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.

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.

Project-based Language Learning: an Activity Theory Analysis in SOE Language Learning

This study focuses on the effectiveness of the project-based language learning(PBLL) in a college Secretarial Oral English(SOE) Module. Student reflections of the language project work have been analyzed through Activity Theory. Moreover,Data has been collected and categorized based on the components of complex human activity: the subject, object, tools(signs,symbols, and language), the community in which the activity take place, division of labor, and rules. The findings theoretically support the outcome of project-based language learning which align with the object of the activity.

A Critical Review on Language Learning Strategies and Implications for College English Teaching

This paper reviews the current developments of language learning strategy researches in the world, both approval and critical voices on the issue of strategy instruction. Then it summarizes the current developments of learning strategy instruction in China. It indicates college English teachers should model learning strategy and make the instruction explicit. Students are advised to be active in seeking for strategies suitable for themselves through their own exploration and reflection.

The Differences between Chinese and American Language and Culture and Its Implications for College Language Teaching and Learning

Chinese and American language and culture differ from each other in five ways as Hypotactic language vs. Paratactic language, Analytical thinking vs. Synthetic thinking, Direct thinking vs. Indirect thinking, Individualism vs. Collectivism and Ethics-based vs. Legislation-based. Their implications for college language teaching and learning are worth our attention.

Cultivation of Autonomous Learning Ability and Intercultural Communication Competence in Foreign Language Teaching

Learner Autonomy has been a hot topic in foreign language learning and teaching since 1960s,especially in relation to life-long skills.As the globalization develops,intercultural communication becomes more and more significant for college students.This essay attempts to explore main approaches to cultivate and improve students' autonomous learning ability and intercultural communication competence in foreign language teaching.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

Teacher Learning In Language Teaching

This paper introduces a field of educational research called teacher learning as it applies to the teaching of second languages. Untilrecently, the study of second language teacher education is focused mainly on the knowledge base and teaching skills of teachers and teachers-inpreparation. The collection thus helps establish a research base for teacher learning within second language teacher education.

INDIVIDUAL DIFFERENCES IN FOREIGN LANGUAGE TEACHING AND LEARNING

Individual differences in foreign language learning have long been the concern of linguists and language teachers. Researches on this subject have been carried out in schools, universities and other educational institutions and great achievements have been made. As it is, there are many individual differences which affect the learning of foreign languages, such as intelligence, aptitude, motivation, personality, attitude,

Language Learning Strategies and Strategic Teaching in the Foreign Language Classroom

The results of a great deal of research have suggested that language learning strategies can be taught and that instructing learning strategies and integrating them into regular instruction can greatly facilitate the learning of a second/foreign language.The aim of this article is to draw the readers' attention to strategic teaching that should be introduced in the foreign language classroom in order to meet the demands of contemporary language education. In particular, it points to the necessity that teachers should change their attitudes towards the roles they play in the classroom to become truly responsible for their learning.

Under "Integration of Doing, Learning and Teaching", Research on the Project-Based Teaching Innovation of "Landscape Planning and Design"

Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroad, combined with literature research, case analysis, system theory and other research methods, the project-based teaching goal, model, content and means of "integration of doing, learning and teaching" in higher vocational education is explored, and the project-based teaching model of "Landscape Planning and Design" is discussed combined with the application of information-based teaching methods. So as to provide references for carrying out the project-based teaching in similar courses in higher vocational colleges and really achieve docking the actual post requirements with the course to provide the basis for achieving the purpose of cultivating skilled talents in higher vocational education.

Teaching and Learning Literature in the English Language Curriculum in Vietnamese University Education:Problems and Solutions

Taking as its point of departure the problems which English-majored students face when confronted directly with the course in literature at university,this study was conducted mainly through an analysis of student-and-teacher responses to questionnaires together with document analysis and reviews on the author’s experience in teaching and managing literary courses at his university.The sample includes 10 teachers in charge of the courses and 150 students attending these courses from five universities.The findings indicate that the teaching and learning of literature in the English language curriculum at these universities is facing certain problems,among which are:limited experience of mother tongue literature;limited experience of literary language;limited experience of English or American literature;and limited experience or knowledge of the world,life,people.From the implications identified,the findings of this paper are believed to yield further insights into the improvement of literature teaching and learning at university in Vietnamese contexts.

Context and Interaction in Second Language Teaching and Learning

In the process of the research of second language teaching and learning,people gradually find the influence of context as well as interaction,holding an idea that the language output and comprehension cannot be achieved without taking the context into consideration.In the second language teaching and learning classroom,the interaction among the learners and between learner and teacher pushes the development of second language learning to some degree.Combined with the concrete situation of second language teaching and learning in China,the essay points out some difficulties as well as put forwards some relevant suggestions after the literature reviews for the relevant researches in and out of China.

Sociocultural Factors and Foreign Language Learning and Teaching

Issues caused by different social cultures A clulture has a close connection with a particular language and plays an improtant role in the learn-ing and teaching of it.As we know,every nation has its own culture and the cultures of nations of theworld,generally,are different from each other.Owing to the disparities in culture,to people whospeak different languages,a word or phrase used to express good intention may surprise or irritate peo-ple;a common sentence can sometimes amuse one person greatly and cause laughter,but‘strange e-nough’,it can be too,dull enough in the eyes of another person with different culture background.

Teaching about Different Lifestyles in Second Language Learning

Cultural learning is an indispensible part in both first and second language learning.One cannot learn a language without learning the culture where it operates.This literature review aims to clarify the relationship between language and culture and arouse language teachers' consciousness of the benefits of integrating cultural teaching into language learning in second language classrooms by addressing the question:What are the benefits of combining language teaching and cultural teaching? Consequently it explains the nature of different lifestyles in different cultures and the process of second language learning.Also,it explores the significance of cultural awareness in second language learning and teaching and the strategies to incorporate lifestyles into second language teaching.The findings of this literature review strongly suggest the importance for second language teachers to incorporate culture into classroom teaching.Learning a second language cannot be separated from learning the target culture which facilitates successful language learning and reduces prejudice,misunderstanding and stereotyped notions towards the target language group.

Language Learning and Teaching with You Tube in EFL Context

This paper aims to study the significance and impacts of You Tube on English language teaching and learning.On the basis of theoretical analysis,You Tube is discussed from the perspective of features and significant applications in the context of learning and teaching English as a foreign language(EFL).According to an experience of English learning through You Tube,its advantages and limitations are examined by the comparison with the existing traditional learning devices.Further,this study proposes the teaching plan for the pedagogical implications of You Tube,the strategies and recommendations about communicative activities for future study.