Formative assessment of writing in English as a foreign language

Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on either studying students or teachers, little research has been conducted on formative assessment of writing where both students and teachers are studied. As such, this study provides new insight. The findings mostly indicate that contradictions are prevalent amongst teachers’ and students’ perceptions of formative assessment of writing. The contradictions revolve around feedback, grades, text revision, self-assessment, and student involvement. The identified contradictions suggest the need for developing a mutual understanding of formative assessment in order to make it useful and meaningful.     

二外英语在外语院校非英语语言类专业中课程设置探究

二外英语为外语院校非英语语言类专业的必修课程,本文首先从《教学要求》,教师队伍建设,教学模式等角度探讨二外英语的必修课地位;其次以笔者所在院校为例探究二外英语教学中的多样化学分设置;并进一步论述了英语选修课对二外英语教学的有益补充。     

外语教学中的提问技巧

本文根据笔者多年的外语教学经验,通过对外语教学课堂模式的探索,总结出了外语教学中十分重要的提问技巧。文章中系统地分析了提问的种类、功能及其目的,并提出外语教学中提问的独特性能、方法及原则。     

English as a foreign language,globalisation and conceptual questioning

This text discusses the locus of English in globalisation discourses. Assuming that languages constitute discursive formations informing ways of knowing, discourses of English as a global language (EGL) are positioned in relation to teaching English as a foreign language in the glocal scene. We draw on post‐colonial theories and critical education, treating languages as social practices and conceiving of teaching EGL as a privileged context for discursive agency, especially when discourses of global English are critically engaged with through dialogue and conceptual questioning. We present a post‐method suggestion of procedures to promote conceptual questioning through construction of open spaces.     

英语外语教学与汉语外语教学的教学异同点分析

随着经济全球化的发展,国家与国家之间的联系也日益密切,文化的交流也是必不可少的。而这就要求我们对他国的语言具有一定的了解,以便于相互地沟通理解。对于文化的学习,教育的重要性是不言而喻的。但是,并不是所有语言的对外教学都是一样的,它们也会有各自的特点,这样才能更好地使其被学习。本文就对于英语和汉语两种语言作为外语教学的异同点进行分析。     

师范英语本科生专业知识与技能培养标准研究

师范英语本科生是未来的英语教师,多数学生将成为中小学英语教师的中坚力量。随着中学英语新课程的深入实施和高考英语改革的逐步推进,师范英语本科生的英语专业知识和技能应该达到一个基本标准,以适应新课程的教学。文章主要讨论师范英语本科生的英语专业知识和技能培养的现状——缺乏标准,提出了师范英语本科生英语专业知识和技能培养的目标——建立标准,培养建议——达成标准。在此基础上,文章最后讨论了对＂对外汉语教学＂的几点启示。     

对外汉语语音教学的原则和技巧

对外汉语语音教学是整个汉语教学的基础.在面向零基础的汉语学习者时,我们通常会先进行一段比较集中的语音教学,此后在很长一段时间内也会对学生的发音进行纠正.学生如果掌握不好汉语的语音,就会影响到词汇、语法和汉字等方面的学习,也会影响到用汉语进行交际.因此,对语音教学方面的研究就显得非常重要.     

Single-case experimental designs in remedial teaching of English as a foreign language

First-year failure of German Gymnasium pulils is frequently the result of insufficient achievement in EFL (English as a foreign language); such failure has traditionally been attributed to a lack of talent and/or effort on the learner's part.The poor statistical correlation between intelligence and EFL achievement does not adequately explain this failure. Although the proportion of failure in EFL has long been known, no basic changes in teaching approach have resulted.Concepts of didactic models presented by Carroll, by Bloom, and by Harnischfeger and Wiley indicate that too little emphasis on active learning time, quality of instruction, and individualized teaching strategies may constitute sources of failure. Furthermore, the concept of learning hierarchies suggests that the cumulative effect of learning deficits will inhibit further learning.In the absence of institutionalized remedial teaching in the German school system, a research project was planned; its aim was to identify factors responsible for learning difficulties, and to work remedially with failing pupils in order to ensure further learning in the normal classroom setting.Both areas and sources of failure in first-year EFL and effective strategies are reported on. The possibility of monitoring and quantifying the effectiveness of remedial teaching is discussed in presenting multiple baselines as documentation of single-case experimental designs.Presented in part at the Third Overseas Conference of the International Association of Teachers of English as a Foreign Language, Poznán, Poland, April 18–20, 1979.     

Pre-service English as a foreign language teachers' perceptions of the relationship between multiple intelligences and foreign language learning

The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about which type(s) of multiple intelligence(s) play a role in foreign language learning. The findings of the study indicated that virtually all participants (97%) agreed on making use of all intelligence types in the process of foreign language learning and linguistic intelligence alone does not guarantee success in learning a foreign language. The results of the study also illustrate that multiple intelligences and foreign language learning have an ongoing, complex, and interactive relationship. Finally, a foreign language learning discipline MI profile is suggested.     

浅谈对外汉语口语课词汇教学研究

运用适合的教学法对迅速扩大留学生的汉语词汇量,提高他们运用汉语词汇的能力非常重要。     

Recoding strategies of German learners of English as a foreign language

This study investigated whether German learners of English as a foreign language (EFL) acquire additional recoding strategies that they do not need for recoding in the consistent German orthography. Based on the psycholinguistic grain size theory (Ziegler & Goswami, 2005) we expected students with little experience in EFL to use the same small-grain recoding strategy as in German, while more advanced students were expected to switch flexibly between small and large grain size recoding strategies when reading English nonwords. German students in Grades 5, 7, and 9, as well as university students were presented with an experimental nonword reading paradigm introduced by Goswami, Ziegler, Dalton, and Schneider (2003) which assesses the effects of language (nonwords derived from German vs. English), orthographic neighborhood, item length and presentation format (blocked vs. mixed) on reading latencies and accuracies. The data were analyzed using hierarchical linear models. The youngest age group did not use larger units to read English nonwords, but mostly applied simple grapheme-phoneme translation, as they would in their first language. University students were able to switch flexibly between large- and small size recoding strategies.     

谈英语歌曲在英语语言教学中的运用

英语歌曲在交际法英语教学中是一种非常重要的教学手段，为语言教师提供了大量丰富多彩的语言材料，他们不仅能用于有目的的语言训练，而且可以最大程度地激发学生学习英语的兴趣，提高学生主动的参与英语语言学习的意识。     

语用语篇与外语教学

在不同的历史时期,语言的不同特征被人们认为特别重要、典型,应该予以重视。然而,就语言的应用和外语教学而言,也有必要提倡“科际整合”。一种显而易见的研究方法就是把人类语言跟人类其他的交际系统,或非人类交际系统进行比较,也可以通过比较“语用学”、“语篇分析”和“外语教学”等方面的问题,来解决外语教学中存在的某些争议。     

例析高中英语语言技能的转换——由接受到生成

本文结合具体教学案例探讨了高中英语语言接受技能到生成技能的转换。本文提出:从培养学生语言生成技能的角度去设计阅读教学,使学生能够通过亲身的参与和实践、感悟和体验来发展语言技能,进而逐步获得语言运用能力。