Approaches to Teaching English Writing in College based on Collaborative Learning in the Network Milieu

The teaching process of English writing in the colleges can be carried out with more effective and innovative approaches in the network milieu,and the concept of collaborative learning can also become the basic teaching philosophy of English writing.The teaching conditions of English writing in some colleges and universities were analyzed.In general,the overall teaching conditions suffer from many deficiencies,which become the aspects for developing English writing teaching activities based on collaborative learning in the network milieu.Achieving the teaching outcomes of either collaborative English writing or English writing on the basis of collaborative learning is not easy.This paper will analyze the difficulty of college English writing teaching based on collaborative learning in the network milieu,and put forward specific suggestions for teaching.

The Use of Portfolio Assessment in College English Teaching

Faced with the problem of how to evaluate students' learning properly,many teachers begin to search for alternative assessments.Interest is growing in meaningful assessment and the use of portfolio assessment has become a good choice to improve both teaching and learning.In the article,the major principles and the approaches of portfolio assessment are explained.By analysing the benefits and limitations of portfolio assessment,the article concludes that despite the issues,portfolio assessment can contribute to the enhancement of students' learning and the improvement of teaching.

A CASE STUDY OF TEACHING INPUTS AND LEARNING OUTPUTS FOR SPOKEN ENGLISH WITHIN A COLLEGE CONTEXT IN CHINA

Definition of termsInputs can be defined as everything which students bring tothe classroom including their prior teaching and learningenvironment,attitude,enthusiasm,motivation,phonologyfrom their first language and varying degrees of confidence.When they arrive in college they are exposed to spoken Englishfrom a range of teachers who have a variety of spoken abilitiesand teaching techniques.

The Inspiration of China English on English Writing to Sophomore English Majors

China English is the inevitable product of English globalization. When issues of Chinese characteristics are introduced in the inter-communication, English features in Chinese-colored English. However, China English is still English instead of the brand new language. It is an English variety. The paper aims at examining the necessity and rationality, and the contrast of China English and Chinglish. In addition, the paper explores the inspiration of China English on English writing teaching to sophomore English majors in terms of teacher, students, English writing course textbook and English writing teaching.

What Users and Uses of Englishes are Represented in the English Textbooks in China

To explore the representation of users and uses of Englishes in the textbooks,a series of English textbooks for junior high school in China were examined in this study.Findings from analysis of representations of users and uses of Englishes were presented.The results show that China,the UK and the US are dominant in the representations of users.Outer circle countries and expanding countries(other than China)have no clear representations.

The Influence of the Globalisation of English On English Used in China

“World English”,also known as“Global English”which has been attracting wide ranged attention by scholars world⁃wide,is a relatively new way to understand the spread of English.It also somewhat greatly affects the methodology that Chinese teachers and students apply to approach English teaching and learning respectively.This paper starts with a brief introduction to the trend of English globalization and followed by the difference between China English and Chinglish.In addition,it analyzes the use of China English as one of the standard species of“World English”.Finally,it suggests that in order to achieve better ap⁃plication of English,make the best use of China English as a supplement of English teaching and learning could be a reasonable way.

Formative Assessment System of WeChat-aided Business English Class

The emergence of micro-social platform provides the necessary environment and technical support for individualized mobile learning.Individualized mobile learning based on WeChat improves the efficiency of Business English teaching and learning.Formative assessment applies to tracking,monitoring,and assessing students’web-based self-learning process in Business English study in Zhejiang Yuexiu University of Foreign Languages.The assessment results are used to guide students’learning effort,so as to promote their autonomous learning ability,and thus make the assessment process and the teaching process an integrated whole.A formative assessment system for business English study is then established based on the research results.

Writingroadmap TM2.0在高职英语教学中的应用分析

将Writingroadmap TM2.0在线形成性评价工具运用到高职院校英语教学中,有利于非英语专业学生英语写作水平的可持续性提高和发展。

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.

An Investigation on Chinese Elementary and Secondary School English Teachers' Perceptions on AWE as Formative Assessment Tools

The research is designed to examine current teaching practices and perceptions of elementary and secondary school language teachers so as to inform the design of a large-scale project on AWE （Automated Writing Evaluation） application in the Chinese classroom. The data indicated that teachers were confident in their computer use and understood formative assessment notions and their role in technology-enhanced teaching and learning. However, concerns were raised on the writing rubrics interpretation, the pedagogy on integrating AWE into teaching, and the suitability of the whole English software to Chinese learners. Solutions and suggestions were discussed. Sample lesson plans, pedagogy training and technical support were considered necessary for the participating teachers.

Technology-enhanced English Language Writing Assessment in the Classroom

Technology-enhanced formative assessment integration in classrooms transforms traditional teaching, learning and assessment. This paper introduces a pilot study as part of a three-year research project funded by China＇s Ministry of Education on the use of technology-enhanced formative assessment in the classroom. Initial pilot-study results from nine elementary schools and three junior high schools showed positive writing gains with the experimental group and revealed that students became more motivated and autonomous and tended to write and revise more, and teachers switched their roles from spoon-feeding to that of a supporter and facilitator.

STRATEGY OF ENGLISH-CHINESE BILINGUAL INSTRUCTION IN THE CHINESE CONTEXT

Generally, the present English instruction in China is characterized by over utilitarianism, low motivation, and discontinuity, with consequences of test-oriented teaching and learning, learners' low English competency, illegal opportunistic conduct, and waste of educational resources. The applicable strategy to reverse the disadvantageous tendency is to carry out English-Chinese bilingual instruction based upon the principles of communication-orientation, content-basis, and continuity. The realization of effective dual language education is preconditioned by certain adjustments to educational policies involving establishment of a new English instructional and assessment system, training of bilingual teachers, and formulation of corresponding legal regulations.

信息技术支持的英语“评—学—教”一体化探究

教育目标转变与信息技术发展共同带来英语教学模式的变革。新课标背景下,如何借助信息技术有效提升学生核心素养受到持续的关注与探讨。研究认为,以英语学科能力发展为核心的“评—学—教”一体化理念,通过建设学科能力导向的测评工具和学习资源库,能够依托信息技术为教与学提供个性化服务,推动学生核心素养发展。依托大数据服务平台,实施“评—学—教”一体化实践,能够精准评价学生核心素养、推动学生个性化自主学习、提升教师精准教学能力、深化线上线下融合教学。

协作写作对中国英语学习者写作质量和二语学习的影响

本文基于社会文化理论中的最近发展区,通过对比合写文本与独立写作文本的差异探究协作写作对英语专业本科生写作质量的影响,同时通过半结构化访谈和反思日志探究协作写作对二语学习的作用。研究发现,合写文本在词汇复杂性、语言准确性和写作质量方面具有显著优势,但两者句法复杂性和语言流利性不存在显著差异。质性结果显示,协作写作可以促进二语学习,这是因为学生在合作过程中可以为彼此搭建支架,相互交流和学习,但同伴间的分歧、任务和时间分配的不合理、知识储备不足会阻碍语言的发展。研究有望对英语写作教学提供新的视角与教学模式。

深度学习视域下大学英语写作教学中线上线下混合教育原则分析

写作是提升学生英语能力的重要途径之一,但是,现阶段大学英语写作教学并不尽如人意,如学生写作素材储备不足、写作内容漏洞百出等问题已成为制约大学生写作成长的主要因素。事实上,每个人与生俱来的表达愿望即是写作的最有效动力,当学生能将心中所想、所感以文字形式表达出来时,学生的文章自然会“花开蝶自来”。基于此,本文从大学英语写作教学入手,以深度学习理念为指导,从线上线下混合教育模式的应用出发,围绕写作教学的误区,分享几种较为可行的大学英语写作教学方法。

“产出导向法”指导下英语专业写作教学设计

“产出导向法”在大学英语写作、高职院校英语写作和中学英语写作教学中得到了较多的实践,产生了丰富的研究成果。相比之下,在“产出导向法”框架下开展的英语专业写作教学实践及研究较少。以《大学思辨英语教材》第一册第六单元的教学为例,说明如何运用“产出导向法”从驱动、促成和评价三个环节,在混合式教学模式下开展英语写作教学,并阐释相关教学理念:重视以阅读为基础的写作教学,设计真实有效的驱动场境,提供少而精的促成材料,开展师生合作评价,产出语言质量好、实现交际目的的写作产品。

基于教学评一体化的高中英语写作教学策略探析

高中英语作为一门外来语学科,其写作涉及的综合性书面交际知识,直接反映出学生的英语综合运用能力,反映出学生的核心素养,英语写作始终是教学的重点、难点。当代教育理念重视学生的主体地位,在高中英语写作教学中明确“教学评一体化”,可以促进写作教学向创新化、现代化发展,实现以评促教、以评促学的高中英语写作教学目标,满足我国现代化人才的培养要求。本文首先阐述了教学评一体化理念的内涵,通过分析目前高中英语写作教学存在的问题,重点对提升高中英语写作教学评一体化的策略进行了分析。

基于“教、学、评”一体化的高中英语写作教学设计与实施

新课程标准倡导“教、学、评”一体化教学理念的实施。文章在点明“教、学、评”一体化在高中写作课堂实践中存在的问题后,以译林版高中英语必修二第二单元Besporty,behealthy的阅读任务与写作任务整合为例,开展“教、学、评一体化”教学实践,提出应从制定教学目标、设计教学活动和开展多元评价三个角度设计,在主题导入时、文章学习时、写作过程中和习作完成后四个时间节点贯彻落实。

项目式学习在初中英语写作教学中的应用策略探析

在初中英语教学中,培养学生的英语写作能力至关重要。当前,初中学段学生畏惧英语写作,存在语法错误多、语言逻辑结构不合理等问题,教师应当运用项目式学习法激发学生的学习动机,调动学生的学习热情,提高教学效果。文章分析了项目式学习的概念及理论基础,阐述了项目式学习在初中英语写作教学中的价值,针对上述问题,笔者试探性的给出应用策略,为提升初中学段英语教学效果提供一定借鉴。