中国应用语言学


  • Message from the Editors

    Ann Rogers;

    <正> I was very pleased to be invited to be a guest editor for Issue 29 of Teaching English In China.JimBanks,who edited the last two issues,returned to the UK In December.On behalf of all our readersand contributors I would like to thank Jim for his excellent work and wish him and his family ally thebest for 1997.I would also like to thank my co-guest editor,Peter Hare,for undertaking the difficultjob of selecting the best articles from the hundreds we receive.

    1997年01期 5-6页 [查看摘要][在线阅读][下载 28K]
    [下载次数:16 ] |[阅读次数:14 ] |[引用频次:0 ]
  • AN EXPERIMENT INTO THE EFFECTIVENESS OF TEACHING GUESSING STRATEGIES IN PROCESSING VOCABULARY IN A TEXT

    <正> The one thing that most interferes with English as a Second Language learner's reading is unknownvocabulary.This refers to any word which blocks the readers'understanding in their process ofreading.When reading,one will inevitably meet unknown vocabulary no matter how large one'smental lexicon is.Often the density of unfamiliar words in reading makes the reader feel greatlyfrustrated and give up in the end,for he has already lost his train of thought when looking up words inthe dictionary.It is clear that too great a density of unknown lexical items slows down the readingspeed which leads to poor comprehension of the text.Of course,one's knowledge of Englishvocabulary is bound to be limited;but is there a way one can efficiently cope with the unknown wordsone comes across in reading without having to stop and look them up in the dictionary.

    1997年01期 7-12页 [查看摘要][在线阅读][下载 88K]
    [下载次数:54 ] |[阅读次数:47 ] |[引用频次:0 ]
  • DETERMINING THE RELIABILITY AND VALIDITY OF A MODIFICATION OF THE CET 4 WRITING TEST

    <正> The CET 4 writing test is widely used in China,but whether it is a more reliable and valid test ofwriting for CET 4 than other methods of evaluation is still not clear.The purpose of this study was to examine the reliability and the validity of a modification of this test.In carrying out the study,a total of 60 Band 4 students in Zhejiang University took the modified test,aCET 4 test and a First Certificate Practice Test.The results of this study demonstrate that themodified version is a significantly more reliable and valid writing test than the present CET 4 writingtest.These results suggest that the CET 4 writing test needs modification.

    1997年01期 13-18页 [查看摘要][在线阅读][下载 89K]
    [下载次数:99 ] |[阅读次数:55 ] |[引用频次:0 ]
  • QUESTION-ANSWER TECHNIQUE AND THE DEVELOPMENT OF SPEAKING ABILITY

    <正> This article describes an experiment involving an oral English programme conducted over a four-month period with a group of learners of ESL in Huizhou University.The programme wasdesigned to examine whether method in the development of subjects'listening and speaking skills,with particular reference to speaking.

    1997年01期 19-21页 [查看摘要][在线阅读][下载 43K]
    [下载次数:54 ] |[阅读次数:31 ] |[引用频次:0 ]
  • ‘JANE EYRE’:A SIMPLE EXPERIMENT WITH A NON-REDUNDANT BILINGUAL SIMPLIFIED TEXT

    David Kellogg;

    <正> What do film subtitles,airport announcements,labels on products for export,simultaneousinterpreters,and vocabulary glosses all have in common?All are bilingual texts,of course,but morethan that they are all redundant,at least for the truly bilingual.Yet there is something irresistiblyseductive about the redundant part of bilingual texts for the language student.To paraphrase OscarWilde,an English student of French can resist almost anything except the temptation to read Englishsubtitles during a French movie or to listen to all four sides of a simultaneously translated argument.Perhaps the temptation lies in our insecurity that we really can understand the original,or in thehopelessly naive quest for the"exact"meaning of language items.With a flick of the eyess.the road

    1997年01期 22-26页 [查看摘要][在线阅读][下载 100K]
    [下载次数:210 ] |[阅读次数:27 ] |[引用频次:0 ]
  • HOW TO SHIFT FROM A TEACHER-DOMINATED TO A LEARNER-CENTRED ENGLISH CLASSROOM

    <正> Many English teachers have given up their well-intentioned attempts to shift their classrooms frombeing teacher-dominated to being student-centred.In this paper,the common justifications forabandoning a learner-centred approach are presented and then,based on my observation of teachers’classes,the real reasons behind failure and abandonment are analysed.Following on from this analysis,some tips on how to shift successfully from a teacher-dominated to a learner-centred English classroomare provided.

    1997年01期 27-32页 [查看摘要][在线阅读][下载 109K]
    [下载次数:95 ] |[阅读次数:17 ] |[引用频次:3 ]
  • A STAFF DEVELOPMENT PROGRAMME FOR BRITISH COUNCIL ELT PROJECT COUNTERPARTS

    Michael Hall;

    <正> In British Council-managed ELT projects in Chinese universities,Chinese project counterparts areselected from among the English-language teaching staff of the University.They work alongside aBritish Council-recruited lecturer(BCL)in developing whatever it is the project has been set up tocreate:a syllabus,teaching materials,a course,etc.During the lifetime of the project eachcounterpart is sent for a year's postgraduate training(typically an MA in applied Linguistics)at aBritish university,the rationale being that the combination of training on the job and in the UK willequip them to take over the running of the project and ensure its long-term sustainability.This paperlooks at the staff development of the counterparts prior to their UK training.

    1997年01期 33-39页 [查看摘要][在线阅读][下载 126K]
    [下载次数:38 ] |[阅读次数:28 ] |[引用频次:0 ]
  • THE TEACHING OF PRONUNCIATION TO CHINESE LEARNERS OF ENGLISH

    <正> English pronunciation is being unduly neglected or even ignored in some of our colleges anduniversities.Its role and necessity are not yet generally realized,and English phonetic courses areusually left to chance or given no place in our teaching or learning.The result is as Baker(1982,pl)states:‘advanced students find that they can improve all aspects of their proficiency in English excepttheir pronunciation,and mistakes which have been repeated for years are impossible to eradicate.’The long-term solution to this problem,I would suggest,is to have a compulsory phonetic coursebccause an active command of pronunciation will help promote the entire learning process.

    1997年01期 40-44页 [查看摘要][在线阅读][下载 110K]
    [下载次数:220 ] |[阅读次数:45 ] |[引用频次:0 ]
  • PROMOTING TEACHERS’SELF-DEVELOPMENT:VIDEO REVIEW OF ATTC PARTICIPANTS’TEACHING PRACTICE

    <正> This article examines some of the advantages of using video review of in-service teacher trainees’teaching practice lessons in China.Although used for micro-teaching purposes on SMSTT(SeniorMiddle School Teachers’Training)courses,that is,for reviewing short periods of teaching focusing ona specific skill(Barr 1933;Wu 1933),it has seldom-perhaps never before-been used for reviewingcomplete lessons with classes of real students.As will be illustrated in the following paragraphs,videocan be used very successfully to make trainees aware of what actually happened in a lesson and ofmaking them realize what needs to be improved or corrected.

    1997年01期 45-48页 [查看摘要][在线阅读][下载 74K]
    [下载次数:41 ] |[阅读次数:33 ] |[引用频次:0 ]
  • ORAL PRACTICE IN JUNIOR ENGLISH TEACHING

    <正> Although the textbook Junior English for China has been widely adopted for use in middle schools,most of our teachers have not changed their teaching methods.Traditional methods of teachingEnglish are still used in their teaching practice.The focus of teaching is on detailed analysis andexplanation of language points.A small percentage of time is devoted to activities in which thestudents practise speaking in English.Oral practice is limited to students reading aloud the sentencesthey have translated.The teachers seldom use English to conduct the class,preferring to use Chineseas the language of instruction.As a result,too many students are only good at reciting grammar rulesand analyzing sentences.They are poor in language communication,especially communicatingorally.

    1997年01期 49-53页 [查看摘要][在线阅读][下载 95K]
    [下载次数:124 ] |[阅读次数:50 ] |[引用频次:0 ]
  • LANGUAGE AWARENESS IN THE LANGUAGE IMPROVEMENT COMPONENT OF AN ESP PROGRAMME

    <正> When talking about the roles of an EFL teacher trainee,Edge identifies three major roles:as alanguage user,a language analyst,and a language teacher.With reference to these three roles,Edgegoes on to suggest three major course components for an EFL teacher training programme:languagecomponents for an EFL teacher training programme:language improvement,language studies,andteaching methodology(1988).The present ESP programme in Zhejiang University,a post-graduatecertificate level teacher training programme,basically comprises these three components.Forlanguage improvement,such courses as"Advanced General English"."Academic Listening & Note-taking"."Academic Writing"are offered.

    1997年01期 54-60页 [查看摘要][在线阅读][下载 115K]
    [下载次数:59 ] |[阅读次数:32 ] |[引用频次:0 ]
  • CREATING OPPORTUNITTIES FOR STUDENTS TO SPEAK

    <正> The Neglect Of SpeakingSpeaking is commonly neglected in classrooms in China.Our students can do quite well inexaminations,but they can not answer very simple questions in English.The problem is serious andit demands urgent attention and immediate action.In this essay I will illustrate how the problem can besolved in detail.I will do this by suggesting some speaking activities.

    1997年01期 61-69页 [查看摘要][在线阅读][下载 159K]
    [下载次数:20 ] |[阅读次数:25 ] |[引用频次:0 ]
  • THE PROBLEMS WITH CHINESE TEXTBOOKS:A DISCUSSION OF COLLEGE ENGLISH

    <正> In China,more and more people are learning English.In order to learn and teach effectively,bothstudents and teachers need a suitable coursebook to follow,because it is very difficult for most teachersto tcach systematically without a coursebook As Grant suggests:‘Like a map for a traveller inunknown territory,a coursebook is a reassurance for most students.It offers a systematic revision ofwhat they have done,and a guide to what they are going to do.’(Grant,1987:8)However,manycoursebooks have a lot of problems.This article aims to outline some of the main problems mystudents have faced in using College English at their coursebook and the techniques and activities wehave chosen to overcome these problems.

    1997年01期 70-74页 [查看摘要][在线阅读][下载 76K]
    [下载次数:43 ] |[阅读次数:31 ] |[引用频次:0 ]
  • TRANSFERENCE OF TEACHING AND PRACTICE OF REVISION FROM CHINESE TO ENGLISH

    <正> Among the four language skills,writing is the most clifficult to master.For second language(L2)learners,learning to write well presents the greatest challenge.It is even harder.As an L2 learnerand teacher,I have on one hand experienced such difficulties in English writing as misspelling,grammatical errors,illogical organisation,a lack of vocabulary and sentence variety and a lack ofcohesion and focus.On the other hand,many similarities between Chinese and English writingtechniques are found in both classical and modern Chinese literature,writing modes and methodology.Both Chinese and English use writing techniques like comparison-contrast,cause-effect,illustration,description,narration,analogy,pun,irony,euphemism,parallelism and onomatopoeia.In teaching

    1997年01期 75-79页 [查看摘要][在线阅读][下载 96K]
    [下载次数:36 ] |[阅读次数:39 ] |[引用频次:0 ]
  • TEACHING ENGLISH IN YUNNAN

    <正> English Teaching in YunnanWith increasing economic development in Yunnan,there appears to be a boom of teaching andlearning English.It is estimated that there are now about 5 million people learning English,including children,pupils,students and other people in almost all walks of life.As the demand forlearning English increases,qualified English educational institutes are increasing.NowadaysYunnan has a large number of English educational institutes,both public and private.

    1997年01期 80-85页 [查看摘要][在线阅读][下载 98K]
    [下载次数:26 ] |[阅读次数:21 ] |[引用频次:0 ]
  • IN DEFENCE OF INTENSIVE READING

    <正> In his article‘Why Intensive Reading Hinders the Development of Both English Language Teachingand English Language Learning in China’.Ian Cotton.a British lecturer in Chongqing University,concludes thai the teaching method of Intensive Reading(IR)in China is mainly responsible for the,comparatively low level of Chinese students skills in listening and speaking.He believes IRcontributes nothing to the development of English language teaching and learning in China.Such aconclusion,in my.opinion,is extreme and does not reflect the actual situation of ELT in China.Infact.IR has proved to be an effective teaching method to improve students'English.The question ishow to use the method effectively.

    1997年01期 86-90页 [查看摘要][在线阅读][下载 89K]
    [下载次数:21 ] |[阅读次数:38 ] |[引用频次:0 ]
  • INTENSIVE READING:PROBLEMS AND OPPORTUNITIES

    <正> Intensive reading has once come under attack in Mr.Ian Cotton's article(Cotton,1990).He arguesthat intensive reading contributes nothing to the development of English language teaching andlearning in China.Although,as a teacher of intensive reading(IR),I disagree with some of hisconclusions,I think that he makes many relevant remarks about the drawbacks in the teaching ofintensive reading.

    1997年01期 91-93页 [查看摘要][在线阅读][下载 62K]
    [下载次数:47 ] |[阅读次数:34 ] |[引用频次:0 ]
  • ‘HAVE A GOOD CRY ON US’TEACHING READING ON THE DISCOURSE LEVEL

    <正> The words of the above title were printed on the wrapper of paper handkerchiefs,received with thecompliments of Manweb when I went to see Gone With The Wind at the Philharmonic Hall inLiverpool.Britain.Since then.I have been discussing the implication of them with many Chinesestudents,including those studying in Britain.and some teachers of English at schools and colleges inChina Strangely enough.while decoding the text.what most of them did at the very beginning wasrack their brains for or look up in the dictionary the exact meaning of the phrase‘have a good cry’.but failed to make sound inferences on the basis of the context and the background of the film.As aresult,few of them could make a satisfactory,interpretation of it.This may be a reflection of one ofthe problems of teaching English in China.

    1997年01期 94-97页 [查看摘要][在线阅读][下载 81K]
    [下载次数:44 ] |[阅读次数:43 ] |[引用频次:0 ]
  • SPECIALISED READING AT ZHEJIANG UNIVERSITY

    Tim Francis;

    <正> This report is based on a questionnaire survey of teachers of specialised reading in Zhejiang University.Fifteen questionnaires out of twenty have been returned from teachers from thirteen departments.They have been involved in the teaching of specialised reading for between one and seven years(onaverage three years).Generally the specialised reading courses run for two hours per week over onesemester(4,5,6.or 7 and more often towards the end of the undergraduate programmes).Howeverthe Philosophy Department and Electrical Engineering spread the course over two semesters(one hourper week).Most teachers teach specialised reading for two hours per week for half the year.

    1997年01期 98-100页 [查看摘要][在线阅读][下载 58K]
    [下载次数:20 ] |[阅读次数:35 ] |[引用频次:0 ]
  • OBSERVATIONS ON TEACHING STYLE OF NATIVE-SPEAKING TEACHERS IN CHINESE ELT CLASSROOMS

    <正> It is a not uncommon phenomenon that Chinese students complain that they learn little from native-speaking teachers'classes.The reason for such responses probably comes from‘a large disparity ofexpectations between teachers and students in terms of teaching style.’(Brumfit:1986:97)According to principles of educational psychology,‘the style of the teacher plays an important partupon learner's performance.In research by Joyce and Hudson,there were some indications thatteachers and students having similar styles formed the most successful combinations’in terms ofexamination results.(Child 1981:229)By style we mean the way of teaching or learning.No doubt,if we want to make effective use of assistance of native-speaking teachers,we need to know specificallythese two aspects:

    1997年01期 101-104页 [查看摘要][在线阅读][下载 79K]
    [下载次数:76 ] |[阅读次数:30 ] |[引用频次:0 ]
  • GUIDE FOR CONTRIBUTORS

    <正> Teaching English in China(TEIC)is a journal aimed at all those who are professionally involved orinterested in the field of teaching English as a foreign language in China.The readership includesthose who teach at junior and senior middle schools and in coUcges and universities across the countryThus TEIC is concerned with all the factors that influence the development of ELT in China,whetherthese be practical issues or theoretical issues that are relevant to it.

    1997年01期 105-107页 [查看摘要][在线阅读][下载 45K]
    [下载次数:16 ] |[阅读次数:16 ] |[引用频次:0 ]
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