Classroom Observation on Developing Students’Competence in SEIB

China’s entry to WTO and China’s 2008 Olympic Games have widely opened the door to the outside world.Tal ents with business knowledge and excellent oral English are urgently needed.For students in English major,we give the course of Spoken English for International Business(SEIB) to improve their abilities in SEIB.The author aims to use the methods like classroom observation,interview,questionnaire survey to observe and compare two classes and two teachers to explore the rela tions between students’competence development and teachers’with different levels and teaching practice,and to gain some enlightenment on students’competence developing in SEIB from the study.     

How to Develop the Students’ Interest in English Teaching

It is the key for teachers how to develop the students’ interest because interest is the best teacher.This paper discusses how to develop the students’ interest.     

How to Apply Groupwork in English Classroom Teaching

This paper presents some practical methodologies through which students' ability of using English can be de-veloped. The object is intended to increase their interest and reinforce the speaking ability by groupwork.     

How to Teach Speaking Skills in Chinese EFL Classroom?

This paper will explore some efficient methods of teaching oral English in China’s classrooms.Three case studies will be illustrated to show some problems in the classroom when the Chinese learner meets western pedagogy.This paper will put for?ward some proposals to solve the cultural problems in Chinese EFL classroom.     

How to Improve Students’ English Listening Ability

Listening plays a fundamental role in foreign language acquisition. Though most schools have offered listening class, the effect is rather poor. This thesis will analyse some reasons that cause students weak ability in listening and explore some effective strategies to solve some issues.     

Teacher’s Role in Students’Group Work in College English Classroom

The implementation of group work in China is aroused by the teaching reform and proposal of the New Curriculum Standard, in order to improve the language teaching and learning. However, in many cases group work is far less effective and desirable than it should have been. The effectiveness of group work depends on many factors in real language classroom setting. This paper mainly focuses on the factor of teacher’s role. The main implication of this paper is to suggest the appropriate teacher role in students’group work and put forward some skills in organizing group work in order to make group work more effective and significant.     

How to Improve Students’English Listening Comprehension in Middle School

Listening is considered to be one of the most difficult skills in English learning.As one of the receptive skills,listening is the foundation to develop other language skills.For a long period of time,...     

College Students’ Identity Self-awareness and Shaping in English Classroom Teaching

The paper is to find out whether the college students have the appropriate culture awareness, which helps intercultural communication and promote the transformation of cultural identity.     

Exploration and Practice of Improving College Students’ Speaking Competence through Group Discussion

The aim of English teaching is not only to make the students learn new words and grammar, answer multiple-choice questions to get good scores, but also to enhance the students’abilities of the integrated application of English, speaking and listening in particular. The ultimate goal of learning English is to use English to communicate with others in the future jobs and real life. However, the non-English majors have great trouble speaking English in class and in real life. Such ways as Socratic dialogues, cause analysis and questionnaire are used to investigate the reasons. In order to improve speaking ability, group discussion is used in class. In consequence, the students have more interest, motivation, courage and confidence in speaking English. Meanwhile, they have also established the concept of using what they learned in class, in practical work and real life.     

Rethinking on Matching Teachers’ Teaching Styles with Students’ Learning Styles in ESL/EFL Classrooms

Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students’ learning styles?Is it feasible for the teachers to match their teaching styles to every individual student’s learning styles?Because of the incompatible learning and teaching styles, suggestions on how to deal with the difficulties in the matching of these two styles will be given.     

On Tibetan Students’ Willingness to Communicate in EFL Classroom

Set as the primary and ultimate goal of language teaching process by MacIntyre et al.(1998),willingness to communicate in second language(L2 WTC) has been put much attention in L2 acquisition field.This study examined quantitatively the willingness to communicate in English as a foreign language(EFL WTC) in Tibetan context with a questionnaire.Tibetan college students’ EFL WTC was found significantly lower than Han students.No significant difference was found between Tibetan male and female students in their EFL WTC.Causes were explored andsome pedagogical suggestions were made in this study.     

Using Technology to Improve Students’ Literacy

Rapid evolution of communication technologies has changed language pedagogy and language use,and they enable new forms of discourse and new ways to create and participate in communities.Using the modern technology can reinforce and expand the ESL stu dents’ s language and literacy instruction.It mainly discusses the effects of television on literacy development,and using video to enhance reading outcomes.A great number of studies provide evidence that learners can develop their language and literacy skills from technology.     

The Strategies to Stimulate Students’Interest in English Teaching

With the rapid development in different fields in China,especially the extension of its further opening to the outside world,English language teaching and learning has accordingly witnessed a fast development in recent years.English teaching has stepped into a new stage in our country.More and more people begin to study English.So there is an urgent need to implement interest-activated in English teaching accordance with the present situation of our country.To meet the demand of it,more and more people are aware of the ways to improve the efficiency in English teaching and learning.The article holds that"interest is the best teacher."And it is very important to improve the interest of students.So this paper pays more attention to the ways to stimulate the students’interest in English teaching.     

Ways to Arouse Students’ Extrinsic Motivation

Various studies have found that motivation has a close relationship with students’achievement.The relationship between motivation and learning is interactive,it is agreed that students who have strong motivation,and they are more likely to make more effort in learning than others.We can safely conclude that motivation is a necessary condition when learning a foreign language.A real learning     

How to Provide“Scaffold”in Reading for Secondary Vocational School Students

Many secondary vocational school students are afraid of reading,while teachers are often trapped in a dilemma as to how to teach reading. The present paper,based on scaffold theory,elaborates when and how to provide scaffold in reading teaching through a case study so as to promote the efficiency of English reading classes in secondary vocational schools.     

Using Cogenerative Dialogs to Improve Science Teaching and Learning: Challenges and Solutions in High School Students’ Internships

Internships in science research settings have received increasing attention as a means of helping students construct appropriate understandings, practices, tools, and language in scientific activities. To advance student–scientist partnerships beyond the status quo, the study aimed to investigate how cogenerative dialogs (cogens) may help high school students and scientists identify and address challenges collectively. The analysis identified nine major challenges discussed during cogens: (1) the quality and progress of scientific practice in laboratories, (2) the quality of scientists’/assistants’ instructions in classrooms, (3) the quality of student participation in classrooms and homework, (4) students’ absences, including arriving late or leaving early, (5) the quality of administrative support, (6) preparation for scientific presentations, (7) the process of deciding project topics, (8) students’ peer interactions and communication, and (9) students’ physiological needs. The three most salient challenges were “the quality and progress of scientific practice in laboratories” (39%), “the quality of scientists’/assistants’ instructions in classrooms” (20%), and “the quality of student participation in classrooms and homework” (17%). The study shows that cogens allowed students and scientists to agree on teaching modifications that positively influenced teaching and learning processes during the internship, such that issues were reduced from the beginning to the closing stages. Importantly, the challenges and solutions identified by students and scientists in this study provide accounts of first-hand experience as well as insights to aid program directors or coordinators in designing a learning environment that can foster effective practice for internships by avoiding the issues identified in the study.     

How to Develop the Students’ Motivation

Motivation is one of the most important factors access to success.There are three types of students’ motivation in English learning.In order to get good result in the process of teaching,teachers try their best to develop students’ motivation.They have tried many ways,such as enhancing students’ interesting through playing games,introduce the culture of English speaking countries.It’s meaningful that teachers develop several kinds of motivation at the same time.All these important methods can be used in actually teaching to get a better result.     

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers.