,this study conducted a systematic document analysis of three national curricula in relation to their linguistic and practical contexts constituted of 169 Chinese academic articles in total.The study revealed that learner autonomy mainly referred to students’motivation and ability to work hard on their own outside the classroom in the Chinese context.Importing this concept,however,caused ideological confusion and exacerbated the disempowerment of teachers within the dynamics of China’s English language education at the tertiary level.The study raises awareness for borrowing concepts across different cultural contexts and has implications for research,policymaking,teacher development,and pedagogical practice in second language education in China.

Questioning to the Feasibility of Offering English Courses in the Primary Schools in China

After entering 21 st century,our country has started an incomparable huge English teaching revolution. English has been taught in more and more universities,colleges,high schools,and even primary schools since the early 1990 s. After the decision,which made by China` s Ministry of Education,of offering English courses from Grade 3 in primary schools nationwide in China from county-level in the fall of 2001 was carried out step by step,the starting age of foreign language learning for children have been discussed in China. Many experts and scholars in foreign language teaching and research fields paid close attention to it and held different opinions about offering English courses in primary schools. This study aims to do some research in theory to query the feasibility of offering English courses to the primary school students in China. The mainly underlying theoretical framework in this thesis is the critical period hypothesis discussed by Rod Ellis in Understanding Second Language Acquisition. By referring to his argument about age,the thesis seeks other two theories to support the idea that it is inappropriate to offer English courses in primary schools.

Gender Disparity in Second Language Learning： Reality or Illusion？

The paper draws a comparison between female and male students＇ language learning capabilities in the backdrop of age-old idea that males are better than females in language learning on the one hand, and some recent study findings indicating females＇ superiority over males on the other. To this end, 43 female and 80 male higher secondary students＇ 468 answer scripts of their regular English exams were collected. For the traditional question pattern, the collected data could measure only ＂remembering＂ and ＂understanding＂ of the examinees. Therefore, the students were compared only on the basis of these two lowest levels of Bloom＇s taxonomy. The participants were of same age, studying at the same level （Grade 11）, and were taught by the same teacher. The study finds that if other variables remain the same, there is no essential difference between male and female regarding learning English as a second language.

Perceptions of Chinese College Students＇ Motivations for Learning Oral English

This paper explores Chinese college students＇ motivation for learning oral English, which is normally considered as an important factor contributing to learners＇ speaking proficiency in Second Language Learning. The theoretical studies on motivation in Second Language Learning are firstly reviewed. Based on the literature review, Chinese college students＇ motivation in oral English learning is examined in terms of the Chinese context. Finally, five specific helpful strategies are put forward to facilitate students＇ optimal oral English learning.

Integrative and Instrumental Motivational Orientations of English Language Learning

As a key predictor of learners’language achievement,motivation has long been an active research area in second language acquisition.Among assorted theories,Gardner’s perspective is one of the foundations of L2 motivation research and thus has dominated this field for a long time.Do?rnye later put forward the L2 Motivational Self System to reconceptualise Gardner’s notions.The current essay attempts to reflect on the concepts of integrative and instrumental motivational orientations discussed in both Gardner’s and Do?rnyei’s theoretical frameworks in order to gain a subtler understanding of the role of these two notions in L2 motivation.

Teaching Hong Kong English before Teaching Academic English:The Gateway to Effective Learning of College Writing

Owing to the negative view of Hong Kong English(HKE)in popular discourse,few English lecturers in Hong Kong universities directly acknowledge or discuss the variety in a non-linguistic course.This paper illustrates an action research study of how HKE may play a role in an academic writing course of a sub-degree program in Hong Kong.Focusing on 8 representatives from an academic writing course with 100 students,it employed the qualitative experiment method to examine whether students who had possessed basic linguistic knowledge of HKE from an additional tutorial would perceive HKE and academic writing differently from those who had not.Student representatives from each group were invited to a focus group to explore ideas about the two subjects discussed in class.Their conversations suggested that prior knowledge of the syntactic features of HKE might raise students’awareness of the grammatical differences between the variety and the standard.The analysis also suggested that introducing the linguistic view of HKE to students might render them optimistic about their variety,helping them identify the situations where the variety would be tolerant of and settings where Standard English would be expected.The study suggested that such an intervention might facilitate students’learning of Standard English for academic purposes and practices of English in actual professional communication.Upon the improvement or advancement,they will position themselves more powerfully in the dichotomy between the standard and non-standard.More formal research on a similar or relevant topic is required to validate the impact of understanding HKE on learning academic writing.

Teaching Hong Kong English before Teaching Academic English: The Gateway to Effective Learning of College Writing

Owing to the negative view of Hong Kong English(HKE)in popular discourse,few English lecturers in Hong Kong universities directly acknowledge or discuss the variety in a non-linguistic course.This paper illustrates an action research study of how HKE may play a role in an academic writing course of a sub-degree program in Hong Kong.Focusing on 8 representatives from an academic writing course with 100 students,it employed the qualitative experiment method to examine whether students who had possessed basic linguistic knowledge of HKE from an additional tutorial would perceive HKE and academic writing differently from those who had not.Student representatives from each group were invited to a focus group to explore ideas about the two subjects discussed in class.Their conversations suggested that prior knowledge of the syntactic features of HKE might raise students’awareness of the grammatical differences between the variety and the standard.The analysis also suggested that introducing the linguistic view of HKE to students might render them optimistic about their variety,helping them identify the situations where the variety would be tolerant of and settings where Standard English would be expected.The study suggested that such an intervention might facilitate students’learning of Standard English for academic purposes and practices of English in actual professional communication.Upon the improvement or advancement,they will position themselves more powerfully in the dichotomy between the standard and non-standard.More formal research on a similar or relevant topic is required to validate the impact of understanding HKE on learning academic writing.

PBL(Project-based Learning)教学模式在高职英语自主学习课程中的应用研究

本文采用行动研究的方法,以武汉职业技术学院的英语听说过级自主学习课程为例,探讨如何在自主学习课程中应用PBL的教学模式改进自主学习课程的考核方式,提高学生的自主学习能力和意识。文章首先分析了自主学习课程在实施过程中遇到的问题,详细描述了PBL教学模式的总体设计构想和具体的实施步骤,并对实施的结果进行了讨论。经过统计和问卷调查结果发现,应用PBL模式后,实验班的学生的学习兴趣有了很大的提高,有利于培养他们的自主学习能力和合作精神。同时,试验前后的听力测试表明,实验班听力成绩较对照班也有了显著的提高。可见,PBL模式的应用能在一定程度上改进目前在自主学习课程中所遇到的一些问题。

The Problems of CLT for ESL in Universities in China

Communicative Language Teaching(CLT) has become one of the most important teaching approaches in the fields ofTeaching English to the Speakers of Other Language(TESOL). Not only in the western developed countries, but also in developingcountries, for example, China is also influenced by the approach of CLT in its English as a Second Language(ESL) classes. Particu-larly ESL classes of universities in China have used CLT as an important approach in teaching English speaking, listening, readingand writing. From the previous study and research there are evidences showed that CLT for ESL in universities in China have theiradvantages and values,but the classes still have some problems and need to develop which proved the hypothesis before research.

Speak Up! Fostering Oral Communication in the English Classroom Through Dialogic Musical Meetings

This study, carried out in Spain in 2016, proposes new dialogical pedagogy techniques based on deeply rooted in constructivism to improve the level of English education in Spanish high schools. Spain is the second worst country in the European Union when it comes to English command, especially with regards to oral output, as a consequence of several factors, such as the deficient preparation of teachers, cuts in the education budget or dubbed films. This paper will present the outcomes of a Second Language Acquisition innovation project carried out in the North of Spain. After analyzing data collected to study their low command of the language, the participants, more than 20 students from the Spanish equivalent for US high school 10th grade, performed tasks that prepared them with insight and training to then participate in a musical meeting, where they, without the intervention of the teacher, listened to English music and discussed in the targeted language about some songs and their lyrics. These meetings were recorded to posteriori analysis with the students.

Overview of Standardized Testing System for ESL Students in U.S. Kindergarten Thru Grade 12 Public Schools

A comprehensive overview of standardized testing system for ESL （English as a Second Language） students in U.S kindergarten thru grade 12 public school system is reviewed within the context of basis on federal and state laws, as well as instructional basis. Identification process of LEP （Limited English Proficient） students via nomination, testing and testing criteria to be identified as LEP, hence ESL if placed in the program is defined in detail Standardized testing process of these students based on the federal AYP （Adequate Yearly Progress） measures through regular state standardized tests depending on three types of instructional program that LEP student is placed in the school that are Bilingual Education Program, ESL Program, and Two-Way Immersion Dual Language Programs are described. Standardized testing process of these students based on the federal AYP measures through other means if exempted from regular state standardized tests such as LAT （Linguistically Accommodated Testing） and the conditions to be exempted are discussed in detail. Holistically rated English Language Proficiency Assessments that are implemented to fulfill federal AMAOs （Annual Measurable Achievement Objectives） measures are defined briefly. Physical features of LAT test as well as direct and indirect accommodations for LAT reading, mathematics and science tests are defined via the accommodation needed and the type of assistance provided. Lastly, testing criteria to exit LEP status and other issues concerning exiting LEP status are reviewed

Teacher’s Role in Second Language Acquisition

Teachers play a very important role in Second Language Acquisition, which is noted by many educators and researchers. This paper tries to prove the importance of teachers’ role in Second Language Acquisition by discussing several factors that influence second language learners’ study. It also proposes the ways of training and improving students’ learning

Study of Negative Effects of the Native Language Transfer on Second Language Acquisition

Language transfer has long been one of significant parts of the studies on the second language acquisition(SLA). The native language transfer will inevitably generate definite influences on SLA, negative or positive; it is less important to study the positive effects of the native language transfer. This paper is aimed to give a brief analysis on negative effects of the native language transfer in SLA with those English learners whose mother tongue is Chinese as examples. Meanwhile, in English teaching and learning, realization of negative transfers of the native language and utmost avoidance of them can improve the English learners' learning quality.

The Application of Multiple Intelligences Theory in College English Reading Course

This paper,based on Gardner's Multiple Intelligences Theory,aims to investigate whether the application of MI Theory in col lege English reading class can improve students'English reading proficiency.MI-categorized activities are adopted in the class.The paper explores college Enlgish reading teaching strategy based on MI Theory to improve English teaching proficiency.The paper sheds some light on how MI theory could be applied in EFL.

Research on Effect of Age Parameter in Second Language Acquisition

In the filed of Second Language Acquisition (SLA),language learners'final competence and learning efficiency could be greatly influenced by individual differences,including language aptitude,learners'motivation,first language context and age.These individual differences mentioned above are always regarded as the remarkable parameters in the study on SLA.As one of the most influential parameter,age newly has been re-fetched by contemporary SLA researchers and in this research field critical and sensitive period hypothesis are set as highly valuable research target to explore the problems of learning rate,teaching method ology and language policy.This article firstly introduces the basic theoretical framework of critical and sensitive period hypothesis,and then explores the relation of these two hypotheses and the SLA by existing experimental results.Based on detailed theoretical introduction and exploration of recent research experiment,implications of critical and sensitive period hypothesis are further ap plied in the Chinese teaching context,i.e.the feasibility of age-based multi-methodology teaching method.Meanwhile,exist ing limitations of current major research in this filed also will be presented in order to assist the future experimental study in Chi nese teaching context,especially university ESL teaching.

A Study on Different Learning Strategies Used by EFL Learners in China

This study explores how the Chinese learners apply the learning strategies in the language learning.The research examines how to understand EFL learners uses of learning strategies in language learning.The SILL(the Strategy Inventory for Language Learning) was the instrument of this study.The results show that the frequency of strategy use does not vary among the different levels of learners based on the SILL's mean scores.The results suggest that as the learners' levels become higher,the EFL learners tend to choose more strategies which are reflective of their active learning.