This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classro...This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classroom.Questionnaire is implemented as the data collection method and yields some corresponding findings based on research questions.Meanwhile,recent research on code-switching in classroom is introduced briefly.Moreover,limitations and pedagogical implication of the original research mentioned above are elaborated,as well as the implied future research is presented in this area.展开更多
Peer revision,a supplementary strategy to teacher revisionof writing in L2 classroom,makes passive receivers of teacherrevision become active revisers,enabling students to involve inmore motivated language learning.Be...Peer revision,a supplementary strategy to teacher revisionof writing in L2 classroom,makes passive receivers of teacherrevision become active revisers,enabling students to involve inmore motivated language learning.Benefits of peer revision andits implications for teacher and student roles are discussed.Thisarticle also tentatively analyzes ways of preparing students foreffective peer revision.展开更多
This paper investigates the effect of classroom environment in second language learning acquisition. There were 72 subjects who participated in this study. They were students in a spare-time English school in China. A...This paper investigates the effect of classroom environment in second language learning acquisition. There were 72 subjects who participated in this study. They were students in a spare-time English school in China. All the subjects were real beginners of English and aged from 4 to 6 at the beginning of the study. Through keeping observational diaries and analyzing these data,the paper tries to prove that when teachers of young foreign language learners try to create or improve a classroom environment that is constructive to the development of their intrinsic motivation,a comprehensive approach to classroom intervention is especially important.展开更多
L2 teaching and learning is a way of using language,but it happens in a particular space—the classroom space,which,to some extent,has a restriction to language using.This paper provides a valuable sight into L2 teach...L2 teaching and learning is a way of using language,but it happens in a particular space—the classroom space,which,to some extent,has a restriction to language using.This paper provides a valuable sight into L2 teaching and learning in the classroom space,and discusses the viewpoint of how to make an actual learning of L2 under the way of teaching.展开更多
Recent years have witnessed a rise in the interest how the inter-personal and inter-group relations are affected by us-age of communicative silence.The definition and researches on classroom silence play an important ...Recent years have witnessed a rise in the interest how the inter-personal and inter-group relations are affected by us-age of communicative silence.The definition and researches on classroom silence play an important role in English teaching area and it's worth to study.展开更多
An L2 learner's pragmatic competence is an inseparable part of his communicative competence.Large quantities of aspects of pragmatic competence are teachable.Classroom is the place where an L2 learner's pragma...An L2 learner's pragmatic competence is an inseparable part of his communicative competence.Large quantities of aspects of pragmatic competence are teachable.Classroom is the place where an L2 learner's pragmatic competence can be developed.Though classroom instruction has some negative effect,efforts could be done to arrange relevant awareness-raising and communication-practice activities.展开更多
As for language learners, vocabulary acquisition is one of the most important tasks, and the same goes for L2 teachers.Recently, some researchers claim that semantic mapping is far more effective in vocabulary. The pr...As for language learners, vocabulary acquisition is one of the most important tasks, and the same goes for L2 teachers.Recently, some researchers claim that semantic mapping is far more effective in vocabulary. The present study comparatively investigate two strategies of teaching vocabulary to non-English lower-intermediate learners. One is the traditional grammatical description and drilling way, the other is the semantic mapping. Six new words were taught by using these two ways respectively,and a sample test was applied to check students' mastery of these words at the end of the class. The test results show that there is no significant difference between the learning outcomes of these two different teaching approaches, but learners turned out to be more engaged when the teacher conducted the semantic links teaching method. Therefore, perhaps, a combination of these two approaches would be a good choice for those L2 learners.展开更多
文摘This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classroom.Questionnaire is implemented as the data collection method and yields some corresponding findings based on research questions.Meanwhile,recent research on code-switching in classroom is introduced briefly.Moreover,limitations and pedagogical implication of the original research mentioned above are elaborated,as well as the implied future research is presented in this area.
文摘Peer revision,a supplementary strategy to teacher revisionof writing in L2 classroom,makes passive receivers of teacherrevision become active revisers,enabling students to involve inmore motivated language learning.Benefits of peer revision andits implications for teacher and student roles are discussed.Thisarticle also tentatively analyzes ways of preparing students foreffective peer revision.
文摘This paper investigates the effect of classroom environment in second language learning acquisition. There were 72 subjects who participated in this study. They were students in a spare-time English school in China. All the subjects were real beginners of English and aged from 4 to 6 at the beginning of the study. Through keeping observational diaries and analyzing these data,the paper tries to prove that when teachers of young foreign language learners try to create or improve a classroom environment that is constructive to the development of their intrinsic motivation,a comprehensive approach to classroom intervention is especially important.
基金a part of the project,"The Research of the New Type of College English Teaching Group"(No.Y-B/2011/04),supported by 2011"12.5"Program of Jiansu Education Science Research~~
文摘L2 teaching and learning is a way of using language,but it happens in a particular space—the classroom space,which,to some extent,has a restriction to language using.This paper provides a valuable sight into L2 teaching and learning in the classroom space,and discusses the viewpoint of how to make an actual learning of L2 under the way of teaching.
文摘Recent years have witnessed a rise in the interest how the inter-personal and inter-group relations are affected by us-age of communicative silence.The definition and researches on classroom silence play an important role in English teaching area and it's worth to study.
文摘An L2 learner's pragmatic competence is an inseparable part of his communicative competence.Large quantities of aspects of pragmatic competence are teachable.Classroom is the place where an L2 learner's pragmatic competence can be developed.Though classroom instruction has some negative effect,efforts could be done to arrange relevant awareness-raising and communication-practice activities.
文摘As for language learners, vocabulary acquisition is one of the most important tasks, and the same goes for L2 teachers.Recently, some researchers claim that semantic mapping is far more effective in vocabulary. The present study comparatively investigate two strategies of teaching vocabulary to non-English lower-intermediate learners. One is the traditional grammatical description and drilling way, the other is the semantic mapping. Six new words were taught by using these two ways respectively,and a sample test was applied to check students' mastery of these words at the end of the class. The test results show that there is no significant difference between the learning outcomes of these two different teaching approaches, but learners turned out to be more engaged when the teacher conducted the semantic links teaching method. Therefore, perhaps, a combination of these two approaches would be a good choice for those L2 learners.
