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1.
朱文宣 《广西教育学院学报》2012,(1):134-137
本文通过分析作者在加拿大访学所取得的一手资料,对ESL教学和EFL教学进行了对比研究。加拿大ESL教学方法灵活多样,教材真实丰富,与EFL教学相比,ESL教学在培养学生的跨文化交际能力方面,具有教学方法、学习动机、教学环境、文化环境等优势,对于中国EFL的跨文化教学具有一定的借鉴作用。但是也有其不足之处,在借鉴加拿大ESL教法的时候,不能全盘照搬,要根据实际情况进行取舍。 相似文献
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本文基于EFL与ESL差异性分析,结合笔者多年英语学习及教学经历,深刻剖析了中国英语教育的EFL属性及其教、学、考试及管理等方面的典型特征,指出中国的英语教学必须立足本国实际,同时借鉴ESL教育的某些优势和经验,以弥补目前中国EFL教育的不足。 相似文献
3.
近年来,随着中国经济的增长,中国教育事业得到了很大的发展。笔者从EFL与ESL的差异入手,重点分析中国EFL教育的典型特征,以期为中国英语教育的困境找到出路。 相似文献
4.
蓝杨 《通化师范学院学报》2009,(5)
从教学特征看,ESL教学与EFL教学存在着很大差异。鉴于目前很多英语应用语言学研究者仍然以ESL为主要研究对象,文章提出EFL教学更适合我国英语教学的具体情况和要求。我们应该加大对EFL学习理论、方法等研究的力度,使投入英语教学的资源得到高效的产出。 相似文献
5.
郭伟华 《成都教育学院学报》2005,19(8):115-116
从EFL教学的特征看,EFL教学与ESL教学有很大差异.鉴于目前很多英语应用语言学研究者仍然以ESL为主要研究对象,文章提出应该加大对EFL学习与习得研究的力度,以便更适合我国英语教学的具体情况和要求,使投入英语教学的资源得到最大的产出. 相似文献
6.
贾冬梅 《山西财经大学学报(高等教育版)》2000,(3):34-36
章从教学对象和教学两个角度分析了EFL与ESL两种教学情景的异同,提出ESL在教学方法上有很多EFL应该借鉴的地方,但在借鉴的时候必须结合自身的特点,扬长避短。 相似文献
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相对于文化意识而言,跨文化意识对师生对文化适应能力要求更高,更容易适应文化多元化,因此在EFL和ESL国家发展跨文化意识和跨文化交际能力十分必要。对三个EFL/ESL环境下的跨文化教育案例的探讨,分析出课堂实施中遇到的困难及其启示意义。 相似文献
8.
简要回顾了近30年来主要的ESL/EFL石化产生理论,并结合教学实际,提出了帮助EFL学习者树立跨文化交际学习观,提高教师的EFL教学实力,优化EFL课堂教学,EFL测试时以主观题代替客观题等避免语言石化现象产生的建议。 相似文献
9.
刘波 《涪陵师范学院学报》2011,27(3):54-57
一直以来,关于EFL课堂教学效果的评判标准总是取决于两大因素:英语写作的熟练程度与英语语言掌握的熟练程度。学生如何谋篇、组织、修改、编辑的批判性思维与其英语语言掌握熟练程度处于同等重要地位。实践证明,过分依赖语言因素,通过单纯性作文计分与评阅修改的传统作文教学远远不能满足新的EFL(English as A Foreign Language)教学要求。在我国,EFL作文教学通常被当做专事语法修改与理论讲授的枯燥课程。尽管也有些EFL教师在课堂讲授组织写作思路或主题句写作。但语法与单词错误始终是困扰EFL师生的一个永恒的难题。EFL写作教师应该找出每位学生在写作专项以及英语熟练度方面的具体强项与弱项。只有ESL写作教师洞悉学生语言、语法中的具体缺陷,并予以纠正,才能达到ESL写作教学的效率最大化。 相似文献
10.
黄丽萍 《荆州师范学院学报》2011,(10):69-70
ESL与EFL从教学对象,教学对象的学习条件、学习动机到教学内容、教学方法及教学效果都存在着诸多差异。教师借鉴ESL的优势,认清当前大学英语教学中存在的问题,有助于其更好地把握教学对象,选择合适的教学方法,培养学生的交际能力,从而提高我国的大学英语教学水平。 相似文献
11.
克拉申外语教学理论在世界各国颇有影响,尤其是著名假说习得-学得说在我国产生了广泛影响,而这种假说的合理性一直受到学术界普遍的怀疑与挑战,因此从多个角度评析该假说在我国外语教学中的不可行性,有望能为我国外语教学法的改革创新有所启发。 相似文献
12.
孙梓健 《扬州大学学报(高教研究版)》2014,(4):79-83
＂第二人生＂是2003年由林登实验室开发并推出的基于因特网的三维虚拟世界。通过让学习者在模拟现实世界的情境中完成真实的任务,＂第二人生＂为情境学习提供了最理想的环境。在技术上,它为将情境认知与学习理论应用于EFL（英语作为外语）教学提供了实践支持。从情境认知与学习理论的视角分析,当前国内EFL学习环境中存在社会文化语境缺失的局限性。要发挥＂第二人生＂应用于国内EFL教学的潜能,在施行语境化外语教学时应遵循个性化学习、同步性学习、任务型学习、过程性评价等原则。 相似文献
13.
陆忆松 《浙江教育学院学报》2010,(1):37-43,53
老一代外语教师的学习经历和教学经历是我国外语教育传统的宝贵财富。老一代优秀外语教师的素质包括高尚的道德情操、坚实的英语基础和广博的知识、强烈的自我发展意识、高超的教学艺术、完美的教师人格。这些素质对当代外语教师的培养和发展具有启迪作用和借鉴意义。 相似文献
14.
Bin Ai 《Changing English: An International Journal of English Teaching》2015,22(3):294-306
Writing is often a massive challenge for the learners who study English as a Foreign Language (EFL). Many EFL practitioners are searching for solutions to help learners improve the level of their writing. In this auto-ethnographic study, two narratives are discussed. In the first narrative, the primary challenges of EFL writing encountered by a cohort of Chinese international students studying in Australia are narrated and then examined from the perspective of a Chinese EFL researcher. In the second narrative, the author’s personal experiences of EFL writing are recounted, with a focus on dialogical awareness and identity construction of an EFL writer. The interactive relationship for EFL learners between English learning and identity construction is discussed. In conclusion, the author reflects upon a dialogic model of EFL teaching and learning in the Chinese cultural context and calls for the setting up of interactive contact zones to help the identity construction of Chinese learners in their EFL writing practices as well as in EFL teaching and learning. 相似文献
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16.
Yu-jung Chang 《Journal of Language, Identity & Education》2018,17(1):48-62
Research on novice ESL/EFL teachers’ identity development often characterizes the teaching practicum/internship as a boundary-crossing period in which pre-service teachers move out of the sheltered environment of education to become in-service teachers in real classrooms. Nevertheless, many prospective teachers experience a prolonged pre-service period in which an examination-based selection mechanism is used to gatekeep teacherdom. Through the lens of liminality, the study explores the experiences of two Taiwanese pre-service secondary EFL teachers during a period filled with high-stakes recruitment examinations. By examining how the two participants negotiate their identities and learn about the profession amid the disheartening challenges and learning opportunities they face during liminality, the study gives voice to pre-service teachers caught in between institutional structures and allows them to articulate their struggles as well as their sense of agency in pursuing a teaching career. The findings yield practical implications for EFL teacher education and the examination-based selection mechanism. 相似文献
17.
Teacher knowledge, as an important cognitive basis of teaching, has attracted tremendous attention in educational research in the last few decades. This study examines whether teachers’ self-perceived knowledge about oral English teaching differs with regard to their professional profiles in the English as a Foreign Language (EFL) context in China. A sample of 527 teachers from 56 universities in 29 cities across the country responded to a self-report questionnaire. Thirty teachers were interviewed. Teachers’ self-perceived knowledge was assessed by two factors: pedagogical content knowledge about oral English teaching (PCK) and knowledge of students’ oral English characteristics (KOS). The reliability and validity of the instrument are tested and presented. Results showed that EFL teachers generally reported having insufficient PCK and KOS. ANOVA and t-tests revealed no significant knowledge difference among teachers with different teaching experiences, training and overseas exposure. However, teachers’ learning experiences, self-perceived speaking ability and familiarity with teaching methodologies were found to influence teacher knowledge in a significant way. The findings highlight the need for the development of teacher knowledge about oral English teaching in the EFL contexts. Suggestions for further research are provided. 相似文献
18.
大学生的英语写作能力一直停滞不前已成为困扰我国英语教学改革和学生英语学习的一个重要因素。作者从建构主义理论及《大学英语课程教学要求》角度出发,首先分析了我国大学英语写作现状,而后提出了如何在校园网络环境下构建多元化大学英语写作教学模式的策略,以此来培养和提高我国大学生的英语写作能力和语用能力。 相似文献
19.
Weihua Yu 《Asia-Pacific Journal of Teacher Education》2005,33(3):261-274
This article discusses an intervention project by means of motivational approaches in a British culture survey course for English majors in mainland China's university classroom context. The intervention uses such motivational theories as attribution and task orientation to motivate the teaching and learning of the EFL course so as to create a cooperative classroom environment. Theoretical bases of the Chinese heritage culture and motivation are examined, specific intervention procedures discussed, relevant data analysed and finally some suggestions regarding the EFL teachers' important role in promoting the quality of EFL education are made. The intervention results show that an innovative pedagogy to motivate students' metacognitive awareness, cognitive and socio‐cognitive ability in cooperative classroom learning situations different from the traditional cramming methods and examinations proves effective. Motivation should be given a central role in promoting China's EFL quality education. 相似文献
20.
Qing Liu Xiaodi Zhou 《Changing English: An International Journal of English Teaching》2015,22(1):99-111
This article presents two separate but related studies on native-English speaking (NES) instructors’ teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors’ writing instruction in a southern Chinese university as well as students’ responses to their practice. Another study takes on an auto-ethnographic approach, in which the researcher retrospectively examines his own writing instruction as a college NES instructor in China with his new understanding of Bakhtin’s dialogic theory and theories of multi/biliteracy. The pairing of these two studies, methodologically and conceptually, illustrates the NES instructors’ teaching experiences in China from both an outsider and an insider’s perspectives. The findings of the studies indicate that one of the key factors that hinder the effectiveness in teaching writing in English as a foreign language (EFL) contexts is the doctrine of ‘native fallacy’ widespread in the EFL field. This is an ethnocentric view of treating English as a hegemonic practice that drives EFL students to reach native-like English proficiency in both their English speaking and writing. The article concludes with a call for a paradigm shift in teaching and learning in the EFL field, which requires fundamental changes in the view of English from ‘native English’ to World Englishes or an international language for today’s globalized community. 相似文献