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1.
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
2.
TBL, also known as TBLT (task-based learning and teaching) and, in the USA, as TBL (task-based instruction) is an approach which uses communication tasks as the central focus for language teaching and learning. Basically the term task in TBL, refers to a meaning -focused activity. There are a number of definitions in the literature, but they can be characterized also follows: the learner s principle focus is on exchanging and understanding meanings, rather than on practice of pre-specified forms or patterns there is some kind of communicative purpose or goal set for the task, so learners know what they are expected to achieve by the end tasks can involve any or all four skills, e. g. a 相似文献
3.
Linguistics is a necessary course for English-majors because it plays an important role in second language learning, teaching and research. It is significant, yet difficult to make this course comprehensible and interesting and get the students involved in and attracted by it. This paper intends to analyze and explore teachers’ roles in the course of linguistics from the following aspects: as an explainer, as an activator, as a co-learner, as a question-finder and as an enabler. Some examples are taken to show how to make use of comparison, contrast, instance, discussion, and practice for classroom management. What’s important for a teacher of linguistics is not only to understand linguistic theories and carry on linguistic research by him- or herself, but also to make his or her students get to know the nature of language and learn to do scientific studies of language by themselves. 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.
Listening testing is a universal social activity,especially for school life as well as an indispensable part to language assessment.How test takers perform during the tests may affect their entry to many significant roles both in society and schools.This paper is an attempt to explore how to design a reliable and valid listening test for particular purposes in EFL context. 相似文献
6.
林志萍 《伊犁教育学院学报》2000,13(3):1-13
I.The Role of college English TeacherThe actual process of language development is language acquisition as well as language learning. Therefore, to teach college English is not only to teach grammatical rules or linguistic knowledge but also to cultivate the student's competence to communicate in the target language. Aiming at the student's all-round competence, the teacher should be an “organizer”, a “conductor” or a “facilitator” and an initiator as well. In the process of classroom … 相似文献
7.
There is general agreement that culture should be taught in the foreign language classroom of Higher Vocational College,but just what this means is unclear.The thesis is concerned with why,what and how of teaching culture.Firstly,it will be demonstrated that teaching foreign language is not the same as giving syntactic structures,but mainly incorporates some cultures elements.Secondly,it suggests which culture is taught in the foreign language classroom.Furthermore,by means of some methods an attempt will be made to incorporate culture into the classroom.As a result of the study shows that Culture has taken an important place in foreign language classroom of Higher Vocational College. 相似文献
8.
Cristina Karmas 《美中教育评论》2011,(3):302-316
To succeed as tomorrow＇s workers in the knowledge society of the new century---a world characterized by ceaseless change, boundless knowledge and endless doubt, today＇s business writing students must develop the skills and traits needed to become creative problem-solvers, flexible team-players and risk-taking life-time learners （Bereiter, 2002a）. And teachers must play an important role in helping students transit successfuUy from school to work by finding ways to develop useful life skills and the flexibility that facilitates a willingness to work cooperatively and a readiness to learn continuously. Preparing today＇s students for tomorrow＇s work world challenges 21st century teachers to reinvent their professional personas by creating a fresh professionalism founded not on old, comfortable abilities and attitudes, but on new, unfamiliar skills and traits. For many teachers （most of whom teach exactly as they were taught--typically, following the talk-chalk model that fills a classroom with five or 10 rows of passive listeners in fixed seats, and fills a class period with 50 or 60 minutes of garbled monotones in lecture format）, learning to teach in ways they were not taught represents the greatest challenge of their careers （Silberman, 1996; Hargreaves, 2003）. Challenging students and teachers to rearrange the furniture and to reconfigure the lecture, a well-considered active learning model （Bonwell ＆ Eison, 1991） can be applied to the business writing classroom （an application unexplored in the literature） to help students develop the abilities and attitudes most required for success in the work world of the 21st century （an area explored in the ＂futuristic business literature＂）--to help students learn and transit. In fact, classes in business writing, professional writing and tecl＇mical writing can function, through the use of active learning strategies, as dynamic workshops in which students can prepare for the change and doubt of the knowledge society by becoming creat 相似文献
9.
Ⅰ. Introduction What knowledge and beliefs do students have about learning to listen in English language? Are students aware of their mental processes during listening? How can we find out what students know? This article is an attempt to answer these questions. We may ask ourselves why it is important for teachers to understand what students know about listening. There are at least three reasons. Firstly, there is evidence to believe 相似文献
10.
Geoff Brindley 《通化师范学院学报》2005,(4)
Introduction TERMINOLOGY AND KEY CONCEPTS The term assessment refers to a variety of ways of collecting information on a learner‘ s language ability or achievement. Although testing and assessment are often used interchangeably, the latter is an umbrella term encompassing measurement instruments administered on a ‘one-off‘ basis such as tests, as well as qualitative methods of monitoring and recording student learning such as observation, simulations of project work. Assessment is also distinguished from... 相似文献
11.
Geoff Brindley 《通化师范学院学报》2005,(4)
Introduction TERMINOLOGY AND KEY CONCEPTS The term assessment refers to a variety of ways of collecting information on a learner' s language ability or achievement. Although testing and assessment are often used interchangeably, the latter is an umbrella term encompassing measurement instruments administered on a 'one-off' basis such as tests, as well as qualitative methods of monitoring and recording student learning such as observation, simulations of project work. Assessment is also distinguished from evaluation 相似文献
12.
Spain Anthony Bruton 《通化师范学院学报》2004,(12)
I must begin by admitting unashamedly that I still see the communicative approach in foreign language and second language instruction(hereafter FL and SL respectively)more of a challenge than an imposition,a problem or even a shibboleth. Under the term communicative approach(CA),I would include not only the goal of communicating,but also some experience of communication in the classroom as the means to 相似文献
13.
The author tries to discusses some characteristics of a teaching method-communicative language teaching.It refers to the method as a new metaphor and talks about what the metaphor might be.It also keys on the case where CLT guides Chinese classroom practice for English language learning and points out the problems the teachers encountered.In the end,it offers some directions for the future research. 相似文献
14.
《海外英语》2008,(8):52-54
Writing Tips--英文写作常识(1)
Many readers asked me about how to improve their writing skills. I personally think writing is the most important and also the most difficult part in learning English as a second language. Today, we'll talk about some basic rules in English writing. If, somehow, your teacher taught you things that are different from what I am going to tell you below, please follow your teacher, because she or he is the one who will grade your paper.…… 相似文献
15.
AnthonyBruton 《通化师范学院学报》2004,25(12):37-38
I must begin by admitting unashamedly that I still see the communicative approach in foreign language and second language instruction (hereafter FL and SL respectively) more of a challenge than an imposition, a problem or even a shibboleth. Under the term communicative approach (CA), I would include not only the goal of communicating, but also some experience of communication in the classroom as the means to achieve that end. 相似文献
16.
Part A a. Teacher's role As a language teacher, first, we must have a wide range of knowledge and keep on improving our teaching skills; second, we should be able to set our students on the road, help them to develop learning skills and confidence in their language power. Another point is that we should make every effort to ensure that our language—learning is an enjoyable and educational experience. Besides, so we must find out what our students can 相似文献
17.
《高等教育与学术研究》2008,(6)
Language acquisition is genetically determined capacity that all humans are born with.It is important to recognize that any child who is capable of acquiring some particular human language is capable of acquiring any human language spontaneously and effortlessly.Whether first language acquisition is an obstacle or a helper towards second language learning is what has puzzled thousands of learners for long.Only when we have a research into the differences and similarities between them can we apply some of the knacks for first language acquisition to second language learning,thus helping the learners and teachers to work more efficiently. 相似文献
18.
To a student of English, reading is one of the four basic skills. And his ultimate goal in reading English is to be able grasp idea as quickly and eaily as he would if he were reading his native language. Yet in early stages of language acquisition, the first inclination in reading of most English students is to translate. Translation is a slow, laborious process. The writer＇s train of thoughts may become lost, as well as the enjoyment of reading. Moreover, translation is an art in itself and not a practical procedure for everyday reading. The student should attempt to develop a feeling for the target language so that he is really reading, not deciphering word for word. 相似文献
19.
English speaking has been paid more attention today, especially in the age of globalization. Teachers are attempting to find out more effective methods to enhance the teaching results of English speaking. Facing the great demands and present difficulties of oral English classes, teachers have to conduct more study and practice to find out what roles that an oral English teacher has to take in the oral English classroom. Compared with the traditional teaching role in the English classroom, an oral English teacher has to fulfill more than one role in the classroom teaching so as to provide better learning conditions for students. Lacking more exposure to the real interaction with native speakers, students expect the oral English teacher to be a creator of the language environment. With various teaching and learning activities in the oral English classroom, the teacher has to be a good organizer to ensure every student to achieve improvement. An oral English teacher also has to correct students’language errors while ensuring the smooth progress of the classroom teaching. Only when an oral English teacher make clear what roles he or she has to take in the classroom can he or she achieve effective teaching. 相似文献
20.
Oksana Afitska 《美中教育评论》2014,(8):517-535
Over the last decade, there has been an increased interest in investigation of assessment for learning. However, to date, there are still very few studies that investigated assessment for language learning or formative language assessment, focusing particularly on： （a） effects of formative assessment on learners＇ linguistic development and on teachers＇ teaching and lesson planning; （b） variables influencing the frequency and extent of effectiveness of formative assessment; （c） teachers＇ and learners＇ views on teacher feedback and learner peer- and self- assessment; and （d） fulfilment of the requirements set in the official United Kingdom （UK） policy documents on effective teaching and assessment of learners with English as an additional language （EAL）, also known as English as an second language （ESL） in the United States （U.S.）, in real classrooms. This article addressed these issues, and thus, extended the limited knowledge base on formative language assessment research to date. Moreover, through examining classroom-embedded language assessment processes from various perspectives, this research paper made a link between two research areas： （a） language testing and assessment; and （b） second language acquisition, also a relatively neglected field of research. This paper investigated two intact primary immersion classrooms, with learners as young as 8-10 years old and teachers whose teaching roles in the classrooms differed; two teachers were mainstream classroom teachers （CTs） and one was a mainstream teacher with specific responsibilities for language development in the school. The data were derived from literacy, numeracy, and science lessons through classroom observations and from the research participants through interviews. The data were firstly transcribed and coded qualitatively and then analysed both quantitatively and qualitatively. The findings revealed that various language assessment strategies were used regardless of the subject area of the les 相似文献