Krashen's Input Hypothesis and Pienemann's Teachability Hypothesis are two fairly important L2 acquisition theories.They catch more and more educators' attention and really contribute a lot to the teaching...Krashen's Input Hypothesis and Pienemann's Teachability Hypothesis are two fairly important L2 acquisition theories.They catch more and more educators' attention and really contribute a lot to the teaching field.By elaborating the two theories and analyzing their similarities and differences,this paper aims to better the application of them into teaching and learning practices.展开更多
This paper will mainly address the rather controversy question in the study of learner strategies,that is,if learner strategies are teachable or not.I say it is controversy be- cause there are many pros and cons to th...This paper will mainly address the rather controversy question in the study of learner strategies,that is,if learner strategies are teachable or not.I say it is controversy be- cause there are many pros and cons to this problem.Investigations from professionals in the field of strategies training have received many mixed results.In this article I shall try to argue that strategies should be teachable. In the first part of the essay,I shall give a brief literature review relating to this issue of the teachability of learner strategies.In this part the definition and different taxonomle8 of learner strategies should be mentioned.In the second part of the essay,I shall try to argue at first that learner strategies are teachable in general.In the third part of the essay I plan to discuss the vaiue of teaching strategies to students.展开更多
Learner strategies are of crucial importance in ESL/EFL learning and teaching. The importance lies to the fact that learners are encouraged to become autonomous language learners by self-evaluating their learning and ...Learner strategies are of crucial importance in ESL/EFL learning and teaching. The importance lies to the fact that learners are encouraged to become autonomous language learners by self-evaluating their learning and self-directing the process of language development. More effective learners differ from less effective ones in that they use more strategies and in greater variety. Research shows that learner strategies can be taught and can facilitate language learning if a number of factors, such as the explicitness of the strategy instruction, the individual differences of the learners, the appropriateness of the teaching materials, the teacher training on the strategy instruction etc. should be taken into consideration.展开更多
This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights ...This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.展开更多
Communicative Competence （CC） has long been paid attention to by linguists and language teaching scholars in the past four decades. Strategic Competence （SC） as one of the important components of CC, also draws gr...Communicative Competence （CC） has long been paid attention to by linguists and language teaching scholars in the past four decades. Strategic Competence （SC） as one of the important components of CC, also draws great attention. But as to what the relationship between CC and SC is and whether they are teachable and how to teach, different linguists and researchers have various conclusions. This paper is to have a general comparison on the relationship between CC and SC and also focuses on how to be practical in the teaching of the two competences.展开更多
文摘Krashen's Input Hypothesis and Pienemann's Teachability Hypothesis are two fairly important L2 acquisition theories.They catch more and more educators' attention and really contribute a lot to the teaching field.By elaborating the two theories and analyzing their similarities and differences,this paper aims to better the application of them into teaching and learning practices.
文摘This paper will mainly address the rather controversy question in the study of learner strategies,that is,if learner strategies are teachable or not.I say it is controversy be- cause there are many pros and cons to this problem.Investigations from professionals in the field of strategies training have received many mixed results.In this article I shall try to argue that strategies should be teachable. In the first part of the essay,I shall give a brief literature review relating to this issue of the teachability of learner strategies.In this part the definition and different taxonomle8 of learner strategies should be mentioned.In the second part of the essay,I shall try to argue at first that learner strategies are teachable in general.In the third part of the essay I plan to discuss the vaiue of teaching strategies to students.
文摘Learner strategies are of crucial importance in ESL/EFL learning and teaching. The importance lies to the fact that learners are encouraged to become autonomous language learners by self-evaluating their learning and self-directing the process of language development. More effective learners differ from less effective ones in that they use more strategies and in greater variety. Research shows that learner strategies can be taught and can facilitate language learning if a number of factors, such as the explicitness of the strategy instruction, the individual differences of the learners, the appropriateness of the teaching materials, the teacher training on the strategy instruction etc. should be taken into consideration.
文摘This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.
文摘Communicative Competence （CC） has long been paid attention to by linguists and language teaching scholars in the past four decades. Strategic Competence （SC） as one of the important components of CC, also draws great attention. But as to what the relationship between CC and SC is and whether they are teachable and how to teach, different linguists and researchers have various conclusions. This paper is to have a general comparison on the relationship between CC and SC and also focuses on how to be practical in the teaching of the two competences.
