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<正> This issue of Teaching English In China comes to you with apologies for the delay in publication between the last issue and this. In the interim, we have been issued with an ISSN, so this is our first issue both as an annual publication and as a recognised academic journal. We trust that this development will assist all our contributors. However, we have been inundated with articles of a high standard, for which we would like to thank all of you, but this has meant it has not been possible to publish all those we have received in this issue. For those of you who have submitted articles that do not appear in this edition we will be writing to you all individually, in due course.
1994年00期 1页 [查看摘要][在线阅读][下载 17K] [下载次数：32 ] |[阅读次数：30 ] |[引用频次：0 ] <正> Introduction What is listening? The ability to listen to English effectively is very important. As Underwood (1989) indicates: "listening is the activity of paying attention to and trying to get meaning from something we hear. To listen successfully to spoken language, we need to be able to work out what speakers mean when they use particular words in particular ways on particular occasions, and not simply to understand the words themselves".
1994年00期 2-6页 [查看摘要][在线阅读][下载 75K] [下载次数：228 ] |[阅读次数：59 ] |[引用频次：0 ] -
<正> Introduction For many years, listening comprehension has been taken for granted as a course and has simply been continuous and constant listening given to the students regardless of the strategies employed, the stages needed to achieve the goal and the appropriateness of the materials. Teachers teach their students listening in the way they themselves were taught. This empirical perspective of teaching, which lacks a sufficiently scientific basis, has been challenged in recent years by evidence from psycholinguistic research. This influential field of study has provided many fresh insights into the nature of the human mind and broadened our view of language teaching.
1994年00期 7-11页 [查看摘要][在线阅读][下载 103K] [下载次数：77 ] |[阅读次数：80 ] |[引用频次：1 ] <正> In the ten years since the publication of Krashen's theory on second language acquisition (SLA), the role of comprehensible input (CI) in the learning/acquiring of a language has received considerable attention (Krashen, 1982, 1985; Ellis, 1991, 1992; Long, 1983, 1985). As a result of these studies researchers now agree on the following points. Exposure to a language does not lead to acquisition; the personal accounts of so many language learners who have spent many years in a country or who have listened to endless hours of radio and television without being able to understand or speak the language attest to this fact.
1994年00期 12-25页 [查看摘要][在线阅读][下载 273K] [下载次数：126 ] |[阅读次数：58 ] |[引用频次：4 ] -
<正> INTRODUCTION As English teachers, we have devoted a lot of time to the teaching of listening comprehension using radio broadcasts. We began by using VOA news in special English with freshmen and a mixture of news in special English and standard news broadcasts with sophomores. Later BBC news was used. We accumulated a considerable amount of experience and did some research into the design of listening comprehension exercises. This article discusses how listening ability may be improved by using such broadcasts.
1994年00期 26-28页 [查看摘要][在线阅读][下载 50K] [下载次数：83 ] |[阅读次数：45 ] |[引用频次：0 ] <正> Introduction Why listening is neglected in senior middle school English classes It is well known that there are four basic language skills, none of which should be neglected. Unfortunately, teachers of English in middle schools usually pay little attention to listening for a number of reasons. One is that they think listening is less important for Chinese students compared with other skills. According to the National Syllabus, more attention should be paid to reading, which is the chief component of the College Entrance exam. Another reason is that teachers complain that they do not have enough materials or machines for improving listening. Furthermore, they lack confidence in their ability to construct listening activities.
1994年00期 29-34页 [查看摘要][在线阅读][下载 90K] [下载次数：259 ] |[阅读次数：58 ] |[引用频次：0 ] -
<正> Introduction This article is based on the experience of teaching extensive reading classes for science students in our school. It describes a common model for reading classes. This model shows the disadvantage that readers tend to understand what they read mainly by way of listening to the teacher's explanation, but not by reading for themselves. It has given rise to the particular problem of whether students need a full explanation before achieving good comprehension. The article suggests that readers have to work themselves to improve their reading ability and skills. Some techniques for teaching a reading class are suggested.
1994年00期 35-39页 [查看摘要][在线阅读][下载 79K] [下载次数：44 ] |[阅读次数：38 ] |[引用频次：0 ] <正> Introduction Some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention' (Bacon). What Bacon said is quite true; we use different reading skills for different books, but how can we read most efficiently and get information in the shortest possible time? Some people argue that a large vocabulary is the most important element, it is 'everything'. By vocabulary they mean those words which can be recognized or decoded instantly and for which they have an appropriate concept. To some extent, I agree with this opinion-but I do think reading is a very complicated process-it is not as easy as all that. Reading concerns many aspects of the language. What's more, we need certain skills in reading to get the best result from different kinds of reading materials.
1994年00期 40-46页 [查看摘要][在线阅读][下载 112K] [下载次数：80 ] |[阅读次数：58 ] |[引用频次：0 ] -
<正> Introduction "I…am…a…stu…de…nt…of…Eng…li…sh." This is the way my students read silently in English and it is only one of the problems they have. They are confusing reading aloud and silent reading. It will be difficult for them to use English efficiently after graduation unless they can read in different ways. This article aims to present some suggestions for discussion about teaching reading. The article will be presented in three sections: firstly, the students' difficulties in reading; secondly, the present teaching work in colleges; thirdly, some possible suggestions for improvement. The third section is divided into four steps, each focusing on a different technique.
1994年00期 47-51页 [查看摘要][在线阅读][下载 73K] [下载次数：78 ] |[阅读次数：41 ] |[引用频次：0 ] <正> Introduction The Sino-British Friendship Scholarship Scheme (SBFSS) is co-sponsored by the Chinese and British governments and Sir Yue-gang Pao in Hong Kong to send Chinese scholars to study in Britain. Each year a large number of candidates are selected by the State Education Commission and dispatched to three intensive language training centres attached to Beijing Languages Institute, Shanghai Foreign Studies University and Chengdu University of Science and Technology for pre-departure ELT training. At the end of the training period, the trainees are required to take the International English Language Testing System (IELTS) test administered by the British side. Here at CUST, we focus on an interactive approach to training, particularly for reading.
1994年00期 52-56页 [查看摘要][在线阅读][下载 94K] [下载次数：94 ] |[阅读次数：58 ] |[引用频次：0 ] -
<正> Introduction Among the plethora of foreign language teaching methods and approaches there are the grammar-translation method, the direct method, the audiolingual method and the communicative approach to name but a few. Of the major methods, grammar-translation gets the most criticism and is thought to be obsolete. However, in my view it is suitable for China given the country's present language learning situation, and, in practice, is not at all ineffectual.
1994年00期 57-60页 [查看摘要][在线阅读][下载 81K] [下载次数：638 ] |[阅读次数：60 ] |[引用频次：1 ] <正> Introduction 'Shakespeare' as a course is taught to three different kinds of students in Sichuan University. First, as a degree course for English Major (Literature) postgraduates. Second, as a required course for English Major (Linguistics) postgraduates and third, as an optional course for fourth-year undergraduates. As their focus point is different, the teacher must meet these different needs by designing different courses, even preparing different materials and different examinations, while keeping a common core.
1994年00期 61-64页 [查看摘要][在线阅读][下载 76K] [下载次数：37 ] |[阅读次数：28 ] |[引用频次：0 ] -
<正> Introduction A textbook will never be perfect. When writers write a particular book, they usually have a large group of learners in mind and try to meet these learners' general needs. However, different learners learn different things for different purposes, and a textbook may be more appropriate for one group of learners than another. Therefore, adaptation and supplementation of a textbook is necessary when trying to harmonise course objectives and reasons for learners studying English.
1994年00期 65-75页 [查看摘要][在线阅读][下载 180K] [下载次数：45 ] |[阅读次数：41 ] |[引用频次：0 ] <正> Introduction In China, Intensive Reading is the most important course for freshman and sophomore English majors; it dominates the English curriculum for non-majors. This has been the case for several decades, and in fact has become deep-rooted in the minds of learners and teachers.
1994年00期 76-80页 [查看摘要][在线阅读][下载 71K] [下载次数：24 ] |[阅读次数：45 ] |[引用频次：0 ] -
<正> Introduction In this article we discuss making use of applied linguistic theory, as the means of achieving national standards at tertiary level. We contest that methods now widely in use at colleges and universities are insufficient to reach modern nationwide targets. We suggest modifications in teaching approach and present ideas for supplementing and enlivening existing materials or replacing them. Much of the article is drawn from our converging experiences both as a Chinese university teacher of English from one aspect and as an English EFL specialist from another. We speak jointly from the 'chalkface' and wish to share our views and be provoked into seeking solutions to the new challenges for Chinese EFL inherent in targets set by the national standards.
1994年00期 81-87页 [查看摘要][在线阅读][下载 122K] [下载次数：22 ] |[阅读次数：57 ] |[引用频次：0 ] <正> Introduction In teaching English teachers accept the view that reading skills are important. At present in China, however, the teaching of reading is, by and large, unsatisfactory. One reason for this, I think, is that current textbooks lack appropriate tasks designed to teach reading skills. This paper will therefore first evaluate the textbook typically used, then look at ways of creating tasks and finally offer examples of tasks created from teaching in a Chinese senior middle school.
1994年00期 88-91页 [查看摘要][在线阅读][下载 56K] [下载次数：113 ] |[阅读次数：38 ] |[引用频次：0 ] -
<正> Introduction College English Language Teaching (CELT) is a special term for teaching English to non-English major students in Chinese universities. Nowadays in CELT, more and more attention is being paid to writing. This trend seems to have been reinforced by the inclusion of a writing test in the National College English Test, which has great influence on CELT in China. However, because of time limitations on CELT courses, usually four or five hours a week, it is quite impossible to plan a specific writing course. As a result, it has to be integrated into other courses-in most cases into reading courses. In Chongqing University (Chongda), for instance, writing is included in Intensive Reading. Although writing is combined with other English courses, it has not been fully integrated. In other words, the course including writing is divided into two parts which have nothing at all to do with each other.
1994年00期 92-94页 [查看摘要][在线阅读][下载 57K] [下载次数：67 ] |[阅读次数：43 ] |[引用频次：0 ] <正> Introduction In teaching writing, people usually pay attention to grammatical problems from sentence structure to articles. They also pay attention to spelling, capitalisation, punctuation and the choice of words. These are essential-but so is the tone of the writing. In this article, I'd like to present some ideas about tone. Tone
1994年00期 95-96页 [查看摘要][在线阅读][下载 30K] [下载次数：33 ] |[阅读次数：46 ] |[引用频次：0 ] -
<正> Introduction In this article, I'd like to describe a writing activity I use to improve my students' writing ability. The activity is a type of journal-keeping for college-English students. I ask the students to write something at regular intervals. It can be of any length. If they don't have anything specific to write about, they can write summaries or discussions about texts from their English class. They then submit the assignment by a fixed deadline. The results have been satisfactory. Most students handed in some sort of work on time, covering a wide range of topics from personal matters (such as worries and ambitions), interests (such as hobbies, friends and hometowns) to something related to their English class (summaries, discussions or even transcriptions of model paragraphs). Stimulated by immediate feedback from the teacher, the activity has continued through the whole college-English learning period.
1994年00期 97-99页 [查看摘要][在线阅读][下载 58K] [下载次数：45 ] |[阅读次数：58 ] |[引用频次：0 ] <正> Our Students Our students are scholars selected by the Chinese government for further study in the U.K. who come to Chengdu for 3-4 months intensive English language training. At the end of the training course they have to take the IELTS test. Our task is to equip them for study in Britain, and to prepare them for the test which will decide their future.
1994年00期 100-110页 [查看摘要][在线阅读][下载 216K] [下载次数：67 ] |[阅读次数：46 ] |[引用频次：9 ] -
<正> Introduction During the teaching and learning process, teachers often check how much students have understood through written assignments. In this article I'd like to describe one method of correcting students' written work by using a variety of symbols to indicate where students have gone wrong, then asking students to correct their work themselves.
1994年00期 111-113页 [查看摘要][在线阅读][下载 50K] [下载次数：18 ] |[阅读次数：39 ] |[引用频次：0 ] <正> Introduction Errors are unavoidable in language learning, however, to a great extent, teachers in most middle schools in China regard errors as undesirable, a sign of failure in language learning. Most middle schools are still using the grammar-translation method which aims at encouraging students to read scientific works and enjoy literary works. The other goals of this method are to gain a greater understanding of the first language and to improve the students' ability to cope with difficult subjects and materials, i.e. to develop the students' minds. The practical purpose of using this method is to help learners pass the annual entrance examination. "To achieve these goals, the students must first learn grammar and vocabulary,... Grammar is taught deductively by means of long and elaborate explanations... students learn the rules of the language rather than its use." (Tang Lixing, 1983:11-12)
1994年00期 114-121页 [查看摘要][在线阅读][下载 167K] [下载次数：68 ] |[阅读次数：54 ] |[引用频次：0 ] -
<正> Introduction Nowadays, the communicative approach has become a common trend in ELT in China, and the term 'communicative competence' is often heard when English teachers talk about how to improve their students' ability to use English communicatively. Most teachers no longer use traditional methods of teaching English, particularly to teach speaking, which used to be restricted to sentence-patterning with given vocabulary for substitution drills. They now use all kinds of methods to teach speaking, such as group discussions, news/events reports, story-telling, arguing, expressing opinions, etc.. All these activities are meant to develop students' ability to use English communicatively. To manipulate these activities well, and get students actively involved in the activities, one important factor in developing communicative competence should be emphasised: strategic competence.
1994年00期 122-126页 [查看摘要][在线阅读][下载 101K] [下载次数：137 ] |[阅读次数：43 ] |[引用频次：0 ] <正> Introduction Teaching practice (TP) is an essential component of the English course at Teachers' colleges in China, in which new recruits are provided with a platform to put what they learn in the training programme into practice. The radical change from learner to teacher usually means a difficult beginning for trainees, although they have first-hand experience of learning English as a foreign language. Facing a textbook, of which each lesson consists of several components: new words, sentence patterns, text, grammar, and exercises, they are required to work out lesson plans which will ensure the achievement of the teaching objectives.
1994年00期 127-131页 [查看摘要][在线阅读][下载 70K] [下载次数：132 ] |[阅读次数：28 ] |[引用频次：0 ] -
<正> Introduction For two academic years, Teaching Practice (TP), an important component of the in-service Advanced Teacher Training Course at Chongqing University, was set up in an almost ideal context: students specially recruited, materials selected by the trainees and photo-copying facilities provided. While trainees felt very excited by their performances during TP, when all the excitement had gone, they felt less optimistic at the thought of the constraints which would be placed on their teaching in their own institutions. So their evaluation of TP ended with a "Yes, but" statement. Drawing on insights gained from those two years, the British lecturers and Chinese counterparts generally felt that TP should, in future, operate within a realistic context. In this paper, we shall report how TP was conducted within our Foreign Languages Department.
1994年00期 132-140页 [查看摘要][在线阅读][下载 125K] [下载次数：40 ] |[阅读次数：20 ] |[引用频次：0 ] <正> Introduction Almost without exception, babies are successful at learning their mother tongue. Infinite patience, enthusiastic encouragement and generous praise from all around obviously play a very important role. So it is no surprise that the first attempt at speaking immediately meets such a warm welcome. As Jespersen (1922) stated 'A child's 'teachers' are greatly pleased at every little advance the child makes. Every awkward attempt meets with sympathy and encouragement, and the most difficult step on the path of language becomes the merriest game.'
1994年00期 141-142页 [查看摘要][在线阅读][下载 40K] [下载次数：51 ] |[阅读次数：32 ] |[引用频次：0 ] -
<正> Introduction In China, it is not uncommon for students to be treated as passive recipients in class. They are trained in this way from primary school. So by the time they enter college, not only are they accustomed to the role of submissive student following the lead of a dominant teacher, but they also quite welcome it, for they don't have to take any initiative in class, they just wait to be filled with knowledge. Students' hesitancy to participate actively in class comes not just from students themselves but also from some teachers, who stick to the force-feeding method because it is an easy way for them to conduct a class. So I started to try and change this situation. I designed a teaching plan in which I used different techniques to provide the students with lots of opportunities to be active participants in class. Some of the techniques used are described below.
1994年00期 143-144页 [查看摘要][在线阅读][下载 33K] [下载次数：39 ] |[阅读次数：26 ] |[引用频次：2 ] <正> Introduction What is the difference between instrumental and integrative motivation? What kind of motivations do students have? How can our knowledge of motivation help the language learning process? Motivation can be very important in language teaching. Students can do very well when they are motivated. Teachers, with their knowledge of motivation, can make their classes more efficient and successful. Middle school teachers, in addition to learning about the English language itself, and about teaching methods, should also learn more about motivation and how this affects our students. "When we consider language teaching, motivation can be classified as either integrative or instrumental motivation" (Luxon)
1994年00期 145-147页 [查看摘要][在线阅读][下载 63K] [下载次数：53 ] |[阅读次数：18 ] |[引用频次：0 ] -
<正> Introduction With the rapid growth in international communication, English is becoming more and more important. The urgent task for English teachers, is to apply knowledge gained from educational psychology research to make teaching more efficient. For this purpose, anxiety, an important psychological phenomenon in foreign language learning, is discussed in this article. First anxiety will be defined to build up a clear concept of its origin and its nature. Then its effect on foreign language learning will be analysed. A few suggestions for teachers will be presented at the end.
1994年00期 148-152页 [查看摘要][在线阅读][下载 118K] [下载次数：117 ] |[阅读次数：43 ] |[引用频次：6 ] <正> Introduction The field of ELT is constantly changing, so how shall we deal with the various approaches to ELT in China? To answer this question, I shall firstly define the eclectic approach, then look at reasons for using this approach. Finally, I shall focus on its practical use in senior middle school English teaching. What is the Eclectic Approach? The eclectic approach is a technique which applies varying teaching methods to specific situations.
1994年00期 153-159页 [查看摘要][在线阅读][下载 112K] [下载次数：82 ] |[阅读次数：20 ] |[引用频次：0 ] -
<正> Introduction The traditional approach to English learning and teaching is increasingly being challenged by the communicative method. Not everyone accepts or agrees with this new trend, while others feel that it is not radical enough. ELT is a field full of controversy, and there is no universally accepted conventional wisdom. My personal experience of foreign language teaching has been with both junior and senior middle school students. In recent years I have been trying to implement the communicative method with the texts in the current senior books. In this paper I shall discuss the traditional approach, my own way of teaching and an experiment with both the traditional and communicative approach.
1994年00期 160-162页 [查看摘要][在线阅读][下载 33K] [下载次数：12 ] |[阅读次数：8 ] |[引用频次：0 ] <正> Ⅰ) THE VALUE OF EXTRA-CURRICULAR ACTIVITIES ON ATTC: TEACHERS' PERSPECTIVE Zina Bowey and Elaine Sweeney Ⅱ) THE VALUE OF PERFORMING A PANTOMIME: STUDENTS' PERSPECTIVE Lai Liqun and Lin Yaowu Introduction We are convinced that the extra-curricular activities offered as part of the Advanced Teacher Training Course (ATTC) at Nankai University play as important a role in the development of the course aims as the classroom seminars do, and we would encourage other teachers and lecturers to integrate such activities into their courses. Krashen (1981) argues strongly in his Monitor Model of Second Language Acquisition that the lowering of the students' affective filter or anxiety barrier is most desirable in the learning process. Although Krashen's model has been criticised for its shortcomings as a piece of academic research, most teachers would agree, both from experience and intuition, that a relaxed learner is a better learner. Although in class, in line with Krashen's thinking, we use a communicative approach and try to create a relaxed and cooperative learning environment, we feel that our Chinese students still need opportunities to develop social skills in a very informal context, where the focus is on acquisition or subconscious learning (in Krashen's terms) rather than conscious learning.
1994年00期 163-171页 [查看摘要][在线阅读][下载 147K] [下载次数：21 ] |[阅读次数：20 ] |[引用频次：0 ] -
<正> Introduction Spoken instructions are often surprisingly ineffective, especially when in a foreign language and across cultures. With any course, and particularly on ATT courses, there always seems to be a daunting amount of information for trainees to absorb. This paper will outline how Chongqing University attempted to address the procedures and problems of organising a teacher-training course by using what we, rather inaccurately, called "memos". Memos were written by the project team and given to each trainee. They borrowed the style of a newsletter, but in content they resembled, what are called in China, "open letters". They were printed about three times a semester, and usually contained five or six points of information. We intended them to be both informal and businesslike. The word 'memo' seemed to embody all this so 'memos' they became. In practice they were longer and more structured than the kind of memo you would leave on somebody's desk. To illustrate this paper we use both excerpts from memos and statistics and quotations from trainees.
1994年00期 172-175页 [查看摘要][在线阅读][下载 77K] [下载次数：20 ] |[阅读次数：8 ] |[引用频次：0 ] <正> Introduction In China, some English teachers go to class with only a textbook and a teaching plan, nothing else. After a while, the students complain that their classes are becoming more and more boring. Teachers have tried many ways to make their classes more interesting, motivating and effective, but using pictures in the classroom to do this has not been a popular method. The world provides us with all kinds of beautiful pictures. There is no reason why we should not make better use of them in language learning and teaching. This article will discuss the reasons for using pictures, suggest ways of collecting pictures and ways of using pictures in reading, writing, listening and speaking classes.
1994年00期 176-179页 [查看摘要][在线阅读][下载 57K] [下载次数：74 ] |[阅读次数：29 ] |[引用频次：0 ] -
<正> With China's open door policy advocating that Chinese people study abroad, primarily in English-speaking countries, a text tailored to preparing these students is needed. Modern American English, (MAE) composed jointly by Chinese and American linguists, attempts to fill the void. The book's introduction states a twofold purpose: to help Chinese students learn situational English and to introduce Western culture and society. By assessing MAE's strength's and weaknesses it is my intention to provide the publisher with some feedback that may be of some help for forthcoming revisions.
1994年00期 181-182页 [查看摘要][在线阅读][下载 30K] [下载次数：57 ] |[阅读次数：38 ] |[引用频次：0 ] <正> The first volume, consisting of two issues, of the new official journal of the British Poetics and Linguistics Association (PALA) was issued recently. Its editorial board, led by editor Mick Short, promises a journal which should be of great interest to linguists, literary scholars and teachers who are concerned with contemporary controversies over the nature of literature and how it is to be studied and taught. Subsequent volumes of Language and Literature will consist of three issues. The aims of the journal are clearly announced in the editorial of the first issue:
1994年00期 183-186页 [查看摘要][在线阅读][下载 77K] [下载次数：51 ] |[阅读次数：63 ] |[引用频次：0 ] -
<正> "Sometimes you try to share the ideas, they even turn up their noses at you, describing you as 'trying to be a crane among the chicks'." This rather forlorn comment comes from a middle school English teacher recently returned to his school in a remote province of China, full of enthusiasm for the new methods of teaching English gathered over two years away on a teacher-training course held in Shanghai. It gives the title to a recently published study of the fate that met this teacher and others like him after they had completed their course. Conducted by staff at Shanghai International Studies University (SISU), this set out to contribute to the evaluation of two in-service training courses for teachers of English held at that university through a follow-up study of former trainees. The study took place under the auspices of the Chinese State Education Commission and the British Overseas Development Administration, as did the two courses themselves. The most recent of these was a senior middle school teacher training (SMSTT) course for teachers working in less developed areas of China. This two-year course, designed and run at five universities, is still in operation at SISU and formed the primary focus of attention of the study. The other was a one-year course in advanced teacher training (ATT) for lecturers in higher education.
1994年00期 187-188页 [查看摘要][在线阅读][下载 36K] [下载次数：43 ] |[阅读次数：44 ] |[引用频次：0 ] <正> Dear Editor, Thank you for sending me the ELT Newsletter. My friend recommended the journal to me saying that it was very informative and helpful. Now I am very lucky to be on the mailing list and have got the latest issue. Although I have not finished reading the whole book yet, I believe I have got the right journal I have been longing for. For years, I have been interested in the articles and discussions about the English learning and teaching in China. ELT Newsletter is a wonderful collection of these relevant materials indeed. There is no doubt that every reader like me will benefit from it. I hereby express my heartfelt thanks to you for your excellent work. Guo Peizhi Foshan Education College Foshan, Guangdong
1994年00期 189-191页 [查看摘要][在线阅读][下载 48K] [下载次数：14 ] |[阅读次数：20 ] |[引用频次：0 ] -
<正> The following articles have been submitted for possible publication in Teaching English in China. For reasons of space or priority they have not been able to be included. If you are interested in further information about an article please contact the author direct at the address given below.
1994年00期 192-196页 [查看摘要][在线阅读][下载 57K] [下载次数：11 ] |[阅读次数：34 ] |[引用频次：0 ] <正> Teaching English in China (TEIC) is an annual journal aimed at all those who are professionally involved or interested in the field of teaching English as a foreign language in China. The readership includes those who teach at junior and senior middle schools and in colleges and universities across the country. Thus TEIC is concerned with all the factors that influence the development of ELT in China, whether these be practical issues or theoretical issues that are relevant to it.
1994年00期 197-199页 [查看摘要][在线阅读][下载 43K] [下载次数：14 ] |[阅读次数：18 ] |[引用频次：0 ]