75 ESL/EFL Teaching Ideas

1. Alter the pacing of-your class. If you rush through yourclass at full speed, slow things down and take time to ask yourstudents personal qoestions based on the materials you are us-ing. If you tend to proceed at a snail's pace, prepare some additional activities and push yourself to accomplish more than youusually do. 2. Ask a student to demonstrate a dance, and assist thestudent in explaining the movements in English.     

7 TIPS FOR EFL /ESL TEACHERS

Brown is a colour that encourages people to talk. Journalists, for example, who naturally need their interviewees to open up as much as possible, often wear browns and khakis. Take a leaf out of their book if you want to help your students speak more easily and more spontaneously.     

Assessment purposes and procedures in ESL/EFL classrooms

University instructors’ classroom assessments play a central role in and inevitably influence their teaching and their students’ learning. This paper reports on a comparative interview study conducted in a range of three ESL/EFL university contexts in Canada, Hong Kong and China. Six major aspects of ESL/EFL classroom assessment practices were explored: instructors’ assessment planning for the courses they taught, the relative weight given to course work and tests in their instruction, the type of assessment methods (selection vs. supply methods) that they used, the purposes each assessment was used for, the source of each method used, and when they used each method. University instructors were also asked to indicate what they saw as the advantages and disadvantages of the methods they used, and whether they took into account prior student knowledge when making decisions about what assessment methods to use. The findings contribute to a better understanding of ESL/EFL university instructors’ classroom assessment practices at the tertiary level in a range of three ESL/EFL university teaching contexts.     

英语学习过程诸因素探讨

在外语／二语学习过程中,必须充分考虑语言环境、社会语言环境、学习风格、学习年龄、学习阶段等因素,这些因素对学习者努力的结果有直接的决定性的影响。它们影响外语／二语学习者是否以及怎样充分利用可以得到的一切学习机会,而是否以及怎样充分利用可以得到的一切学习机会又决定外语／二语学习者能否学得目的语。外语／二语教师应该根据这些因素采取相应的教学策略和途径,来满足外语／二语学习者的学习需求。二语／外语教师在学习过程中的重要作用,体现于引导学习者以最适合自己学习风格的学习方法充分地有效地利用所能得到的二语／外语学习机会。     

A Synthesis Paper on ＂Chinglish＂ in EFL/ESL Writing Class

This paper is intended to offer a synthesis of some researches on teaching EFL writing in China, and the author suggests that more efforts should be directed toward studying in this area in order to help not only teachers but also students to resolve this dilemma in the EFL writing classes in China.     

英语写作研究及其对EFL/ESL教学的影响

20世纪下半叶，英语写作研究及其相关的写作教学研究发生了巨大变化，先后出现了成果法、过程法、语境法和社交认知法。写作研究的成果对EFL／ESL写作教学起了积极的推动作用。但我国大学英语写作教学收效仍然低下，解决的途径不能简单照搬某一理论模式，而要根据情况使用不同的方法、为学生创造不问断的练习机会并改变评价观念。     

On the Role of Memorization in ESL/EFL Learning

Memorization has been long viewed as a bad practice or the opposite of meaningful learning.A survey on the role of memorization in ESL/EFL learning is carried out in Vestal Middle School,Binghamton High School and Binghamton University under the guidance of Professor Jennifer Brondell.The result shows that a majority of subjects were found to emphasize the important role of memorization as a strategy in helping students to obtain better accuracy and fluency,use language knowledge reserve,and gain more self-confidence.     

ESL/EFL的文学教学所面临的几个问题

“以史为序”的文选教材有其合理的一面，但也存在一些问题，应以厚古薄今的原则编写教材，并根据学生的实际需求，对文选进行取舍。     

外语教育研究中的叙事探究

叙事探究在外语教育领域得到越来越广泛的运用。本文以web of science核心合集文献为依据,梳理了该领域叙事探究的理论视角、研究主题、数据收集和分析方法。研究发现,研究者多采用实践共同体理论和定位理论,侧重身份、动机等主题;数据收集以多渠道数据、历时数据、互动中的叙事、叙事框架和多模态叙事等方式为主;数据分析常采用主题分析、内容分析、话语分析和叙事性分析。最后,对叙事探究在外语教育研究领域的未来发展给出了建议。     

Drama to Enhance the Speaking Skills of EFL/ESL Learners

The paper starts with introducing the definition of drama. Then, many drama techniques are introduced. Next, Advantages of using drama techniques are discussed. Nonetheless, some problems in using drama in ESL/EFL are pointed out. The paper concludes that drama offers a useful educational tool to support communicative language teaching for EFL/ESL learners.     

利用报纸进行ESL/EFL课堂教学初探

利用报纸进行外语教学可以给语言学习者带来不小的收获。将报纸引入ESL／EFL课堂教学要注意“六记”和“六忌”。以此为前提，可以设计出内容丰富、形式多样的听说读写课堂活动。     

试论外语教学对比分析和错误分析的研究价值

外语教学研究关于错误的理论不仅使人们对学生错误有了正确的认识,而且认识了第一语言和第二语言是如何学得的。通过研究学生偏离目的语的错误的语言行为,研究者可以获取语言是如何学得的或者习得的的证据,获得学习者在学习语言中采用什么策略或者程序的证据,而教师可以了解到学习者朝着目标进步了多少,并且由此而得知,他还有什么需要学习的。外语教学研究关于错误理论中的对比分析和错误分析,既是重要的研究课题,又是重要的研究工具,因而具有重要的研究价值。     

情景语言教学在我国外语教学中的意义探讨

情景语言教学既注意通过特定情景学习语言的形式（词法句法）,又注意通过特定情景把握语言的意义,因此,情景语言教学一方面可以为学生打下坚实的语言基础,培养学生的语言能力,另一方面可以让学生在语言基础上发展对语篇语境包括话语语境、情景语境和文化语境的语感,培养学生的语篇能力和社会语言能力,培养学生的语言运用能力。这就是情景语言教学对于我国外语教学的重大意义。     

中国EFL教育与加拿大ESL教育的对比研究

中国的EFL教育与加拿大ESL教育在学习动机、教学环境、教学内容与方法、教学评价等方面存有一定的共性与差异。中国EFL教育存在教学拘泥于教材、缺乏真实的语境、师资队伍建设有待进一步加强等问题。加拿大ESL教育为中国EFL教育提供了借鉴与参考。     

比较术语学视角下英语的“二语”与“外语”之辨

在比较术语学（comparative terminology）视角下,作为“二语”的英语（ESL）与作为“外语”的英语（EFL）这对关于英语教学的术语,在英语文献中通常有相对较为严格的术语意义上的区别,而在国内相关汉语文献中,两者的差别通常被有意忽略或者忽视。     

EFL/ESL写作教学中的书面反馈研究评述

教师对作文的书面反馈一直是EFL/ESL写作教学理论和实践的焦点。以国内外大量有关教师书面反馈实证研究和理论探讨为基础,从教师书面反馈是否有效,如何给出有效的教师书面反馈,教师书面反馈的重点三个方面详细讨论在写作教学中应如何利用书面反馈提高学生的写作能力,并提出了这一领域未来的研究方向。     

An Evaluation of Fundamentals of English Grammar as a Textbook for ESL/EFL

Textbooks can play a very important role in ESL/EFL ‘s success of learning.They provide the objectives of language learning.This essay evaluates a textbook named"Fundamentals of English Grammar" by Betty Schrampfer Azar and points out its strengths and shortcomings.This paper is intended to emphasize that teaching grammar is the art of helping students make sense,rather than lecturing on grammatical patterns and terminologies.     

Schema effects in EFL reading comprehension

Schemata are known to play an important a role in reading comprehension. Comprehension is seen as the interaction between top-down processing from activated schemata and bottom-up processing from concepts expressed by the text. If readers activate an inappropriate schema, they may miss the meaning of the text. The present study examines the effects of faulty schemata on reading comprehension. At the end of an advanced English reading course at Haifa University, a test of reading comprehension was administered to 125 students. One section of the test contained an advanced level text about love and marriage, a text close to the personal experience of the examinees. Using dictionaries, students translated expressions and sentences and answered short-answer comprehension questions in English. Results indicated that 23% of the wrong answers to the comprehension questions were driven by schemata which differed substantially from the actual content of the text.     

Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme

Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually Responsive Teacher Training (CRTT) programme in the learning–teaching contexts into which they were returning as English as a Second or Foreign Language (ESL/EFL) teachers. Pragmatic issues in home contexts concerning resources generally and textbooks particularly were seen to threaten the viability of what was learned. Significantly, all participants projected disillusion with home country context rather than with foreign country training as a personal resolution of the mismatch. Implications are drawn for preventative redesign in relation to the Australian programmes.     

Factors influencing anaphoric processing in ESL reading comprehension

The purpose of this study was to investigate the effects of some factors that influence English as Second Language (ESL) readers’ ability to resolve anaphoric expressions. Fifty full-time ESL students randomly drawn from three different proficiency levels served as unpaid volunteers for the project. Data were elicited by means of multiple-choice and cloze tests. The experimental design contains one between-subjects factor (proficiency level) and three within-subjects factors, all orthogonally manipulated (number of antecedents, case of pronominal anaphor, and propositional distance from antecedent). A four-way mixed ANOVA for the multiple-choice tests indicated significant effects for proficiency level, case of anaphor, and the interaction of case and number of antecedents. A similar four-way ANOVA for the cloze tests indicated significant effects for proficiency level, number of antecedents, case of anaphor, distance from antecedent, and for the interactions of case and antecedents, antecedents and distance, and case and distance. Similarities in the findings from this study and other first and second language studies are noted. Latent trait measurement procedures were employed to produce a rank order of difficulty for the different item types examined in this study.