在“learning to write”视域下,本质性案例研究以Hyland提出的二语写作中五个知识维度为理论框架,采用问卷调查及课堂观察,揭示了某培训机构中雅思写作教师的教学认知情况。同时,基于研究发现,研究者也提出了对雅思写作教师培训、教研...在“learning to write”视域下,本质性案例研究以Hyland提出的二语写作中五个知识维度为理论框架,采用问卷调查及课堂观察,揭示了某培训机构中雅思写作教师的教学认知情况。同时,基于研究发现,研究者也提出了对雅思写作教师培训、教研的建议及教学启示。研究发现,1) 所有研究对象对“内容知识”维度的教学认知相对充分,且自身在教学实践中也相对侧重;2) 所有研究对象对“体裁知识”这一维度在理论层面上的主观认知较为模糊甚至明显匮乏,但在具体教学实践中却有个体化、碎片化的实践体现。同时,对“环境知识”这一维度的认知也相对匮乏,如对目标读者定位的不全面和对写作背景文化偏向的不了解;3) 虽有个体倚重方向的差异,研究对象对“系统知识”和“过程知识”的教学认知相对充分。除此之外,基于研究发现,相关教师、教学培训启示也进一步在文中进行了阐述。展开更多
This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concern...This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.展开更多
In the context of Chinese learning English writing to learn and length approach is one of the highlighted concepts and practices. It entails sufficient comprehensible input and active interaction. It is found that the...In the context of Chinese learning English writing to learn and length approach is one of the highlighted concepts and practices. It entails sufficient comprehensible input and active interaction. It is found that the theme-based modules/units, if organized and performed meaningfully and closely related to the learners' life and experiences, will best integrate these three elements in the process of the second language learning, which is geared in some major aspects to the whole language philosophy. 'Writing to learn' is a product of reverse thinking. In a theme-based module/unit, a writing task of the same theme is put at its end with some requirements for language enhancement. It serves as an engine to learn other skills. In reality, it is not writing alone that functions in the SLA, but writing at the final stage that requires comprehended input and good qualitative interaction together to fuel SLA. An experiment of 20 weeks shows the positive results for the model.展开更多
Group revision has proved to be a very importantstep in process writing and yet it has not receivedmuch attention to in English teaching in China.Thispaper explores the problems related to peer group revi-sion in Chin...Group revision has proved to be a very importantstep in process writing and yet it has not receivedmuch attention to in English teaching in China.Thispaper explores the problems related to peer group revi-sion in China,and provides suggestions for solving theproblems and a practical guide for group revision.In teaching writing to English majors in ShanxiTeachers’University in China,the author found aproblem which is common to all students in China.Though teachers have emphasised the importance ofrevision in writing and given students time to revise,students seem to benefit little from it.Later,withfurther study and experiments,the author found thatpeer group revision is an effective activity in helpingstudents benefit from revisions and improve theirwriting.Research on the process of composing emphasis-es both the role of revision in the evolution of thetext and the roe of feedback in the teaching andlearning of writing.Much research has been done onthe different aspects of peer group revision(Nelsonand Carson,1998;Villamil & Guerrero,1996).Based on these findings and the author’s own experi-ence,this paper is meant to provide a practical guideto how to ensure effective peer feedback and conse-quent revision.展开更多
Our Students Our students are scholars selected by the Chinese government for further study in the U.K. who come to Chengdu for 3-4 months intensive English language training. At the end of the training course they ha...Our Students Our students are scholars selected by the Chinese government for further study in the U.K. who come to Chengdu for 3-4 months intensive English language training. At the end of the training course they have to take the IELTS test. Our task is to equip them for study in Britain, and to prepare them for the test which will decide their future.展开更多
There have been a lot of complaints from theteachers who teach English writing in China on theheavy load of correcting students’ work and the low ef-ficiency involved.This article discusses the problemscaused by the ...There have been a lot of complaints from theteachers who teach English writing in China on theheavy load of correcting students’ work and the low ef-ficiency involved.This article discusses the problemscaused by the traditional approach to teaching Englishwriting,and suggests that one way to improve stu-dents writing skills is to develop students’ composingprocesses,especially the process of revision.Based onresearch findings and the many-year teaching practice,the author describes some ways of helping studentslearn to write through using feedback effectively.展开更多
文摘This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.
基金This paper is in a project sponsored by The Special Fund Construction of Guangdong Higher Education It was alsoselected to beincluded in the presentations at the 4th Asia TEFL Conferencein Fukuoka,Japan
文摘In the context of Chinese learning English writing to learn and length approach is one of the highlighted concepts and practices. It entails sufficient comprehensible input and active interaction. It is found that the theme-based modules/units, if organized and performed meaningfully and closely related to the learners' life and experiences, will best integrate these three elements in the process of the second language learning, which is geared in some major aspects to the whole language philosophy. 'Writing to learn' is a product of reverse thinking. In a theme-based module/unit, a writing task of the same theme is put at its end with some requirements for language enhancement. It serves as an engine to learn other skills. In reality, it is not writing alone that functions in the SLA, but writing at the final stage that requires comprehended input and good qualitative interaction together to fuel SLA. An experiment of 20 weeks shows the positive results for the model.
文摘Group revision has proved to be a very importantstep in process writing and yet it has not receivedmuch attention to in English teaching in China.Thispaper explores the problems related to peer group revi-sion in China,and provides suggestions for solving theproblems and a practical guide for group revision.In teaching writing to English majors in ShanxiTeachers’University in China,the author found aproblem which is common to all students in China.Though teachers have emphasised the importance ofrevision in writing and given students time to revise,students seem to benefit little from it.Later,withfurther study and experiments,the author found thatpeer group revision is an effective activity in helpingstudents benefit from revisions and improve theirwriting.Research on the process of composing emphasis-es both the role of revision in the evolution of thetext and the roe of feedback in the teaching andlearning of writing.Much research has been done onthe different aspects of peer group revision(Nelsonand Carson,1998;Villamil & Guerrero,1996).Based on these findings and the author’s own experi-ence,this paper is meant to provide a practical guideto how to ensure effective peer feedback and conse-quent revision.
文摘Our Students Our students are scholars selected by the Chinese government for further study in the U.K. who come to Chengdu for 3-4 months intensive English language training. At the end of the training course they have to take the IELTS test. Our task is to equip them for study in Britain, and to prepare them for the test which will decide their future.
文摘There have been a lot of complaints from theteachers who teach English writing in China on theheavy load of correcting students’ work and the low ef-ficiency involved.This article discusses the problemscaused by the traditional approach to teaching Englishwriting,and suggests that one way to improve stu-dents writing skills is to develop students’ composingprocesses,especially the process of revision.Based onresearch findings and the many-year teaching practice,the author describes some ways of helping studentslearn to write through using feedback effectively.
