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.     

Attitudes of Second Language Learners towards Code-switching in L2 Classroom

This paper chiefly examines the attitudes of second language learners,specifically,Chinese postgraduate students studying in the UK,towards code-switching between English and Mandarin in group discussion in L2 classroom.Questionnaire is implemented as the data collection method and yields some corresponding findings based on research questions.Meanwhile,recent research on code-switching in classroom is introduced briefly.Moreover,limitations and pedagogical implication of the original research mentioned above are elaborated,as well as the implied future research is presented in this area.     

Using Extraction Experiment as a Tool for Teaching Scientific Process Skills

Laboratory work educates students about the ＂processes of science＂. But it is suggested that students＇ learning level is low because of limited application of science processes in their laboratory work. Extraction experiment was chosen as the topic since it allows students to apply many of their basic chemistry knowledge, and it can be readily to gain understanding of scientific proceses required for an investigation. This study has been carried out with 40 students who are in the first year of Science Teaching Division at Trakya University, Faculty of Education. These students were divided into two groups of the experimental group and the control group, each group containing 20 students. The students of the experimental group were given knowledge about basic scientific process skills, and a procedure in detail to follow was given. But the students of the control group was given a standard procedure. The students of both groups were asked about what and why they did while they were performing the laboratory investigation. We observed that the experimental group students used the basic process skills, understood the extraction experiment, and realized what and why they did from this activity better than the control group students. The control group students did not know why they did laboratory work and they tended to focus on completing the task rather than learning from it. We considered that the experience would be helpful for students to improve scientific process skills if the students successfully acquired procedural understanding. Students＂ scientific processskills will develop as long as they use the skills.     

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.     

Hands on group work paper model for teaching DNA structure,central dogma and recombinant DNA

Understanding life on a molecular level is greatly enhanced when students are given the opportunity to visualize the molecules. Especially understanding DNA structure and function is essential for understanding key concepts of molecular biology such as DNA, central dogma and the manipulation of DNA. Researches have shown that undergraduate students typically lack a coherent view of concepts and their relationships when studying molecular biology within instruction-based lecture with no other pedagogical applications. In this study, we have designed an experimental to investigate the effect of a hands on paper models exercise within group work （Jigsaw Cooperative learning） on student biology teachers＇ academic achievement and attitudes to biotechnologies. Our goal was to develop a manipulative activity using inexpensive but graphic materials. The sample for this study consisted of 42 student teachers in the department of Biology Education during the 2005-2006 academic year. We have divided the students in two different classes. One of the classes was randomly assigned as the non-paper model （control, n=21） and the other as the paper model group （n=21）. In experimental group cut and paste paper models exercise within cooperative groups, in control group traditional instructional design has been applied in teaching DNA structure, Central Dogma and Recombinant DNA. The posttests of the groups in achievement and attitudes to biotechnologies show significant differences. The results indicated that the paper model group was more successful than the non-paper group.     

Assessing students＇ reflective responses to chemistry-related learning tasks

Key to renewed concern on the affective domain of education （Fensham, 2007） and on school graduates＇ readiness for a world of work （DEST, 2008; WDA, 2006） is the student＇s inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education （Dewey, 1933; Ellis, 2001）. Since the inclination-to-reflect may not be obvious even among adults at work （Seibert ＆ Daudelin, 1999）, how much more can we expect from school students？ This article presents part of a research on secondary school students＇ inclination-to-reflect when engaged in chemistry learning tasks. The instrument used is the three-part Chemistry Learning and Thinking Instrument （CLTI）. The first part seeks to characterize students＇ inclination-to-reflect while attempting chemistry learning tasks and the other parts aim to characterize their learning-thinking preferences in the subject. This article shares the construction of the learning tasks in the first part and how students＇ reflective responses to these tasks are encouraged, scored and analyzed. Since assessment is said to drive teaching and learning, an alternative form of assessment, such as these CLTI items, may help students become more reflective in their learning habits and hence mare adantable tn the world of work.     

Group Work in Spoken English Teaching in Vocational School

In English class,teachers are inclined to instruct linguistic knowledge,neglecting the training of students’ linguistic behavior.Especially under the whole-class teaching mode,the opportunities for students to practice spoken English are rather limited in the class.Based on the theory of Cooperative Learning,group work,which is a kind of teaching method,will effectively solve this problem.My research is to study the influence of this activity on the students’ English learning through questionnaire in vocational college and how to make this activity more effective.     

Creativity and Language Usage in Interactive and Integrated Projects

This paper aims at outlining the dual-focused approach used to train architecture students to work independently on re-development and re-usage concepts in an Erasmus IP （intensive programme） workshop, where English was used as the working language. The creative tasks were combined with communication skills （social and technical English, negotiation skills）, which were to enable the students to present their outcome publicly in the final presentation. The underlying concept is that students work in small international groups and develop their own method to address the given problem in the form of a real project. Through the project-based approach, students search for information that accompanies their project ideas, which helps them find a viable solution. The creative work process is completed by a thorough evaluation and intensive reflection phase in order to strengthen the students＇ learning experience. Additionally, the interdisciplinary approach, as well as the multinational aspect that originate from different cultural and educational backgrounds of the students, shall contribute to the interactive work process. This process of interaction is based on the idea of experiential learning that sees knowledge as the transformation of experience.     

A Discrepancy between An Advocacy of Group Work and the Reality of Its Poor Implementation ELT Classrooms of Junior High Schools in Mainland China

The paper investigates how group work was implemented in English teaching classrooms in a junior high school of Mainland China as a case study. The research data was collected by classroom observations, a survey of the students and interviews with the classroom teachers. The research finds a mismatch between an advocacy of group work and the reality of its poor implementation. It has implications on English curriculum innovation and the advocacy of group work in ELT classrooms in mainland China.     

The Use of Smartphones in Primary Education： Improving Arithmetic Calculations in Pre-service Primary Teacher Training

It is difficult for teachers to track student learning on a daily basis. However, the Intemet and new technologies that students use every day can make this much easier and more accessible. This article intends to make evident that using student response systems, such as Socrative and a smartphone, teachers can get more control of their students＇ pace of learning and their progress. Socrative is a very useful tool that helps teachers track student learning in real time. Socrative software can be downloaded on students＇ smartphones, tablets, or laptops and can facilitate online testing with immediate feedback and access to test results. Students receive immediate feedback as soon as they finish answering test questions. It can also promote cooperative learning when students work in groups discussing coursework. Use of the software can increase motivation, self-esteem, and understanding of concepts discussed in class.     

A Short Discussion on How to Use Communicative Language Teaching(CLT) to Improve Speaking Competence

Though China’s present situation in English language teaching is quite favorable,some problems are still very outstanding.It seems that the communicative competence of Chinese students is not that satisfactory.The Communicative Language Teaching(CLT) approach,which regards"communicative competence"as the goal of language teaching,is becoming more and more popular in China’s English language teaching.This paper shows that the CLT approach does work in improving students’ communicative competence to some degree,through reviewing relevant literature on this approach.However,it is not a panacea to solve all the problems occurring in students’ communicative competence for it also has some weak points.Several suggestions were proposed to enhance students’ grammatical competence as well as the communicative block due to cultural differences.It is also advisable for teachers to be as flexible as possible in choosing the teaching techniques and adding whichever input needed to effectively achieve the main goal of making students both grammatically accurate and communicatively proficient.     

Use of Prompt Sentences to scaffold language growth in lower level Chinese classes

This study examined the use of Prompt Sentences （PSs） in lower level Chinese classes. By asking three types of PSs to students and quantitatively analyzing their responses, the author tried to answer the questions （1） whether it is effective to use PS in the beginning Chinese class, and （2） when to apply which type of PS to which group of students and what situations. The author found that using PSs in beginning Chinese classes is only effective when students have some grip on vocabulary. No particular type of PS stood out as more or less effective in terms of developing language skills. PS＇s have an insignificant impact on students＇ pronunciation in the short term.     

An investigation of Communication Strategies used in Dialogues by Chinese English Major Students

This paper,through analyzing students’conversations based on SWECCL(Wen Qiufang etc,2005),makes an attempt to examine the use of CSs(Communication Strategies)by Chinese students in English major.The results show that the students are not competent in employing CSs,which is easily seen in their heavy reliance on Stalling and Reduction CSs.What’s more,the CSs of L2-based are rarely employed in students’ conversations.Apart from the above CSs,students who are in high proficiency group have more inclination to use Cooperation CS,while those who are in low proficiency group are more likely to turn to the CSs of Reduction,Substitution,and Literal Translation.     

Online Learning as a Learner-Centered Affair

Online learning, which is based on computer, is a social, collaborative, interactive and learner-centered affair for both tutors and students. It is sure that online education will be one of the most important alternative ways to conventional classroom teaching and learning. Learning online is like taking part in long-running and stimulating discussion with a group of sympathetic and like-motivated colleagues. The optimized learning site can teach students in accordance of their aptitude and help students learn according to their needs.     

Assessment of a Task-based Language Lesson:How to Give Suggestions

As a significant issue of a task-based language lesson,it is raised repeatedly is that how to connect a task with some real-world activities.As Long(1985) states that tasks should involve activities that occur in daily life.When international students came to foreign countries at first,they probably have substantial academic and living difficulties.It is of practical value to provide suggestions to international students and make them to help others.Therefore,following situational authenticity(Ellis,2009),the writer selected‘how to give suggestions' as the lesson topic.According to the criteria of Common European Framework,targeted international students understand appropriate input about familiar activities,meanwhile,describe and provide personal experience,some interpretations and reasons for personal decisions.According to Dunbar(1992) suggests that working in pair is more interactive than other grouping,while four-member grouping achieves high level of efficiency.Therefore,the lesson involved eight students for the purpose of dividing them into pair work and group cooperation.With regard to goals of the lesson,there are two aspects: 1) grammatical target: students can provide advice and suggestions in eight structures,for instance,shall we...,let us...,what about...,would you like...,why not...,had better...,will you please...and do not...2) communicative target: students can enhance fluency and accuracy of speaking.     

Dimensions of learning process over global environmental problems： An evaluation of roger conceptual learning method regarding Turkish undergraduate students

The main objectives of the study have been testing Roger conceptual learning method with regard to Turkish students and to investigate the applicability of the method on graduate students. The experimental group was formed by l0 volunteer students. The study lasted 16 weeks according to group discussion method. In this period, global environmental problems were handled under 8 headings. The research data was gathered from students＇ diaries or through semi-structured group interviews. The data was evaluated using the content analysis method. In the results of analysis, it was achieved that first three dimensions of Roger model were formed in most students and the last two dimensions were significant in some students. Therefore, it might be stated that Roger conceptual learning method handled in the study, not only with its conceptual but also emotional and pedagogic dimensions, functions similarly on Turkish graduate students as well.     

论培养学生的英国文学意识

The popular analytic way of English literature teaching characterized by detailed studying of a particular passage and specific practicing of individual items neglects the overall treatment of the material more or less.This paper makes a tentative exploration of the ways of extending the studednt‘s understanding to wider social and cultural associtions of the whole Western world and literary works in general,thus sharpening the student‘s literary sensbility and increasing their flexbility and creativity.Promoting free interactive reading is discussed first,including literary or non-literary materials any way the students like,communicating what they think to other studednts and setting compulsory requirements of the amount of reading.Another problem under discussion is how to read a work in both literary and non-literary ways,through which the students could compare the literariness of that they read,form a bigger framework of understanding and become more independent in reading.Problems discussed are also such concerning how to make full use of the collective beliefs,shared feelings and significant ideas of the society to help the students derive diverse interpretations of a work and become more creative in literary reading.     

Designing an English Writing Center in China

Recognizing the benefits of writing centers in improving students'English writing in western countries, some research?ers have begun to investigate the possibility of the writing center approach applied to Chinese higher education. In the study, I con?structed an interview study with American and Chinese writing instructors and tutors to find the features of writing centers in west?ern culture and to compare the different writing values in Chinese and American cultures.The interviews reveal that the philosophy of writing centers in western culture is to"walk students through writing process"and help students to"transfer knowledge in long term use". The investigation of the writing instruction in the Chinese university shows that students are encouraged to express themselves and to conduct more group work, which is highly valued in western culture. Based on the literature and data analysis, the author argues that it's feasible to implement a writing center in China.     

Defining parental involvement： The Israeli case

During the past decade, Israeli parents declared their rights to be involved in their children＇s education. The term used is ＂parental involvement＂, but there is no real agreement on the definition of the term. This paper describes the different opinions and approaches of parents, teachers, students, principals and decision makers, as found and described by Israeli researchers. The development, definitions and boundaries of the term are introduced. Even though the research in Israel is on a Hebrew term and this discussion is in English, the processes involved translate well, as these processes are in a well developed country, based on democracy and Western culture and an education system established under the British Mandate with its historical traces.     

Social work students＇ attitude toward poverty in the new economy： A multivariate analysis

This study, conducted at a mid-sized university located in central Canada, had two purposes. The first was to simultaneously assess the influence of undergraduate social work education and other variables such as gender, ethnicity, perceived financial security and political affiliation on students＇ attitude toward poverty. The second was to contribute to the fledgling body of international studies which focus on the area of social work education and perceptions of poverty. The participants in this study were students enrolled in one of three selected undergraduate social work courses or an undergraduate business course. In all of the social work classes, the students were exposed to key ideas and concepts pertaining to poverty and poverty policy, including the cyclical nature of market economies and the challenges and barriers faced by the working poor population. The results indicated that social work education and affiliation with a leftist political ideology predicted a more structural attitude toward poverty.