Integrating Chinese culture into classroom teaching is a requirement for the ideological and political construction of courses in institutions of higher learning.Due to its disciplinary attributes,the Comprehensive En...Integrating Chinese culture into classroom teaching is a requirement for the ideological and political construction of courses in institutions of higher learning.Due to its disciplinary attributes,the Comprehensive English course bears the mission of fostering cultural confidence and telling Chinese stories well in English.To fulfill this mission and responsibility of Comprehensive English in terms of Chinese culture,this paper proposes practical paths for integrating Chinese culture into the course.It suggests focusing on textbook texts to explore cultural elements,expanding resources to enhance the representational ability of cultural content,demonstrating diverse cultural investigation methods through in-depth teaching,innovating tasks to improve the communication power of Chinese culture,and emphasizing evaluation to pay attention to the effect of Chinese culture learning.By doing so,Chinese culture can be integrated into teaching,and students’ability to tell Chinese stories well in English can be enhanced.展开更多
In modem English language teaching, the right processing of English and the culture teaching is very important, contributing to both the acceleration of the students＇ comprehension and the command of the language. Th...In modem English language teaching, the right processing of English and the culture teaching is very important, contributing to both the acceleration of the students＇ comprehension and the command of the language. This article intends to inquire into the relations between culture and English language teaching, the meanings of culture teaching and how to carry on culture teaching in the teaching of comprehensive English.展开更多
This paper introduces CBI first,and then combining with the teaching practice,discusses the overall design and implementation of CBI in Comprehensive English teaching by means of online-and-offline teaching modes,aimi...This paper introduces CBI first,and then combining with the teaching practice,discusses the overall design and implementation of CBI in Comprehensive English teaching by means of online-and-offline teaching modes,aiming to explore an effective way to integrate language skills and content in English teaching,thus promoting students’comprehensive language competence.展开更多
Comprehensive English is a professional basic course for English majors,with the most class hours and the highest credits.It can be said to be the most important course in English majors.However,the procedural assessm...Comprehensive English is a professional basic course for English majors,with the most class hours and the highest credits.It can be said to be the most important course in English majors.However,the procedural assessment in the previous comprehensive English assessment system,that is,the usual assessment,was largely determined based on the subjective impression of teachers.However,with the emergence of various English learning apps,students’learning methods and content have changed a lot.With major changes,the previous assessment system has not been able to play its due role.Designing a reasonable comprehensive English assessment system based on mobile APP is the unshirkable responsibility of comprehensive English teachers.Carefully and reasonably designed comprehensive English assessment system can promote students to improve learning efficiency,reduce classroom lecture time,improve teaching effect,and play a vital role in cultivating qualified English professionals.展开更多
Teaching evaluation is an important part of the teaching process of college English courses,and effective formative assessment can reflect the entire teaching process from multiple perspectives and ensure the smooth a...Teaching evaluation is an important part of the teaching process of college English courses,and effective formative assessment can reflect the entire teaching process from multiple perspectives and ensure the smooth achievement of teaching objectives.Formative assessment is an assessment that runs through the entire learning process,based on humanism and constructivism,with various forms of evaluation.展开更多
With the rapid development of economic globalization, in the process of modern social education, the importance of English education is increasingly strengthened, and colleges and universities pay more attention to th...With the rapid development of economic globalization, in the process of modern social education, the importance of English education is increasingly strengthened, and colleges and universities pay more attention to the reform and innovation of English teaching methods, hoping to improve the overall quality of English teaching. As an important course for English majors in colleges and universities, comprehensive English plays a vital role in improving students' English ability and comprehensive quality. In order to effectively improve the teaching efficiency and quality of this course, the design and reflection of classroom teaching of comprehensive English course in colleges and universities are discussed below for reference.展开更多
With the development of Internet technology and the introduction of various teaching methods, the way of teaching English in universities has changed, and the new learning methods put forward new requirements for stud...With the development of Internet technology and the introduction of various teaching methods, the way of teaching English in universities has changed, and the new learning methods put forward new requirements for students' teaching. The development of society and the application of computer network technology have changed all traditional teaching methods and learning concepts. The essence of college English teaching is to educate students, not teachers. Based on the connotation and classification of learning strategies, this study explores students' autonomous learning strategies and common learning strategies in blended learning. Based on this, this paper studies the curriculum innovation of comprehensive English from the perspective of blended learning for reference.展开更多
With the advent of the new media era, English teaching has also had a profound impact on English teaching, English teaching concept has changed greatly, especially comprehensive English on the training of students'...With the advent of the new media era, English teaching has also had a profound impact on English teaching, English teaching concept has changed greatly, especially comprehensive English on the training of students' English application ability has been strengthened, and for the society to cultivate more comprehensive ability of high-quality English talents. In order to further improve the overall teaching level of comprehensive English, the following paragraphs mainly analyze and discuss the reform of English teaching in the era of new media for reference.展开更多
This paper, with the training of the international talents possessing remarkable English listening and speaking ability,mainly discusses the specific application of the cognitive strategy in different stages of colleg...This paper, with the training of the international talents possessing remarkable English listening and speaking ability,mainly discusses the specific application of the cognitive strategy in different stages of college English listening comprehension.It is expected that the paper can bring some useful enlightenments on the international talents training.展开更多
With the rapid development of science and technology, the SPOC hybrid teaching mode has been widely concerned in the field of foreign language teaching. However, there are still some deficiencies in the research of SP...With the rapid development of science and technology, the SPOC hybrid teaching mode has been widely concerned in the field of foreign language teaching. However, there are still some deficiencies in the research of SPOC mixed teaching design in the process of comprehensive English teaching in colleges and universities.With the rapid development of the information age, the role of teachers is reconstructed in the process of foreign language teaching.Based on this, the SPOC-based comprehensive English mixed teaching design is analyzed and discussed below.展开更多
To improve students' critical thinking is considered as a top priority by a growing number of educators.While there exists a comparable amount of research examining students' critical thinking skills,less is k...To improve students' critical thinking is considered as a top priority by a growing number of educators.While there exists a comparable amount of research examining students' critical thinking skills,less is known about students' tendency to use these skills.Specifically,little is known about what influence critical thinking disposition has on students' academic achievement.English reading comprehension,which has been an important composition in students' English achievement,may be an important factor in developing this disposition.The current study examined the characteristics of students' critical thinking disposition and their English reading comprehension as well as exploring the correlation between the two factors mentioned above.The current study involved in 125 sophomores in English major from Jiangsu province.The results indicated that students in current research performed best in Maturity (M=37.46,SD=3.57),followed by Inquisitiveness (M=36.64,SD=4.31),Analyticity (M=34.86,SD=3.70),Truthseeking (M=33.86,SD=4.08).In contrast,they performed worst in CT Confidence (M=33.17,SD=4.57),followed by Systematicity (M=33.49,SD=5.10) and Open-mindedness (M=33.50,SD=3.67).Students scored highest in Attitude and View Category as the mean was 0.8257,followed by Reasoning and Judgment Category (M=0.8128),Induction and Generalization Category (M=0.7612),Theme Topic Category (M=0.6844),Semantic Comprehension Category (M=0.6789),while scored lowest in Fact and Detail Category (M=0.5818).There existed a positive correlation between critical thinking disposition and reading comprehension achievement (n=109;r=0.300;p<0.01).展开更多
The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit k...The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.展开更多
This empirical study investigates Chinese EFL students＇ attributions in reading. The purposes ot this study are to investigate the development of Chinese EFL learners＇ attributions for their perceived success and fa...This empirical study investigates Chinese EFL students＇ attributions in reading. The purposes ot this study are to investigate the development of Chinese EFL learners＇ attributions for their perceived success and failure in second language reading and to clarify the relationship between learners＇ reading proficiency levels and their attributions. The results show that （1） Nearly half of the university students feel ＂Just so so＂ in English reading; （2） Environmental variables such as teacher feedback, peers or classroom play an influential role in the learners＇ attribution. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English reading.展开更多
Reading texts serve as an influx of comprehensible input for English learners. Graphic organizer is a decent way of demonstrating the discourse structures or organizational patterns of a text, which will enormously fa...Reading texts serve as an influx of comprehensible input for English learners. Graphic organizer is a decent way of demonstrating the discourse structures or organizational patterns of a text, which will enormously facilitate reading comprehension. This study would give a literature review on the impact of graphic organizers on English reading comprehension. Finally, some suggestions were proposed for future studies. Hopefully, the review will shed some light on reading studies and instructions in an EFL pedagogical context.展开更多
This research was carried out in Iranian EFL （English as a foreign language） reading comprehension classes in an attempt to answer three research questions： （1） Does collaborative reading lead to greater comprehe...This research was carried out in Iranian EFL （English as a foreign language） reading comprehension classes in an attempt to answer three research questions： （1） Does collaborative reading lead to greater comprehension of a text than private reading？; （2） If so, what strategies are used by the students during collaborative reading？; and （3） In what ways might these strategies contribute to the higher level of comprehension？. A quasi-experimental design was used to answer the first question. The participants were pre-tested and streamed into two classes of equal reading comprehension abilities. The intervention consisted of four texts of equal length, comprising two rated in a pilot study as conceptually difficult/linguistically easy, and two rated as conceptually easy/linguistically difficult. The subjects in each class were involved in reading the two types of texts collaboratively and privately for four sessions. After reading the text, the subjects were asked to answer in writing 10 comprehension questions. Collaborative reading resulted in consistently and significantly higher scores than private reading for all four texts. Qualitative methods were employed to answer the last two questions. Group interactions during collaborative reading were tape recorded and transcribed, and 10 students selected at random from the two classes were interviewed in depth. Analysis of the group interaction transcripts revealed that the participants were using five major strategies in co-constructing meaning from the texts. These strategies included brainstorming, clarifying the language, summarizing, paraphrasing, and interaction management. Other minor （i.e., infrequent） strategies were also identified, such as making PCU/NCU （positive/negative claim to understand）, eliciting confirmation, and confirming.展开更多
This empirical study investigates the differences in strategy use between advanced and intermediate Chinese EFL learners when processing unfamiliar English idioms. The results show that (1) a variety of strategies are...This empirical study investigates the differences in strategy use between advanced and intermediate Chinese EFL learners when processing unfamiliar English idioms. The results show that (1) a variety of strategies are used when subjects initially process unfamiliar English idioms; (2) the subjects across proficiency levels vary in the overall frequencies with which they employ strategies as well as in the particular types of strategies they use to process unfamiliar EFL idioms initially; (3) guessing strategies are the highest-ranking category among both the advanced and the intermediate level subjects. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English idioms.展开更多
This paper explains,with concrete examples,that the non-verbal barriers also obstruct students’correct understanding of listening materials,and ana-lyzes the problems resulting from students lack of cul-tural knowled...This paper explains,with concrete examples,that the non-verbal barriers also obstruct students’correct understanding of listening materials,and ana-lyzes the problems resulting from students lack of cul-tural knowledge of the target language.Suggestionsare offered to help students have a better understand-ing by introducing the origin of English words,intro-ducing the cultural traits of native speakers,theircustoms and introduce the relative cultural knowledgeto promote students’comprehension of the target lan-guage.展开更多
With the arrival of the new millennium,the demand fortalented people with both professional knowledge and excellentlanguage abilities is getting stronger and stronger.For business major students,reading is paramount i...With the arrival of the new millennium,the demand fortalented people with both professional knowledge and excellentlanguage abilities is getting stronger and stronger.For business major students,reading is paramount inBusiness English teaching and learning.And their reading abilityis often assessed by a text of reading comprehension.However,from my experience as a college teacher ofBusiness English,I have noticed some problems among studentswho have little knowledge of business.They seem to readBusiness English materials at a slower rate and with lessunderstanding than general English materials.Then there is the question:is Business English reading"simply"a problem of language competence? Or are there anyother more important factors?This article is an investigation into the effect of backgroundknowledge on Business English reading comprehension.Thestudy attempts to assess to what extent L2 readers might beaffected because of their lack of a background schematapresupposed by the author by comparing the test results of twopassages comparable in language lightness or heaviness.Morecomparable passages like these can be used in investigating intothe rival effects of background knowledge and linguisticcompetence.The implications of comprehension theory for L2pedagogy are discussed and suggestions for Business Englishteaching is put forward.展开更多
文摘Integrating Chinese culture into classroom teaching is a requirement for the ideological and political construction of courses in institutions of higher learning.Due to its disciplinary attributes,the Comprehensive English course bears the mission of fostering cultural confidence and telling Chinese stories well in English.To fulfill this mission and responsibility of Comprehensive English in terms of Chinese culture,this paper proposes practical paths for integrating Chinese culture into the course.It suggests focusing on textbook texts to explore cultural elements,expanding resources to enhance the representational ability of cultural content,demonstrating diverse cultural investigation methods through in-depth teaching,innovating tasks to improve the communication power of Chinese culture,and emphasizing evaluation to pay attention to the effect of Chinese culture learning.By doing so,Chinese culture can be integrated into teaching,and students’ability to tell Chinese stories well in English can be enhanced.
文摘In modem English language teaching, the right processing of English and the culture teaching is very important, contributing to both the acceleration of the students＇ comprehension and the command of the language. This article intends to inquire into the relations between culture and English language teaching, the meanings of culture teaching and how to carry on culture teaching in the teaching of comprehensive English.
基金Sponsored by the USST curriculum program of“Application of Ideological and Political Demonstration Course in 2021”.
文摘This paper introduces CBI first,and then combining with the teaching practice,discusses the overall design and implementation of CBI in Comprehensive English teaching by means of online-and-offline teaching modes,aiming to explore an effective way to integrate language skills and content in English teaching,thus promoting students’comprehensive language competence.
基金Educational and Scientific Research Project of Jilin Province(GH19328).
文摘Comprehensive English is a professional basic course for English majors,with the most class hours and the highest credits.It can be said to be the most important course in English majors.However,the procedural assessment in the previous comprehensive English assessment system,that is,the usual assessment,was largely determined based on the subjective impression of teachers.However,with the emergence of various English learning apps,students’learning methods and content have changed a lot.With major changes,the previous assessment system has not been able to play its due role.Designing a reasonable comprehensive English assessment system based on mobile APP is the unshirkable responsibility of comprehensive English teachers.Carefully and reasonably designed comprehensive English assessment system can promote students to improve learning efficiency,reduce classroom lecture time,improve teaching effect,and play a vital role in cultivating qualified English professionals.
文摘Teaching evaluation is an important part of the teaching process of college English courses,and effective formative assessment can reflect the entire teaching process from multiple perspectives and ensure the smooth achievement of teaching objectives.Formative assessment is an assessment that runs through the entire learning process,based on humanism and constructivism,with various forms of evaluation.
文摘With the rapid development of economic globalization, in the process of modern social education, the importance of English education is increasingly strengthened, and colleges and universities pay more attention to the reform and innovation of English teaching methods, hoping to improve the overall quality of English teaching. As an important course for English majors in colleges and universities, comprehensive English plays a vital role in improving students' English ability and comprehensive quality. In order to effectively improve the teaching efficiency and quality of this course, the design and reflection of classroom teaching of comprehensive English course in colleges and universities are discussed below for reference.
文摘With the development of Internet technology and the introduction of various teaching methods, the way of teaching English in universities has changed, and the new learning methods put forward new requirements for students' teaching. The development of society and the application of computer network technology have changed all traditional teaching methods and learning concepts. The essence of college English teaching is to educate students, not teachers. Based on the connotation and classification of learning strategies, this study explores students' autonomous learning strategies and common learning strategies in blended learning. Based on this, this paper studies the curriculum innovation of comprehensive English from the perspective of blended learning for reference.
文摘With the advent of the new media era, English teaching has also had a profound impact on English teaching, English teaching concept has changed greatly, especially comprehensive English on the training of students' English application ability has been strengthened, and for the society to cultivate more comprehensive ability of high-quality English talents. In order to further improve the overall teaching level of comprehensive English, the following paragraphs mainly analyze and discuss the reform of English teaching in the era of new media for reference.
文摘This paper, with the training of the international talents possessing remarkable English listening and speaking ability,mainly discusses the specific application of the cognitive strategy in different stages of college English listening comprehension.It is expected that the paper can bring some useful enlightenments on the international talents training.
文摘With the rapid development of science and technology, the SPOC hybrid teaching mode has been widely concerned in the field of foreign language teaching. However, there are still some deficiencies in the research of SPOC mixed teaching design in the process of comprehensive English teaching in colleges and universities.With the rapid development of the information age, the role of teachers is reconstructed in the process of foreign language teaching.Based on this, the SPOC-based comprehensive English mixed teaching design is analyzed and discussed below.
文摘To improve students' critical thinking is considered as a top priority by a growing number of educators.While there exists a comparable amount of research examining students' critical thinking skills,less is known about students' tendency to use these skills.Specifically,little is known about what influence critical thinking disposition has on students' academic achievement.English reading comprehension,which has been an important composition in students' English achievement,may be an important factor in developing this disposition.The current study examined the characteristics of students' critical thinking disposition and their English reading comprehension as well as exploring the correlation between the two factors mentioned above.The current study involved in 125 sophomores in English major from Jiangsu province.The results indicated that students in current research performed best in Maturity (M=37.46,SD=3.57),followed by Inquisitiveness (M=36.64,SD=4.31),Analyticity (M=34.86,SD=3.70),Truthseeking (M=33.86,SD=4.08).In contrast,they performed worst in CT Confidence (M=33.17,SD=4.57),followed by Systematicity (M=33.49,SD=5.10) and Open-mindedness (M=33.50,SD=3.67).Students scored highest in Attitude and View Category as the mean was 0.8257,followed by Reasoning and Judgment Category (M=0.8128),Induction and Generalization Category (M=0.7612),Theme Topic Category (M=0.6844),Semantic Comprehension Category (M=0.6789),while scored lowest in Fact and Detail Category (M=0.5818).There existed a positive correlation between critical thinking disposition and reading comprehension achievement (n=109;r=0.300;p<0.01).
文摘The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.
文摘This empirical study investigates Chinese EFL students＇ attributions in reading. The purposes ot this study are to investigate the development of Chinese EFL learners＇ attributions for their perceived success and failure in second language reading and to clarify the relationship between learners＇ reading proficiency levels and their attributions. The results show that （1） Nearly half of the university students feel ＂Just so so＂ in English reading; （2） Environmental variables such as teacher feedback, peers or classroom play an influential role in the learners＇ attribution. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English reading.
文摘Reading texts serve as an influx of comprehensible input for English learners. Graphic organizer is a decent way of demonstrating the discourse structures or organizational patterns of a text, which will enormously facilitate reading comprehension. This study would give a literature review on the impact of graphic organizers on English reading comprehension. Finally, some suggestions were proposed for future studies. Hopefully, the review will shed some light on reading studies and instructions in an EFL pedagogical context.
文摘This research was carried out in Iranian EFL （English as a foreign language） reading comprehension classes in an attempt to answer three research questions： （1） Does collaborative reading lead to greater comprehension of a text than private reading？; （2） If so, what strategies are used by the students during collaborative reading？; and （3） In what ways might these strategies contribute to the higher level of comprehension？. A quasi-experimental design was used to answer the first question. The participants were pre-tested and streamed into two classes of equal reading comprehension abilities. The intervention consisted of four texts of equal length, comprising two rated in a pilot study as conceptually difficult/linguistically easy, and two rated as conceptually easy/linguistically difficult. The subjects in each class were involved in reading the two types of texts collaboratively and privately for four sessions. After reading the text, the subjects were asked to answer in writing 10 comprehension questions. Collaborative reading resulted in consistently and significantly higher scores than private reading for all four texts. Qualitative methods were employed to answer the last two questions. Group interactions during collaborative reading were tape recorded and transcribed, and 10 students selected at random from the two classes were interviewed in depth. Analysis of the group interaction transcripts revealed that the participants were using five major strategies in co-constructing meaning from the texts. These strategies included brainstorming, clarifying the language, summarizing, paraphrasing, and interaction management. Other minor （i.e., infrequent） strategies were also identified, such as making PCU/NCU （positive/negative claim to understand）, eliciting confirmation, and confirming.
文摘This empirical study investigates the differences in strategy use between advanced and intermediate Chinese EFL learners when processing unfamiliar English idioms. The results show that (1) a variety of strategies are used when subjects initially process unfamiliar English idioms; (2) the subjects across proficiency levels vary in the overall frequencies with which they employ strategies as well as in the particular types of strategies they use to process unfamiliar EFL idioms initially; (3) guessing strategies are the highest-ranking category among both the advanced and the intermediate level subjects. This paper concludes with a number of pedagogical suggestions for the teaching and learning of English idioms.
文摘This paper explains,with concrete examples,that the non-verbal barriers also obstruct students’correct understanding of listening materials,and ana-lyzes the problems resulting from students lack of cul-tural knowledge of the target language.Suggestionsare offered to help students have a better understand-ing by introducing the origin of English words,intro-ducing the cultural traits of native speakers,theircustoms and introduce the relative cultural knowledgeto promote students’comprehension of the target lan-guage.
文摘With the arrival of the new millennium,the demand fortalented people with both professional knowledge and excellentlanguage abilities is getting stronger and stronger.For business major students,reading is paramount inBusiness English teaching and learning.And their reading abilityis often assessed by a text of reading comprehension.However,from my experience as a college teacher ofBusiness English,I have noticed some problems among studentswho have little knowledge of business.They seem to readBusiness English materials at a slower rate and with lessunderstanding than general English materials.Then there is the question:is Business English reading"simply"a problem of language competence? Or are there anyother more important factors?This article is an investigation into the effect of backgroundknowledge on Business English reading comprehension.Thestudy attempts to assess to what extent L2 readers might beaffected because of their lack of a background schematapresupposed by the author by comparing the test results of twopassages comparable in language lightness or heaviness.Morecomparable passages like these can be used in investigating intothe rival effects of background knowledge and linguisticcompetence.The implications of comprehension theory for L2pedagogy are discussed and suggestions for Business Englishteaching is put forward.
