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1.
In the course of learning English in classroom,students cultivate their ability to use the language.But that ability does not mean they are able to acquire that language in a communicative way,because the acquisition of language in classroom is mainly for the purpose of learning.It starts and ends in a particular circumstance-the classroom.In that case,analyzed and discussed is the universal feature of English acquisition in classroom and its effects on practical use respectively. 相似文献
2.
The English language is widely used now and there is no need for us to talk about its importance.English teaching is aimed to enable students to obtain basic English knowledge and to have the ability to use it in communication by the training of listening,speaking,reading and writing.In middle schools,oral English teaching is usually neglected by teachers and students.This article tries to find out the problems and then give us some countermeasures so as to improve oral English teaching. 相似文献
3.
为了构建民族地区双语和谐社会,语言规划、语言教育政策的制定应本着兼顾少数民族的眼前需要和长远利益的原则,既要考虑语言的工具性及其社会文化功能特点,也不能忽略语言的情感因素和认同功能,鼓励并保障母语与通用语并行使用,支持少数民族地区不同教学模式的学校并存;协调少数民族传统文化与现代经济社会发展的关系,兼顾少数民族精神和物质两方面的需求;有效协调民族认同和国家认同的关系。Abstract： In order to build a harmonious society of bilingualism in ethnic regions,language planning and policy for language education should be made in accordance with both immediate need and long term interest of ethnic minorities.In other words,we should take into consideration of the tool function and social and cultural functions of language on one hand;and on the other hand,we should not neglect emotional factor and identity function of language.Efforts should be made to encourage and guarantee the application of both mother tongue and national common language,support coexistence of schools using different teaching models in ethnic regions,integrate traditional culture of ethnic minorities into economic development of modern society,balance spiritual and material needs of ethnic minorities and effectively coordinate relations between ethnic identity and national identity. 相似文献
4.
ZHANG Hong-yan 《美中教育评论》2007,4(5):55-60
Despite hopes and claims about benefits of computer-assisted language learning, few studies have documented actual cases about how American students learn elementary Chinese in a computer-equipped classroom. This paper deals with how to use computer as an educational tool to＇ develop American students＇ Chinese language skills. The theoretical perspective is Interaction Theory; the three types of which, Negotiation of meaning, obtaining modified input and attending to linguistic form, offer the guidance in Computer-assisted learning. By means of observations, this study tries to answer three questions： （1） What is the best way to make use of computers？ （2） How can teachers initiate the students to apply computers？ （3） What＇s the relationship between the teacher and the students in a computer-equipped classroom？ 相似文献
5.
LIAO Li-yuan J. Patrica J. Larke 《美中教育评论》2008,5(12):1-8
Many Chinese and Taiwanese parents providing their children the opportunity to learn Chinese in the Untie States see benefits of Chinese schools in culture and language. The results of this qualitative study involving interviews with thirteen Chinese and Taiwanese parents indicated that there were three main reasons why parents want to send their children to Chinese schools. They are （1） maintenance of heritage language and culture, （2） perspectives of bilingualism, and （3） value of Chinese heritage school. 相似文献
6.
CHEN Yan-qing 《时代教育》2006,(12):1-4
Teachers＇ beliefs greatly influence the way that the teachers function in the classroom. Teacher as an important medium for student＇ language learning, the study of teachers and their beliefs in Western countries and in China is a worthwhile topic. This paper offers a selective review and rethinking about what has been done and being done in relation to the understanding of teacher＇s belief, and their belief about language teaching and learning, students learning, themselves as both teachers and individuals; identify some sources of teachers＇ belief and address the needs for change. Understanding teachers＇ conceptualizations of teaching, their beliefs, thinking, and decision making can help us better understand the nature of language teacher education and hence better prepare us for our roles as teacher and teacher educators. 相似文献
7.
This paper will study on the factors that directly or indirectly influence the fluent communication in English for Chinese learners from both macro and micro perspectives,on the basis of some recent reports about English language learning.According to the principles of language learning and teaching,the author analyses a theoretical framework for the willingness to English language communication and puts forward the three kinds of factors,including personality factors,socio-cultural factors and styles and strategies that directly and indirectly influence the willingness to English language communication and then influence English communication.This study will further illustrate three aspects:first,the general tendency and characteristics of students’willingness to English language communication inside and outside the classroom;second,the influence of first language acquisition and inter-language on English communication;third,the influence of communicative motivation,communicative anxiety,communicative competence,language evaluation on fluent English communication. 相似文献
8.
Many foreign language teachers are often wondering why their students cannot avoid some mistakes in their writing assignment and oral presentations though the grammatical rules and phrases are quite familiar to them. On the other hand students also complain about the boredom of learning English."What is the use of learning English besides taking exams?"they often ask. In this paper the author is going to discuss language learning and teaching from the cultural perspective. By discussing the importance of culture teaching, the author intends to help both the teachers and the students to get out of their bewilderment. Some useful suggestions will be shared at the end of the paper, aiming to offer some practical and concrete guidance to both the students and my co-workers. 相似文献
9.
《通化师范学院学报》2006,(4):51-55
Key Stage 4 In English, during key stage 4, students learn to use language confidently, both in their academic studies and for the world beyond school. They use and analyse complex features of language. They are keen readers who can read many kinds of text and make articulate and perceptive comments about them. Speaking and listening During key stage 4, students learn to speak and listen confidently in a wide variety of contexts. They learn to be 相似文献
10.
While the majority of nonnative speaker English teachers teach alongside NS teachers,research on the role of native speaker English teachers in China’s teaching context and the attitudes of university students towards them have been rarely conducted.This essay discusses the implications of cultural differences for the language classroom,and the different cultures of learning with regard to language teaching and learning in China and the Wes.The conclusion suggests that it is of great importance to have a good sense of cultural awareness and an open mind for cultural interactions,in order to benefit both language learners and native speaker teachers in the cross-cultural classroom. 相似文献
11.
This paper has analyzed the discrepancies of the perception of English learning between ethnic students and Han studens in a trilingual language context.The research results will be expected to broaden our understanding of the ethnic group students in the minority regions,and to provide some empirical references and implications for teachers. 相似文献
12.
Meaola Amituanai-Toloa Stuart McNaughton Mei Kuin Lai 《美中教育评论》2009,6(6):23-36
This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool used a listening comprehension format to avoid possible decoding limitations and provided a gradient of difficulty with a surprising drop in both oral and reading comprehension at year 7. This drop was attributed to a change in competencies of some students entering the bilingual classroom at year 7. For example, the mixed levels of both L 1 （Samoan） oral and L1 （Samoan） reading comprehension within and across years of schooling likely reflects the varied provision in the Samoan bilingual classes and the variations across cohorts in different degrees of bilingualism. We argue that this might be due to the make up of the two schools of which one was an Intermediate school of years 7 and 8 students and, the other was a full primary school with students from years 4 to 8. The patterns suggest two general instructional needs in Samoan bilingual classrooms. One is the need to develop metacognitive components and the need for deliberate and explicit instruction to build awareness of strategies and effectiveness. The other is the ubiquitous need identified in reading comprehension instruction generally to develop vocabulary both through oral and written forms. There was a highly significant relationship between L 1 oral at L1 reading comprehension levels reflecting a general relationship found in other studies of monolingual in L2 （English） contexts. 相似文献
13.
School environmental culture and classroom educational climate play a significant role in affecting all the teachers and students’work attitude,personal development,sense of belonging and teaching & learning achievements.It is necessary for all the school members to concern about creating comfortable,positive and effective working environment.This paper tries to generally analysis the different school and classroom climate between British and Chinese schools through observation,and to make suggestions of school & classroom climate component parts and improving proposals. 相似文献
14.
Bilingualism is becoming increasingly common because of more frequent immigration and the new teaching concept adopted by many schools.One becomes bilingual either by acquiring two languages at the same time in childhood or by learning a second language sometime after acquiring their first language.To know more about bilingualism is of great importance,particularly to language teachers and learners.This article tries to analyze a bilingual’s language development on the basis of existing researches by some great linguists and tries to find out how to realize the positive language transfer in English teaching and learning through the interaction between two languages. 相似文献
15.
English plays a very important role in our daily life and has been a world language for decades, as the global economy is developing so fast nowadays, the learners of English have already realized that the main purpose to learn English is to communicate properly in their real life with the people from other culture, but not to memorize those boring grammar rules and terrible vocabularies which will appear in their English examinations. Consequently, it has become an important task for English teachers to think about how to develop students’ language abilities for real communication. Nowadays, Communicative Language Teaching(CLT) has become a very popular teaching approach in China. CLT pays a lot attention to the social and functional elements in language daily use. 相似文献
16.
Chinese people constitute a significant minority in Britain, but less attention paid to Chinese origin children. With document collection, the situation of Chinese origin children’s education and the effect of bilingualism will be clarified. Bilingualism increase ethnic identity,and cultural adjustment, ethnic identity and language development are correlative for bilinguals. 相似文献
17.
Researchers in the field of Second Language Acquisition (SLA) have long held the interest towards the teaching of college English writing. Their research topics, range from how to improve college students’ability to write with English as their second language, to how to correct their wrong expressions in their writing. This article mainly aims at exploring college students’ various writing errors and mistakes,trying to provide some hints for college students and teachers about English writing. Such studies are abundant. 相似文献
18.
Based on Brown and Levinson’s face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to learn some politeness strategies and employ various politeness strategies to maintain and enhance students’ face to spark their motivation to participate in the interactive activities so as to develop their language control. 相似文献
19.
With globalization there is an increasing need for spoken English for Chinese college students. However, the situation of the teaching system of spoken English in most universities in China is not satisfactory. Influenced by the exam-oriented teaching system, great importance has been put on English grammar and the skills of reading and writing. As a result, students’enthusiasm in improving their spoken English is diminished. Actually, students need some knowledge about English culture background before they can communicate effectively. It is significant for teachers to find out the students’wants and lacks during their spoken English study. Besides, attentions should be paid to English culture background in spoken English classes by both teachers and students. This paper mainly aimed at finding out the needs of students for English culture background in spoken English classes based on the theory of needs analysis. 相似文献
20.
YA O Lin-shuang QUE Zi-jiang 《美中教育评论》2007,4(5):32-38
This paper explored the adult student opinions on four types of English classroom activities （language learning; language acquisition; information convey; role play） and the relationship between the fondness degrees and their personality, test performance and motivation. It tumed out that the majority of students ranked all classroom activities a bit highly. However, most of them would like to be taught language forms rather than to communicate in English with others. Motivation came out to be the factor that leads to most of the significant differences in this research. Taking into consideration the focus of researches in China nowadays, the results seem to be out of place and deserve serious consideration and further research. 相似文献