English Language Teaching in Malaysia Today

This article examines the changes in English Language teaching in Malaysia since its independence in 1957. It traces the problems encountered as the methodology for teaching English changed from a structural‐situational approach to a communicative approach. To illustrate the paradigmatic shift from knowledge‐based rote learning to self‐access learning that promotes independence and life‐long learning, and to produce manpower that can think creatively and critically, the Smart Schools Project and the extensive reading programmes are discussed.

     

English Language Teaching in Thailand Today

This paper traces the historical development of English Language teaching in Thailand, the reasons for the re‐thinking and the initiative in the new National Education Curriculum, and the problems experienced during the implementation of these initiatives.     

English Language Teaching in East Asia Today: An Overview

The paper is structured in three parts. Part 1 discusses the position and status of English in 15 countries or education systems in East Asia, with the term East Asia used to cover Southeast and Northeast Asia. Part 2 of the paper is devoted to recent developments in English Language Teaching (ELT) in the 15 countries or education systems, while Part 3 attempts some generalizations on the teaching of English in East Asia with regard to issues and problems. One of these issues is concerned with the suitability of certain imported teaching techniques in settings where English is seldom used outside the classroom. Some of the problems are conceptualized as dilemmas.     

Body Language in English Teaching

The functions of body language in classroom teaching are more and more concrete,and the way of using different body language in teaching different language skills is more and more perfect.     

Authenticity in English Language Teaching

<正> ABSTRACT: Based on an analysis of the deficiency of the traditional ELT in authenticity, this paper puts forward some sug-gestions about how to make our ELT classroom more authentic.     

English Language Teaching in Singapore

This paper describes and analyses the changes and innovations in English language teaching in Singapore from the 1980s to the 1990s. The review includes a brief historical look at changes in the English language syllabuses from the colonial days to the recently launched 2001 syllabus. Trends and practices in English language teaching and learning will be discussed in the context of the various educational initiatives in Singapore. The paper will conclude with some thoughts about the future of ELT in the island state.     

论英语教学中“猜”的活动

"猜"的教学活动在外语教学中广泛使用,体现了教师所持的一种教学理念."猜"既可以激发学生的学习兴趣,扩大学生的想象空间,同时又可以为学生创设一个"信息沟",使语言学习变成真正的交际,学生由被动接受变成主动参与,真正成为学习的主体.学生的思维能力、信息组织能力以及语言表达能力在这样的交流中得到锻炼和提高.     

辩论在英语教学中的运用

培养英语表达能力是英语教学的目标所在，把辩论运用于大学英语课堂教学，有利于提高学生英语的表达能力，顺应了教学方法改革的趋势。采用这种方法，要求教师在备课时对辩论题目进行深入充分的准备；在上课时参照辩论的程序实施教学，注意把握好总结讲证明这一关键环节。     

互文性视角看大学英语教学

互文性理论的提出,打破了传统外语教学的意义观,并为外语教学研究提供了新的视角。文章综合语言学界关于“互文性”的论述,提出“互文性”的三种基本类型。并以《大学英语》教材的语篇为例,探讨了“互文性”理论对外语教学的启示及其对提高学生语言能力的意义。     

英语教学中的创新实践

以培养创新精神和实践能力为重点的素质教育是当今教育改革的主旋律，在英语教学中要精心设计主体活动，创设问题情景，注重培养学生独立学习能力，让他们更多地自主学习。让学生在学习中学会如何去获得知识的方法，以达到培养发散思维的创新意识，提高创新能力的目的。     

任务型语言教学法在英语听力教学中的应用

任务型语言教学法是一种基于任务或以任务为基础的语言教学途径。任务型听力教学强调学生语言能力的培养,注重学生的学习策略、创新精神和实践能力,帮助第二语言习得和记忆。从分析英语听力教学中存在的问题入手,探讨在英语听力教学中实施任务型语言教学法的方法及效果,以期为英语听力课教师及研究者提供实证参考。     

谈谈多媒体辅助平面几何教学

以“点的轨迹”的教学为例，阐述了多媒体辅助平面几何教学的优势和尚需解决的问题。     

Integrating Traditional Teaching Methods with Communicative Language Teaching in English Language Teaching

How to improve English teaching efficiency is a problem that linguists and language teachers are always thinking about.This paper introduces the dominant traditional teaching methods and CLT and their limitations when being adopted in the English classroom in China and how to integrate traditional teaching methods with communicative language teaching in English classes.     

任务型教学在大学英语教学中的实施

任务型教学是20世纪80年代外语教学法研究者和第二语言习得研究者在大量研究和实践的基础上提出的又一个有重要影响的语言教学模式，它强调“做中学”。本文主要论述了任务型教学产生的背景及其理论基础，它在大学英语教学中实施的可行性、必要性，可设计的任务和应遵循的原则。     

Culture Teaching in English Language Classes

Language is closely related to culture. Language expresses and embodies cultural reality, in the meantime, culture exerts enormous influences on language. Therefore, language learning is often culture learning. The author, based on the negligence of culture teaching in English language classes, illustrates the influences of cultural knowledge on reading, translating and intercultural communicating, and proposes suggestions on culture teaching in English language teaching （ELT）.     

英语教学中体态语的运用

英语教学中体态语作为语言交际的一种辅助手段,起到了不可忽视的作用,它具有辅助性、差异性、示范性和可创造性的特点。在英语教学中合理运用体态语不仅能增进师生情意,更能极大地提高教学效果。     

试论英语学科素质教学

素质教育体现在英语学科领域就是在教育改革中英语教师主动迎接挑战，把认知主体的学生内部心理过程作为研究的一种认知理论与实践过程。而学科素质的培养正是强化了学习过程，把学习者的信息加工主体地位强化了。注重学生知识的习得(acquisition)，让学生在乐学、善学中学得，在学中领会并主动建构学习意义。素质需要情感认同，认知需要技术指导，然而技术指导旨在学法指导，创造能力才是最终的素质体现。     

合作教学模式在英语教学中的应用

随着课程改革的深入，根据新教材的特点，英语课堂教学需要引进能面向全体学生的、有利于学生语言实践活动全面开展的教学方式—合作学习的教学方式。本文从目前英语课堂教学中存在的缺点入手，分析了开展合作教学模式的理论基础。着重强调英语教学中合作教学模式的具体运用。