Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

Let’s Talk LGBTQIA+:Strategies and Activities for Teaching Diversity and Inclusion in the Foreign Language Classroom at the College Level

In this presentation,the author explores strategies and activities that create a welcoming and nurturing environment for LGBTQIA+foreign language students at the college level in the United States.Indeed,as it is commonly stated,there is a clear lack of visibility,acceptance/tolerance,and inclusion of LGBTQIA+voices(active and proactive)in foreign language teaching and learning(pedagogical material as well as in-class attitudes and delivery).The reasons for this deficiency are diverse since they cover not only outward discrimination against and/or indifference(passive-aggressive behavior)toward the LGBTQIA+community and its plight,but they also illustrate the sheer,physical inexistence of quality material that can be used to create,present,and foster a welcoming and all-encompassing classroom environment that addresses the diverse spectrum of the LGBTQIA+community while its members try to learn a foreign language and(positively)negotiate how to express their very identity in their new language of choice.Moreover,the scant material that is available in the United States as well as in other Western countries where the LGBTQIA+community by and large is accepted-at least from the legal point of view-hardly represents and covers the subject matter in a satisfactory way.To address this gap,the author will provide some examples in European Portuguese(EP)and Italian(IT),followed by a courtesy translation in English,to illustrate some positive activities and strategies for including LGBTQIA+-related subject matter in the foreign language classroom at the college level.It is his desire that instructors of other foreign languages duplicate in their respective vernaculars the strategies and activities herein presented in order to create a welcoming and safe classroom environment that embraces the LGBTQIA+community as it goes through the enjoyable journey of learning a new language and culture.

An Empirical Study on Foreign Language Majors’Needs for Ideological and Political Education Elements in Chinese Universities

The paper takes 2076 undergraduate students majoring in foreign languages from 15 Chinese universities as the research subjects to investigate their demand for ideological and political education elements in foreign language courses.The results show that:(1)Students have high needs for ideological and political education elements in foreign language courses;(2)There are differences in students’needs for ideological and political education elements across different dimensions.Students have higher demand for dimensions such as personal qualities,cultural literacy,moral cultivation,and patriotism,while their demand for dimensions related to constitutional law and political identity is relatively low.Therefore,foreign language majors in Chinese universities should optimize the supply of ideological and political education elements in their courses according to students’needs,and improve the effectiveness of moral education in these courses.

An Empirical Study on Students’Evaluation of Moral Education in Foreign Language Education in China

Students’evaluation of moral education is of great significance for improving the quality of teaching.Through a survey of 2715 undergraduates majoring in foreign languages,this paper analyzes their evaluation of the moral education.Findings show that students speak highly of teachers’competence in moral education,teaching methods and the integration of moral education in the textbooks,but not in the course assessment and the overall effect of moral education.Suggestions were proposed accordingly to improve moral education of foreign language education in China.

Research on Foreign Language Talent Cultivation Mode Based on the Concept of Language Security

Language security is an important part of national security,and in the current complex international environment,the issue of language security is becoming more and more prominent and has become an unignorable part of national security strategy.As the bridge and link of international communication,foreign language talents’language skills and the level of national security awareness directly affect our country’s international image and the effect of international communication.Therefore,the establishment of a foreign language talent cultivation mode based on the concept of language security is not only an important way to improve the quality of foreign language education but also a realistic need to safeguard national security and promote international exchanges.Starting from the influence of the language security concept on foreign language talent cultivation,this paper analyzes the foreign language talent cultivation mode based on the language security concept,with a view to providing new ideas and methods for the development of foreign language education.

Research Nexus and Implications of Learner Identity in Foreign Language Education

One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity.

Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.

Influencing Factors of Communicative Language Teaching:A Student Perspective from English Majors

Nowadays,the Communicative Language Teaching Approach has gained significant popularity in the field of foreign language teaching.However,there appears to be a stagnation in its application effects.Therefore,this thesis aims to investigate the present state of CLT implementation and identify the factors influencing its execution within English major classrooms at Chinese universities from a student perspective.30 students responded to the questionnaire and 5 students participated in interviews to provide detailed insights.Through analysis,it was observed that CLT has been widely used in English classes and received positive feedback from students.Factors including the Test-oriented Educational system,teacher factors,student factors,and the Chinese traditional Confucius idea about teaching have an important impact on its implementation.Additionally,this article offers potential recommendations aimed at reconciling the CLT Approach with the Chinese educational context.

Reflections on Cultivating Critical Thinking in Foreign Language Courses in the Context of Integrating Ideological and Political Theories in All Courses

The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral education.Learning a language is not just about mastering its language form but also about critically examining the cultural connotations and thinking patterns embedded within it.Therefore,cultivating students’critical thinking skills should be a key focus in foreign language education.First,this paper examines the importance of fostering students’critical thinking in foreign language courses.Second,considering the characteristics of Chinese college foreign language courses,we propose that if we want to cultivate critical thinking among students through foreign language courses,we need to effect pattern transformations across four aspects:teaching philosophy,teaching content,teaching methodology,and teaching evaluation.These transformations also present requirements for foreign language teachers.They should focus on enhancing their comprehensive literacy,including ideological and political literacy,teaching design skills,and the ability to integrate teaching materials with logical thinking.And China’s Standards of English Language Ability(the CSE)serves as an important reference indicator for implementing these transformations.

The Situation, Policies, and Development of Foreign Language Education in Contemporary China

Foreign language education is an important part of Chinese education,but the overall foreign language education in China is still relatively underdeveloped.Foreign language education and policies in contemporary China are closely related to China’s political,economic,and social development.The contemporary Chinese foreign language education and policies,since the establishment of New China in 1949,can be divided into four periods.The first period is a period of domination by the Russian language(1949–1956),the second period is a period of exploration and transformation(1956–1966),the third period is a period of interruption(1966–1978),and the fourth period is a period of development and improvement(1978 to present).Understanding foreign language education and policies in contemporary Chinese universities can contribute to the future development of foreign language education and policies in China.

Development of International Chinese Language Education in Iran:An Analysis in the Context of Iran’s Foreign Language Policy Characteristics

This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context.By analyzing the characteristics of Iran’s foreign language policy and the current situation of Chinese language teaching in Iran,this paper studies the future development of international Chinese language education in Iran.

Error Analysis in Foreign Language Teaching

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Inspiration of cognitive approach on foreign language teaching

In recent years, the college English teaching reform has been increasingly deepened. The study of the relationship between cognitive approach and foreign language teaching is undoubtedly instructive not only to guarantee the quality of foreign language teaching but also to improve learners＇ foreign language proficiency. In this essay, the author expounds the development of cognitive approach and some relative teaching principles, on which basis the author puts forward some specific practices in foreign language teaching.

A Brief Review of the Studies on Theories of Foreign Language Writing in China

The 1980s and the 1990s witnessed a slow development of studies on the theories of foreign language writing, English writing namely, in China. At the beginning of 21st century, the development takes a great step forward with more relevant articles published in all kinds of magazines. This review focuses on the articles published in the most important periodicals of foreign language teaching and research since the 1980s. In order to get an over-all understanding of the theories, the author classifies them into two aspects basic theories of foreign language writing and theories of teaching foreign language writing.

Review of Studies of Foreign Language Classroom Anxiety

Anxiety is considered to be one of the key psychological variables as well as one of the important emotional factors that affect language learning. Taken into account that classroom is the main place in which Chinese college students learn English,it is of great significance to study students' language anxiety in the classroom environment. Based on the previous researches, this paper reviews the relevant studies in this area conducted at home and abroad.

Globalization and Foreign Language Education at a Chinese University

This essay begins with a brief introduction to the changes in foreign language education policy and the main motives for those changes in the context of socio-political circumstances. It then examines the development of language education system in a new college of a university in China over a period of ten years in relation to the issue of internationalization and globalization.The study shows that the language education system of the new college has developed in parallel with the recently-emerged trends in language education in China. Finally,it seeks to interpret these trends in terms of global,national,regional forces that currently drive it forwards.

Is There an Optimum Age For Foreign Language Learning?

Age is one of the factors which influnce foreign language learning, but not the most important one. Comparision on the effect of foreign language learning between adults and children cannot rely merely on age. So the question of an optimum age for foreign language learning is not a simple one which is only related to age. There are different optimum ages for different aims and demands of learning foreign language.

Analysis of the Current Situation of Spoken Foreign Language Teaching and Learning in Ethnic Regions

With the enhancement of friendship between different nations, foreign language learning has become more and more important. In particular, spoken language is playing a vital role in foreign language learning and practice. In order to improve foreign language teaching and learning proficiency in ethnic regions, the author analyses the current situation of spoken foreign language teaching and learning in ethnic regions and suggests some ways to solve the existing problems.

The Significance of Studying Course Design In Foreign Language Teaching

This paper discuss the significance of course design basing on the theory of some famous linguists like David Nunan and Xia Jimei. By the guadience of the principles of designing course, it aims to capture language teachers' attention on the significance of studying course design and offer some hints on how to apply the course design in foreign language

Use of Native Language in Foreign Language Classroom

Throughout decades of foreign language(L2) teaching,a recurring issue has been the role of the first language(L1) in the classroom.A long-term and wide-ranging debate persists regarding practical and theoretical questions about the significance of the L1’ s obvious influence on the L2 being learned.Although many feel that the L1 should not be used in the classroom,other researchers, teachers,and learners do see a role for the L1 and support its use as a communication strategy and instructional tool.This article will look at the historical background of this topic,and describe how the L1 is currently being used in the L2 classroom,including in written translation activities.A specific explanation will also be given about the benefits of using translation for assessing reading comprehension.