This study was undertaken to investigate the links between a Master of TESOL program and its graduates' diverse teaching contexts through a questionnaire. It was discovered from the participants' responses whi...This study was undertaken to investigate the links between a Master of TESOL program and its graduates' diverse teaching contexts through a questionnaire. It was discovered from the participants' responses which courses were the most contributing, which were irrelevant yet valuable to their teaching, what adjustments were needed as gaps were discovered between what they had learned and their real teaching contexts, whether they believed the outcomes had changed their teaching and contributed to their confidence in teaching, and their comments on their choices. Based on the findings and discussions, a processing model of forging these links is established. In addition, the article also discusses reasons associated with the results, and provides suggestions of solutions for possible implementations of future programs.展开更多
Writing learning has a vital role in learning a foreign language.As a result,the way teaching writing is approached is also of great value.Moreover,the role of context in teaching writing is of significance when it co...Writing learning has a vital role in learning a foreign language.As a result,the way teaching writing is approached is also of great value.Moreover,the role of context in teaching writing is of significance when it comes to public and private teachers.Thus,the present study carried out to investigate the differences between second language(L2)writing teaching self-perceived beliefs(SPB)and self-perceived practices(SPP)of public and private English as a Foreign Language(EFL)teachers.Firstly,a questionnaire about EFL teachers’beliefs and practices of teaching writing and type of university was launched on Google using Google Form.Secondly,a group of universities teachers were sent the link of the questionnaire to fill it out.The results indicated that there was no significant difference between the total scores of beliefs and practices of teachers in terms of L2 writing teaching.However,there were significant differences between the majority of item scores of SPB and SPP.The results also revealed that public and private teachers did not differ significantly in terms of their SPP and SPB total and item scores.The important implications of the findings for EFL teachers’beliefs and practices research and writing pedagogy are discussed.展开更多
Chinese culture is broad,profound and rich in connotation.Often a word,word,sentence in different chapters will have different meanings,which is undoubtedly a major difficulty for students learning Chinese as a second...Chinese culture is broad,profound and rich in connotation.Often a word,word,sentence in different chapters will have different meanings,which is undoubtedly a major difficulty for students learning Chinese as a second language.With the continuous development of context theory,the important position of context teaching method in the teaching process has gradually emerged.Therefore,this paper will combine the actual situation of TCFL classroom,analyze and research the application strategy of context teaching in TCFL classroom.展开更多
Word is deemed as one of the indispensable building blocks of a language;however,the non-English major in China is suffer-ing from the traditional vocabulary teaching approaches.This paper tries to analyze the traditi...Word is deemed as one of the indispensable building blocks of a language;however,the non-English major in China is suffer-ing from the traditional vocabulary teaching approaches.This paper tries to analyze the traditional vocabulary teaching approaches forthe non-English major in the traditional teaching context in some universities in Guangxi,with the purpose of proposing some workablesuggestions.展开更多
Definition of termsInputs can be defined as everything which students bring tothe classroom including their prior teaching and learningenvironment,attitude,enthusiasm,motivation,phonologyfrom their first language and ...Definition of termsInputs can be defined as everything which students bring tothe classroom including their prior teaching and learningenvironment,attitude,enthusiasm,motivation,phonologyfrom their first language and varying degrees of confidence.When they arrive in college they are exposed to spoken Englishfrom a range of teachers who have a variety of spoken abilitiesand teaching techniques.展开更多
Introduction For two academic years, Teaching Practice (TP), an important component of the in-service Advanced Teacher Training Course at Chongqing University, was set up in an almost ideal context: students specially...Introduction For two academic years, Teaching Practice (TP), an important component of the in-service Advanced Teacher Training Course at Chongqing University, was set up in an almost ideal context: students specially recruited, materials selected by the trainees and photo-copying facilities provided. While trainees felt very excited by their performances during TP, when all the excitement had gone, they felt less optimistic at the thought of the constraints which would be placed on their teaching in their own institutions. So their evaluation of TP ended with a "Yes, but" statement. Drawing on insights gained from those two years, the British lecturers and Chinese counterparts generally felt that TP should, in future, operate within a realistic context. In this paper, we shall report how TP was conducted within our Foreign Languages Department.展开更多
This paper attacks the conservatism of grammar teaching in China.It takes the example of teachingnon-restrictive clauses in English and demonstrates that a communicative approach can and should beapplied even to such ...This paper attacks the conservatism of grammar teaching in China.It takes the example of teachingnon-restrictive clauses in English and demonstrates that a communicative approach can and should beapplied even to such a linguistic subject.A procedure is suggested in which group work and problem-solving activities attempt to raise students’awareness of grammar problems and encourage them to findtheir own solutions.展开更多
文摘This study was undertaken to investigate the links between a Master of TESOL program and its graduates' diverse teaching contexts through a questionnaire. It was discovered from the participants' responses which courses were the most contributing, which were irrelevant yet valuable to their teaching, what adjustments were needed as gaps were discovered between what they had learned and their real teaching contexts, whether they believed the outcomes had changed their teaching and contributed to their confidence in teaching, and their comments on their choices. Based on the findings and discussions, a processing model of forging these links is established. In addition, the article also discusses reasons associated with the results, and provides suggestions of solutions for possible implementations of future programs.
文摘Writing learning has a vital role in learning a foreign language.As a result,the way teaching writing is approached is also of great value.Moreover,the role of context in teaching writing is of significance when it comes to public and private teachers.Thus,the present study carried out to investigate the differences between second language(L2)writing teaching self-perceived beliefs(SPB)and self-perceived practices(SPP)of public and private English as a Foreign Language(EFL)teachers.Firstly,a questionnaire about EFL teachers’beliefs and practices of teaching writing and type of university was launched on Google using Google Form.Secondly,a group of universities teachers were sent the link of the questionnaire to fill it out.The results indicated that there was no significant difference between the total scores of beliefs and practices of teachers in terms of L2 writing teaching.However,there were significant differences between the majority of item scores of SPB and SPP.The results also revealed that public and private teachers did not differ significantly in terms of their SPP and SPB total and item scores.The important implications of the findings for EFL teachers’beliefs and practices research and writing pedagogy are discussed.
文摘Chinese culture is broad,profound and rich in connotation.Often a word,word,sentence in different chapters will have different meanings,which is undoubtedly a major difficulty for students learning Chinese as a second language.With the continuous development of context theory,the important position of context teaching method in the teaching process has gradually emerged.Therefore,this paper will combine the actual situation of TCFL classroom,analyze and research the application strategy of context teaching in TCFL classroom.
文摘Word is deemed as one of the indispensable building blocks of a language;however,the non-English major in China is suffer-ing from the traditional vocabulary teaching approaches.This paper tries to analyze the traditional vocabulary teaching approaches forthe non-English major in the traditional teaching context in some universities in Guangxi,with the purpose of proposing some workablesuggestions.
文摘Definition of termsInputs can be defined as everything which students bring tothe classroom including their prior teaching and learningenvironment,attitude,enthusiasm,motivation,phonologyfrom their first language and varying degrees of confidence.When they arrive in college they are exposed to spoken Englishfrom a range of teachers who have a variety of spoken abilitiesand teaching techniques.
文摘Introduction For two academic years, Teaching Practice (TP), an important component of the in-service Advanced Teacher Training Course at Chongqing University, was set up in an almost ideal context: students specially recruited, materials selected by the trainees and photo-copying facilities provided. While trainees felt very excited by their performances during TP, when all the excitement had gone, they felt less optimistic at the thought of the constraints which would be placed on their teaching in their own institutions. So their evaluation of TP ended with a "Yes, but" statement. Drawing on insights gained from those two years, the British lecturers and Chinese counterparts generally felt that TP should, in future, operate within a realistic context. In this paper, we shall report how TP was conducted within our Foreign Languages Department.
文摘This paper attacks the conservatism of grammar teaching in China.It takes the example of teachingnon-restrictive clauses in English and demonstrates that a communicative approach can and should beapplied even to such a linguistic subject.A procedure is suggested in which group work and problem-solving activities attempt to raise students’awareness of grammar problems and encourage them to findtheir own solutions.
