An Empirical Study on the 1 ＋ 1 Model in College English Listening and Speaking Class

Improving college students＇ listening and speaking ability is a very important part of college English teaching Based on the foreign and domestic studies on how to improve students＇ listening and speaking ability, this paper explores the 1 ＋ 1 model in listening and speaking class, which is to divide the listening and speaking class into two parts--small speaking class combined with students＇ online autonomous learning. Through one-year experiment and study on two classes, although there is no significant difference between the performances of these classes, this study has shed some light on how to vary the teaching methods, how to improve the class efficiency, students＇ autonomy in leaming, and how to build new assessment system. Further studies could be made later based on this

Application of Student-centered Learning Approach to English Listening and Speaking Class in Vocational Schools

Student-centered learning approach is focused on the students' demands and interests.Applying student-centered approach puts forward higher requirement to English teachers.This article first analyzes the theory of student-centered learning approach and compares teacher-centered approach with it.Based on the research information and teaching experience,the author summarizes four strategies about how to apply student-centered learning approach to English listening and speaking class in vocational schools.

Developing Pragmatic Competence in EFL Speaking Classes： From Theory to Practice

Fostering students＇ pragmatic competence in ESL/EFL classrooms has been the subject of a large number of studies over the last several decades. This paper will examine the importance of pragmatic competence in L2 spoken communication and investigate factors leading to pragmatic failures. It will also discuss possible ways to help foster students＇ pragmatic competence in EFL speaking classes.

TWO CLASSROOM TECHNIQUES IN SPEAKING CLASS

Context of the problemIn recent years,although a great deal of material on teaching speakingEnglish has been developed and published,classroom techniques used in a spea-king class are seriously inadequate.Many EFL/ESL teachers,in order to maketheir class a success,are often left racking their brains for remedies.

GIVE VOICES TO SILENT LEARNERS IN SPEAKING CLASS

It is commonly experienced by teachers that they meet silent learners in speaking class,especiallyin an EFL setting at the tertiary level in China.This paper attempts to diagnose the problems inthe current curriculum,curriculum materials and teaching methods used to teach the productiveskill of speaking,which are supposed to be the direct cause of students in"losing their voices",Itbegins with a brief description of the teaching and learning situation in a teachers’ college which isalso typical at other tertiary levels as well.Concrete examples of modification to the teaching ofthe skill are provided with the hope to give back"voices"to the silent students in speaking class.

Rethinking Speaking Skills in EFL （English as a Foreign Language） Settings

The teaching of speaking has been neglected in EFL （English as a Foreign Language） settings throughout language history which led to negative effects on EFL teachers＇ and learners＇ attitudes. While teachers exhibit hesitation having no preset teaching paradigms at their disposal, learners experience withdrawal in speaking situations that demand interactional ease and socio-pragmatic awareness. Indeed, both the type of instruction and the complexity of this skill make of the teaching of spoken language a highly controversial issue especially with the implicit dichotomy that speaking entails and which opposes accurate mastery of linguistic patterns to ease or facility in meaning transmission. This paper aims at reconsidering the way this dormant skill has been tackled and the interfering variables that should be rethought and revisited while dealing with it.