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1.
文虹 《广东技术师范学院学报》2007,(5):94-97
尽管在中国各个层次的教育机构中，是否有外籍英语教师及其数目的多少在不少人的心目中是衡量其英语教学质量的一个重要指标，但事实上，外籍教师的教学效果并不总是尽如人意。这里面有老师本身素质的原因，也有文化因素所引起的沟通障碍。本文旨在用Hofstede对文化价值维度理论以及Samovar和Porter的沟通理论来分析这种障碍背后的文化因素。 相似文献
2.
Using feature films in language classes 总被引：1，自引：0，他引：1
Gölge Seferoğlu 《Educational studies》2008,34(1):1-9
This study aimed at finding students’ perspectives on integrating feature films on digital versatile discs (DVDs) in oral communication classes of advanced English as foreign language (EFL) learners. A total of 29 students being trained as teachers of English participated in the study. Data were collected through a survey questionnaire. All participants unanimously agreed that through films they had the opportunity to learn about how people initiate and sustain a conversational exchange, and how they negotiate meaning; types of exclamation and filling expressions; colloquial English in real‐life contexts, and non‐verbal communication. Participants also acknowledged that viewing feature films exposed them not only to a wide range of native speakers, each with their own slang, accents and dialects, but also to a wealth of contextualised vocabulary expressions and authentic cross‐cultural information. The study suggests that it is possible to exploit feature films in foreign language classes with a wide array of pedagogical options. 相似文献
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对中国文化英语表达能力的调查及其启示 总被引：7，自引：0，他引：7
刘世文 《通化师范学院学报》2003,(1):29-32
语言与化密不可分。在外语教学中既要重视对目的语化背景知识的介绍，也不可忽略对母语化的传播。本通过测试调查发现，由于教学中母语化输入的欠缺，导致学习用英语表达中国化的能力与其实际的英语水平不一致，从而导致跨化交际障碍。章指出，在英语教学中应注意中西化输入平衡，提高学生双向的而非单向的跨化交际能力。 相似文献
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ABSTRACT The present qualitative study explores the beliefs of Iranian early childhood English teachers regarding their roles in teaching English as a foreign language (EFL) to young learners at kindergarten and preschool age. The data were collected through classroom observations and interviews with 13 Iranian EFL kindergarten teachers who volunteered to participate in this study. More specifically, after initial introductory interviews with each participant, their classes were observed, and subsequently, verbal recollection interviews were conducted. Depending on the various administrative constraints at different kindergartens, each participant was observed two to four sessions, 36 sessions in total. Three major themes representing beliefs of the participants emerged from thematic analysis of the interview data. The themes included teachers’ beliefs about, first, the constraints affecting early childhood methodologies and pedagogical practices; second, the influence of English language on children’s native language, culture, and, identity; and third, the attempts required for achieving an ideal early childhood EFL instruction. As such, these results may provide potential implications for policy makers and curriculum designers responsible in this field to encourage reforms in kindergartens’ instructional, administrative, and marketing policies. 相似文献
6.
Susie Russak 《International Journal of Inclusive Education》2016,20(11):1188-1203
The study of additional languages is mandatory for all pupils in most European countries. Usually, the first foreign language is English. This is due to the status of English as a global language. According to inclusion laws, pupils with special educational needs (SEN) should be taught in regular classes with support services by teachers with special education training. Often, however, foreign language teachers lack training and do not know how to adapt teaching methods for pupils with SEN in the regular language learning class. In this study, 109 elementary school teachers filled out questionnaires examining practices and attitudes about inclusion of pupils with SEN in the English as a foreign language (EFL) class in Israel. Findings indicated that pupils with SEN are included in regular EFL classes, taught with the same materials as the class, usually by teachers with no specialised training and no teaching assistants. Teachers are not always encouraged to take in-service courses on how to teach these pupils. No significant difference were found between teachers with and without special education training regarding inclusion practices, but slight differences were found with regards to attitudes towards inclusion of pupils with SEN. The majority of teachers felt that pupils with SEN should be taught in special education settings with specialised materials, and not in the regular education class. These findings raise questions regarding the efficacy of inclusion laws and language learning policies. 相似文献
7.
Tuuli Oder 《Teacher Development》2014,18(4):482-494
During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the curriculum, a research project was conducted amongst EFL teachers at the lower secondary school level. A brief theoretical background to the topic is given and Estonian EFL teachers’ beliefs about professional teaching based on the findings of the survey are described. The study identifies that, although generally EFL teachers’ beliefs about professional teaching are in concordance with the principles contained in the new curriculum, there are aspects that should be addressed by both pre- and in-service education teacher programmes. 相似文献
8.
英语课堂教学中的跨文化交际——一项对外籍教师与中国学生的调查 总被引：6，自引：0，他引：6
文章以一项对大学英语教学中外籍教师的调查为基础,探讨了外教的教学风格、教学方法和教学内容,他们的教学风格、教学方法和教学内容是否被中国学生所接受,以及他们的教学效果和课堂内的跨文化交际的效果如何。同时,还分析了外教的文化背景怎样对他们的课堂教学产生影响。最后,文章指出了外教教学上的一些不足之处,旨在促进外教和中国学生的相互理解,并且使英语课堂成为跨文化交际的一个有效的场所。 相似文献
9.
本研究以183名中国英语教师和159名泰国英语教师为研究对象,通过问卷调查从五个方面对比分析了两国教师的语言学习信念。结果显示,在调查的五个方面的34项语言学习信念中,两国教师有29项存在显著性差异。在语言学习能力方面,泰国教师对外语学习比中国教师更乐观和自信;对语言学习难度的看法上,中国教师认为英语语言学习的难度要远比泰国教师认为的大;在对语言学习本质的认识上,中国教师的信念更现代和客观,泰国教师更倾向于传统的语言学习信念;在外语学习与交际策略方面,中国教师不仅更关注语言的准确性,也同样更重视语言表达的流利度;对于学习动机与期望,中国教师的外语学习动机比泰国教师强,泰国教师的外语学习动机更倾向于融入型,而中国教师学习外语的动机更倾向于工具型。 相似文献
10.
Enisa Mede 《Education 3-13》2017,45(4):462-476
This study investigated the perceived beliefs and reported practices of fourth-grade English teachers in primary (elementary) public schools in Turkey. Significantly, it aimed to examine the participating K-4 English as a foreign language (EFL) teachers’ beliefs about the developmentally appropriate and inappropriate practices, discover the possible factors that might influence the planning and implementation of those instructional activities, and lastly, find out whether there is any correlation between the self-reported beliefs and practices. A sample of 158 EFL teachers teaching fourth-grade classes at Turkish public schools (primary level) participated in the study. Data were gathered from the Teacher Beliefs and Practices Survey: 3–5 Year Olds based on 1997 National Association for Education of Young Children's Developmentally Appropriate Practice (DAP) guidelines and focus group interviews. The findings revealed that future teacher training programmes should promote DAPs and enhance teachers’ skills to implement them effectively in the young learners' language classrooms. 相似文献
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英语“文化导入”教学模式研究 总被引：12，自引：0，他引：12
曹曦颖 《四川师范大学学报(社会科学版)》2006,33(6):61-66
语言与文化的紧密联系决定了英语教学应导入文化教育。“文化导入”教学模式的理论基础是建构主义思想;教学原则有“以教师为主导、学生为主体”,“以英语文化为主、兼顾汉语文化”和“以知识文化为先、交际文化为后”;教学结构包括“问题引入”、“协作学习”、“小结反思”和“巩固拓展”四个环节;教学方法主要采用对比法、实践法、讨论法和阐释法。 相似文献
12.
The present article lies at the intersection of research on teacher cognition and speaking competence in a second language. It is a qualitative analysis of teacher accounts of speaking in the context of English as a foreign language (EFL) in Iran. More specifically, the study is an exploration of three EFL teachers’ conceptions of learning and teaching the speaking skill in English. The teachers represented varying levels of experience and education and were classified as experts and novices. Through juxtaposing teachers’ views of how students should learn to speak and how the teachers themselves learned to speak English, the research study uncovers the interwoven nature of learning experience with teaching conceptions. It also unveils the images underpinning their conceptions of how to learn and teach speaking in an EFL context. The results also portray teachers as having unique ways of thinking of speaking while at the same time sharing certain patterns. 相似文献
13.
体裁教学法在我国的英语教学中已受到越来越多的外语教师和学者的广泛关注。另一方面。计算机网络辅助的英语教学也已成为一种国际化的教育改革潮流。本文探讨了将体裁教学法与计算机网络辅萌英语教学相接合的理论基础,并深入研究其在我国EFL教学实践中的可行性。 相似文献
14.
邹敏铭 《读与写:教育教学刊》2011,8(1):16-18
Like styles in clothing,methods of teaching English seem to go in and out of fashion.There used to be the grammar-translation method.Sometimes it’s "fashionable" to focus on grammar.Sometimes teachers and textbooks focus on communication,instead.Students who thrive using one method are out of luck if a different method is used in their class.This paper reports on a teaching method on improving Chinese-speaking EFL learners’ English by means of composition-writing.The method is used with a view to boosting the learners’ confidence in their ability to learn English. 相似文献
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大学英语文化教学是帮助英语学习者提高跨文化交际能力的重要途径。在我国,文化教学还存在明显的不足之处,需要大学英语教师树立文化意识,帮助学生在实践中接受文化教育。同时,教师在文化教学时要做到与本土文化进行对比,注重本土优秀文化英语表达的教育,做到文化教学与语言教学的协调。 相似文献
16.
How to Reduce the Negative Effect in Listening Comprehension 总被引：1，自引：0，他引：1
闫美英 《雁北师范学院学报》2001,17(2):69-70
Listening os very important for EFL (English as foreign language)students. Many factors involved in EFL listening affect listening comprehension. Anxiety is one of them and has a negative effect on EFL listening comprehension. This paper focuses on the negative effect of ansiety and suggests some availabe methods for teachers to adopt in their EFL listening teaching activities in order to reduce the negative effect of anxiety on listening comprehension. 相似文献
17.
Chinh Duc Nguyen 《Pedagogies: An International Journal》2017,12(3):237-255
This study explores six Vietnamese, English as a Foreign Language (EFL) teachers’ reflections on their experiences of English language learning during the early 1980s to the late 1990s. Data collected in narrative interviews with the participating teachers revealed a wide range of issues that arose during their EFL learning, central to which was the prevalence of grammar-focused practices in all EFL classes. From their perspectives as EFL teachers today, the participants see their learning experience as a way of learning to teach. In particular, they pinpoint the negative aspects of language teaching at that time in the hope that their teaching practice today will not repeat the same mistakes. However, they also reflect on positive aspects, especially their influential teachers, to inform their teaching. Based on the findings, the study suggests that language teachers’ experience of language learning should be considered part of reflective teaching as well as of teachers’ trajectories of learning to teach. 相似文献
18.
师专英语教育专业如何建构有中国特色的师专英语师资培养模式 ,以培养面向 2 1世纪的适应社会和教育发展的合格英语教师 ,这无论对于师专英语教育专业自身的生存和发展 ,还是对于社会 ,特别是基础英语教育事业的发展 ,都是一个极其重要的现实问题。针对这一问题而开展的《师专英语教育专业面向 2 1世纪教学综合改革》课题的研究和实践 ,提出了“有中国特色的师专英语师资培养模式”这一具有中国、师专、英语师范教育特色的培养模式 ,并且课题组进行了为期三年 (1997- 2 0 0 0 )的研究和实践 相似文献
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Anna-Katharina Praetorius Svenja Vieluf Steffani Saß Andrea Bernholt Eckhard Klieme 《Zeitschrift für Erziehungswissenschaft》2016,19(1):191-209
Teaching quality often is assumed to be a personal and stable characteristic of teachers. Whether this is true has scarcely been investigated empirically. In this study the extent to which value-added scores of teachers teaching German and English as a foreign language (EFL) to the same class remain consistent across subjects was investigated. Then, the consistency of two teaching quality dimensions—classroom management and motivational support—across subjects was explored. A sample consisting of 25 classes with 548 students to whom German and EFL were taught by the same teacher was analyzed using multivariate multilevel models and generalizability theory. The results showed that the value-added scores were highly correlated across subjects. While there was hardly any subject-dependent variance in classroom management, there was substantial subject-dependent variance in motivational support. The results indicate that it is important to conduct further studies on the situational and contextual factors that might influence teaching quality to gain a more comprehensive picture regarding the consistency of teaching quality across various conditions. 相似文献
20.
The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum. 相似文献