改革大学英语教学模式 提高学生英语综合运用能力

近年来,国内大学英语教学改革不断推进,探索新型教学模式、优化教学过程、培养非英语专业学生的自主学习能力成为大学英语教学研究的重要课题。我校在2005级非英语专业本科生中进行了大学英语教学模式改革实践,使广大师生更新了教学和学习观念,取得了良好的教学效果,有效地推动了学校的教育教学创新探索与实践。     

改革大学英语教学模式提高大学生英语综合应用能力

从更新教学观念、采用3M(Three Modules)新的教学模式、改革课程体系和教学方式、建立课外阅读分级制和选修课与英语必修课并进等方面对大学英语教学模式进行改革,有益于找出一种行之有效的英语教学模式,以便提高大学生英语综合应用能力。     

推进大学英语教学改革 提高学生的语言综合应用能力

世界经济飞速发展，国际交流日益频繁，全球经济一体化的步伐在加快。中国加入WTO，世界范围内的交流与合作日益增多，中国与外界的交往日趋频繁，社会对外语人才的需求增加，对其要求也更高，需要的是具有英语综合应用能力的大学毕业生。而我国的传统英语教学注重培养学生的阅读能力，忽视听、说、写等技能的培养，结果出现一大批“哑巴英语”和“聋子英语”，     

培养学生英语综合应用能力

本文着重论述了在多年的大学公共英语教学实践中，通过教学改革，探索出一些“强化训练，培养学生英语综合能力”的新方法，发挥学生学习的主体作用，激发学生学习积极性、主动性，为迅速提高学生的英语水平，探索一条切实可行的新路。     

大学英语教学中的学术英语阅读能力培养

我国大学英语教学改革的新方向是逐步由基础英语教学转向学术英语教学,阅读在英语语言技能中的基础地位决定了学术英语阅读能力的重要性。学术英语阅读能力对于本科生的专业学习、毕业后继续深造,以及参加工作后的专业信息获取都是非常重要的。学术英语阅读能力的培养分为通用学术英语和专业学术英语两个阶段,应针对每个阶段制定不同的教学目标和内容。学术英语阅读能力培养需要外语政策、师资培训以及教材教法等多方面的支持。     

以思辨能力为导向的大学英语教学

大学英语课程是高等教育的有机组成部分,在应用型人才培养中起着重要作用。以思辨能力为导向,转变教育理念,加强批判性阅读教学,积极开拓第二课堂教学,创新课后作业形式和内容,采取多元作业反馈和期末测评方式,培养学生阐述、分析、推论等思维能力,增强思辨意识,促进英语学习,提高学生英语综合应用能力,并发挥大学英语课程在应用型人才培养中的重要作用。     

丰富大学英语过程性评估 提高学生英语运用能力

大学英语的教学内容和考核方式需要及时地调整以应对日益革新的英语学习环境、要求以及不断变化的学生群体。教学内容的丰富和过程性评估的加强会在大学英语的教学实践中切实提高学生的英语综合运用能力。     

大学英语教学中学生交际能力的培养

外语教学的目标是培养学生的跨文化交际能力,提高用英语进行交际的能力是大学英语教学的出发点和落脚点.本文由分析目前大学英语教学的现状和误区引出了大学英语教学改革应重视交际能力的必要性,在阐述英语交际能力理论基础上,提出了在实践中如何培养大学生的英语交际能力.     

大学英语教学中引入新闻英语对提高学生思辨能力的实证研究

在众多英语文体中,新闻英语具有高度专业性的特点。在大学英语中加入新闻英语相关题材,能够起到提升学生英语水平的作用。针对此,采用实证研究的方式,先对国内外研究逻辑和新闻英语的应用重要性进行深度分析,然后对具体的应用模式和实证研究过程展开探讨,以期为高校教师提供可用教改思路。     

优化英语教学 提高学生综合能力

英语课程的教育目的是为了提高学生的英语应用能力,让学生在日益发展的国际化社会中能够更好地去适应。为此教师需要树立符合新形势的教学理念,优化高中英语教学,提高学生的英语综合能力。一、优化教学观念目前,人教版高中英语教材对英语听说能力训练的内容有所增加,然而我区多数英语教师在授课方式     

交际策略和对外汉语交际能力

交际策略的使用是培养留学生交际能力的一个重要组成部分。在言语交际过程中,由于受到语言能力的限制,留学生在原有知识结构的基础上,常常会使用一些交际策略来表达意图,完成交际。基于此,从交际策略的概念、分类入手,讨论交际策略对对外汉语教学的一些启示。     

关于学生英语语言应用技能的探究

以我们在英语教学过程中的实践经验为基础,培养学生英语语言的应用技能,从课堂教学环境、语言环境、课堂及课外活动等方面对提高学生的英语应用技能进行探究。     

Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching

The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum.     

以基于内容的教学培养外语思维能力

语言是促进人的心智发展的重要工具,思维活动是智力活动的主要内容.外语教学需要服务于提升学生多元思维方式和思维认知能力等内在目标。外语教学中的思维教学受学生中介语水平、母语思维和文化差异等多种因素影响。教学中要将思维策略和思维技能教学融入到日常教学内容中,基于主题和内容,输入与输出结合,进行综合教学,通过思考、讨论和交流,以口头或书面陈述、辩论等言语表达训练等形式帮助学生构建内部言语思维和外部言语表达的通达能力。     

提高中学生英语阅读水平浅探

英语阅读水平是英语听、说、写能力形成的基础。目前初中学生阅读缺乏现象严重,如何培养学生英语阅读能力尤为重要。为实践“阅读主导教学模式“这一教学理念,在英语教学中应做到:明确阅读任务和要求,选择阅读材料,扫除阅读中遇到的障碍,指导阅读方式等。     

Professional competences to teach English at primary schools in Turkey: a Delphi study

This research aimed to uncover the teacher competences that are necessary to provide age-appropriate English language teaching to primary school students in Turkey. The Delphi technique was implemented to propose a list of competences created through consensus among a panel of experts that consisted of 15 teachers and 16 teacher educators. The data were collected by administering three questionnaires in three rounds. Central tendency and consensus were measured through median and inter-quartile range, respectively. The findings led to a list of 29 teacher competences which were categorised into five groups: ‘theoretical and practical knowledge’, ‘knowing the young learner’, ‘planning and organising teaching’, ‘managing teaching’, and ‘competence in English’. Implications were made for improving the effectiveness of English language teaching to young learners: these included the design of pre-service and in-service teacher education programmes to equip teachers with the necessary skills and knowledge to teach English to young learners.     

加强实践教学提高综合能力

实践教学是本科教学的重要内容,结合动物科学专业的教学情况,更新实践教学观念,通过完善实验课程、强化实践环节、创造实践条件、增加实践机会等方面来提高大学生的综合能力。     

对外汉语教学的禁忌文化教学初探

禁忌是一个历史悠久而且极为复杂的社会文化现象。由于各种原因,中西方的禁忌内容存在很大的差异。打招呼寒喧、谦虚礼让、嘱咐关心等三方面中西之间存在着诸多禁忌差异,大部分对外汉语教材在禁忌文化功能项目的排列和选取上存在不足,对外汉语教学中,应区别对待。     

Teacher researchers creating communities of research practice by the use of a professional development approach

The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other.     

Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs

This study explored the foreign language teaching efficacy beliefs of Japanese high school English teachers. The study provides a teacher efficacy scale designed for the Japanese context, which could also be used or adapted for similar contexts in the wider East Asian area. Data were drawn from an online survey of 141 participants. Exploratory factor analysis identified five dimensions of latent teacher efficacy beliefs, including individual and collaborative dimensions, and some specific to the Japanese context, such as efficacy for helping students achieve entrance success. Findings also indicate that some dimensions of foreign language teaching efficacy, such as efficacy for using the L2, are generalizable to wider field.