Motivationis a term both teachers and learners talk about most when they refer to language learning success or failure ( D?rnyei,2001) since there is a strong co-relationship between motivation and language learning (...Motivationis a term both teachers and learners talk about most when they refer to language learning success or failure ( D?rnyei,2001) since there is a strong co-relationship between motivation and language learning ( Horwitz,2013) . Although re-search and theories on the importance and types of motivation are productive, educators still feel having little guidance on how to mo-tivate their students in schooling ( Shernoff,2013) . Here, I would like to introduce some motivational teaching practices, such as providing authentic learning opportunities, fostering student autonomy and creating an emotionally supportive environment, to our language teachers who wish to create engaging learning experiences for ESOL or EFL learners.展开更多
The paper aims to clarify the relationship between the understanding of the lifelong learning as a permanent fixtureand individual adult learners＇ opinions about its communicative and emancipatory factors in the info...The paper aims to clarify the relationship between the understanding of the lifelong learning as a permanent fixtureand individual adult learners＇ opinions about its communicative and emancipatory factors in the informalenvironment, creating inclusion and diversity. It proposes different issues of adults＇ actions： intendingempowerment thanks to informal learning, modelling the social change in an informal community, and outliningwhy and how it is important throughout the lifelong learning process in some personal opinions. The study aims toexpand the domain of lifelong learning by including a broader range of human resource and socio-related aspectsthan it can be found in the literature. The paper focuses on a research study using the qualitative approach, includingeight individual interviews with adult learners. These people are willing to describe their bottom-line initiatives andthe constant change in daily life due to the process of lifelong learning in non-formal community. They act as＂lifelong learning forces＂ on two opposite levels： inclusion and diversity, integrating these two elements in highereducation, mediating between the university branding structures and the individual. The research includesimplications for the development of lifelong learning empowerment, the development of＂lifelong learning leaders＂,and for managing the balance between stability and change in turbulent, adults＇ lives.展开更多
This research,grounded in the theory of discourse intonation,investigates Chinese EFL learners' intonation features in interactive context.Its research findings reveal that Chinese EFL learners differ from British...This research,grounded in the theory of discourse intonation,investigates Chinese EFL learners' intonation features in interactive context.Its research findings reveal that Chinese EFL learners differ from British native speakers in their application of tone units,prominence selection and tone choice.It further points out that these intonation features are caused on the one hand by Chinese EFL learners' relatively low English proficiency level and on the other hand by their lack of awareness of the communicative and discourse function of intonation.Based on these findings,this research proposes that a discourse-based awareness-raising approach to intonation teaching in the input-poor Chinese EFL context might be of pedagogical necessity and effectiveness.展开更多
This paper is a two-year empirical investigation of cultivating students' autonomous learning capacity in College English teaching at Shanxi University of Finance and Economics (SUFE). The goal of the study is to ...This paper is a two-year empirical investigation of cultivating students' autonomous learning capacity in College English teaching at Shanxi University of Finance and Economics (SUFE). The goal of the study is to optimize students' language learning and to find a new direction of teaching innovation. The paper analyzes the current teaching context and presents a critical review of the literature on learner autonomy. The author explores understanding of learner autonomy in Chinese context and produces an autonomous learning model in the experimental study. The paper presents some strategies for fostering autonomy such as instructing students how to learn, level-based teaching and collaborative learning. It was found that only by encouraging greater learner autonomy can students raise their English learning effectiveness.展开更多
文摘Motivationis a term both teachers and learners talk about most when they refer to language learning success or failure ( D?rnyei,2001) since there is a strong co-relationship between motivation and language learning ( Horwitz,2013) . Although re-search and theories on the importance and types of motivation are productive, educators still feel having little guidance on how to mo-tivate their students in schooling ( Shernoff,2013) . Here, I would like to introduce some motivational teaching practices, such as providing authentic learning opportunities, fostering student autonomy and creating an emotionally supportive environment, to our language teachers who wish to create engaging learning experiences for ESOL or EFL learners.
文摘The paper aims to clarify the relationship between the understanding of the lifelong learning as a permanent fixtureand individual adult learners＇ opinions about its communicative and emancipatory factors in the informalenvironment, creating inclusion and diversity. It proposes different issues of adults＇ actions： intendingempowerment thanks to informal learning, modelling the social change in an informal community, and outliningwhy and how it is important throughout the lifelong learning process in some personal opinions. The study aims toexpand the domain of lifelong learning by including a broader range of human resource and socio-related aspectsthan it can be found in the literature. The paper focuses on a research study using the qualitative approach, includingeight individual interviews with adult learners. These people are willing to describe their bottom-line initiatives andthe constant change in daily life due to the process of lifelong learning in non-formal community. They act as＂lifelong learning forces＂ on two opposite levels： inclusion and diversity, integrating these two elements in highereducation, mediating between the university branding structures and the individual. The research includesimplications for the development of lifelong learning empowerment, the development of＂lifelong learning leaders＂,and for managing the balance between stability and change in turbulent, adults＇ lives.
文摘This research,grounded in the theory of discourse intonation,investigates Chinese EFL learners' intonation features in interactive context.Its research findings reveal that Chinese EFL learners differ from British native speakers in their application of tone units,prominence selection and tone choice.It further points out that these intonation features are caused on the one hand by Chinese EFL learners' relatively low English proficiency level and on the other hand by their lack of awareness of the communicative and discourse function of intonation.Based on these findings,this research proposes that a discourse-based awareness-raising approach to intonation teaching in the input-poor Chinese EFL context might be of pedagogical necessity and effectiveness.
文摘This paper is a two-year empirical investigation of cultivating students' autonomous learning capacity in College English teaching at Shanxi University of Finance and Economics (SUFE). The goal of the study is to optimize students' language learning and to find a new direction of teaching innovation. The paper analyzes the current teaching context and presents a critical review of the literature on learner autonomy. The author explores understanding of learner autonomy in Chinese context and produces an autonomous learning model in the experimental study. The paper presents some strategies for fostering autonomy such as instructing students how to learn, level-based teaching and collaborative learning. It was found that only by encouraging greater learner autonomy can students raise their English learning effectiveness.
