As applied teaching,it refers to focus-on-form instruction and focus-on-meaning instruction which have been used in the second language classroom.By analyzing what the effectiveness of focus-on-form instruction is,wha...As applied teaching,it refers to focus-on-form instruction and focus-on-meaning instruction which have been used in the second language classroom.By analyzing what the effectiveness of focus-on-form instruction is,what the disadvantages of focus-on-meaning instruction are? Therefore,it makes the conclusion:focus-on-form instruction is better than focus-onmeaning instruction within the second language classroom.展开更多
It is generally agreed that focus-on-form has been one of the prevalent teaching methods in the area of second language acquisition and correspondingly received considerable attention. This paper focuses on reactive f...It is generally agreed that focus-on-form has been one of the prevalent teaching methods in the area of second language acquisition and correspondingly received considerable attention. This paper focuses on reactive focus-on-form, introduces its corrective feedback strategies, discusses their contributions and the learner uptake in L2 classroom and addresses their implications for further research in this light in the Chinese context.展开更多
According to Noticing Hypothesis, focus on form instruction is in nature an efficient approach to redirecting learner attention during input processing to linguistic elements both within and across utterances. This st...According to Noticing Hypothesis, focus on form instruction is in nature an efficient approach to redirecting learner attention during input processing to linguistic elements both within and across utterances. This study examined the relationship between three teachers’ stated beliefs about focus on form and their classroom practice in intermediate EFL classes through classroom observations and interviews. The findings suggest that a tenuous relationship between the teachers’ stated beliefs and classroom practice regarding focus on form, which is implicational to EFL teacher professional development.展开更多
As a result of globalization, the teaching of intercultural communication knowledge seems increasingly important in the modern society. In this paper, a dialectical approach is employed to the education of intercultur...As a result of globalization, the teaching of intercultural communication knowledge seems increasingly important in the modern society. In this paper, a dialectical approach is employed to the education of intercultural knowledge of nonverbal communication, in which two most important aspects of the nonverbal language are focused on: kinemics and proxemics. I will start with a brief literature review of nonverbal communication and the approaches to the study of intercultural communication, and then discuss the theoretical considerations underpinning the fields concerned. Following these, I will illustrate, in the fields of kinemics and proxemics, the importance of teaching both cultural similarities and cultural differences to our students, and exemplify with reference to some classroom activities I designed how the dialectical approach to teaching nonverbal communication can be used at the university where I study. I will make a conclusion by evaluating the dialectical approach as well as its suitability for teaching intercultural nonverbal communication strategies in the situation of Chinese universities. For classroom teaching of nonverbal kinemics and proxenics in China, it is relatively new to employ a dialectical approach.展开更多
文摘As applied teaching,it refers to focus-on-form instruction and focus-on-meaning instruction which have been used in the second language classroom.By analyzing what the effectiveness of focus-on-form instruction is,what the disadvantages of focus-on-meaning instruction are? Therefore,it makes the conclusion:focus-on-form instruction is better than focus-onmeaning instruction within the second language classroom.
文摘It is generally agreed that focus-on-form has been one of the prevalent teaching methods in the area of second language acquisition and correspondingly received considerable attention. This paper focuses on reactive focus-on-form, introduces its corrective feedback strategies, discusses their contributions and the learner uptake in L2 classroom and addresses their implications for further research in this light in the Chinese context.
文摘According to Noticing Hypothesis, focus on form instruction is in nature an efficient approach to redirecting learner attention during input processing to linguistic elements both within and across utterances. This study examined the relationship between three teachers’ stated beliefs about focus on form and their classroom practice in intermediate EFL classes through classroom observations and interviews. The findings suggest that a tenuous relationship between the teachers’ stated beliefs and classroom practice regarding focus on form, which is implicational to EFL teacher professional development.
文摘As a result of globalization, the teaching of intercultural communication knowledge seems increasingly important in the modern society. In this paper, a dialectical approach is employed to the education of intercultural knowledge of nonverbal communication, in which two most important aspects of the nonverbal language are focused on: kinemics and proxemics. I will start with a brief literature review of nonverbal communication and the approaches to the study of intercultural communication, and then discuss the theoretical considerations underpinning the fields concerned. Following these, I will illustrate, in the fields of kinemics and proxemics, the importance of teaching both cultural similarities and cultural differences to our students, and exemplify with reference to some classroom activities I designed how the dialectical approach to teaching nonverbal communication can be used at the university where I study. I will make a conclusion by evaluating the dialectical approach as well as its suitability for teaching intercultural nonverbal communication strategies in the situation of Chinese universities. For classroom teaching of nonverbal kinemics and proxenics in China, it is relatively new to employ a dialectical approach.
