中国应用语言学


  • WHAT DO TEACHERS BRING TO THE TEACHING-LEARNING PROCESS?

    <正> This article, from the point of view of psychology, considers ways in which teachers seek to make sense of the learning process and suggests that their beliefs about learning and learners will have a profound influence on their teaching no matter what syllabus or course book they use. However, an understanding of what makes an effective teacher is inevitably more complex than this.

    2000年01期 2-7页 [查看摘要][在线阅读][下载 127K]
    [下载次数:81 ] |[阅读次数:17 ] |[引用频次:1 ]
  • FROM WRITING TO CHATTING: PROMOTING REFLECTIVE PRATICE AMONGST INSERVICE ESL/EFL TEACHERS

    Kevin W K C;

    <正> It has been commonplace to hear of teacher educators promoting reflective practice. The feasibility of the ways of reflective practice suggested in the recent literature will be reviewed. This paper arises from the conceptualization of reflection and a review of the concrete problems facing Hong Kong practitioners. In revisiting reflective practice as it is limited and constrained by the heavy workload of English teachers in Hong Kong, it seems to be of utmost importance to provide feasible ways for these teachers to develop their professional competence in this area. The difficulties and the problems that constrain Hong Kong teachers' reflective practice shall be highlighted and it is argued that what in-service teachers require is a viable and effective way of being reflective. I shall suggest "Chatin-private" (Ouyang, 1997) as an alternative for the overworked teachers to remain reflective in the case of Hong Kong with a particular emphasis on workload of secondary school teachers.

    2000年01期 8-13页 [查看摘要][在线阅读][下载 144K]
    [下载次数:77 ] |[阅读次数:62 ] |[引用频次:2 ]
  • ACCURACY AND FLUENCY IN COMMUNICATIVE LANGUAGE TEACHING

    <正> Ⅰ. Introduction In English language teaching, at whatever level, teachers feel it very important to focus on accuracy and fluency in a pedagogic way. It is now widely accepted that neither of them should be focused on alone all the way through the teaching process. From our teaching experience, we can see that to some extent this is true.

    2000年01期 14-15页 [查看摘要][在线阅读][下载 49K]
    [下载次数:240 ] |[阅读次数:38 ] |[引用频次:3 ]
  • IMPROVING ENGLISH PRONUNCIATION AND INTONATION TEACHING IN CHINA

    <正> In terms of creativity, variety, and success in a pronunciation and intonation practice class are concerned, this paper has laid great emphasis on the creation of a relaxed classroom atmosphere based on friendly and cooperative relationships. Based on a few of the ideas that result from second language acquisition research and that have implications for pronunciation and intonation practice class, this paper has suggested some communicative classroom techniques which contribute to desired learning outcomes.

    2000年01期 16-19页 [查看摘要][在线阅读][下载 93K]
    [下载次数:341 ] |[阅读次数:37 ] |[引用频次:1 ]
  • STUDENTS' ATTITUDES TO EXPLICIT GRAMMAR TEACHING AND ITS RELATIONAHIP TO COMMUNICATION

    <正> Grammar teaching is greatly emphasised in English language teaching in China, but does it really attain the goal the students desire? An investigation was made with overseas students about their attitudes to explicit grammar teaching. The investigation reveals that grammar teaching should focus on developing the learners' communicative ability more than presenting and explaining grammatical rules.

    2000年01期 20-25页 [查看摘要][在线阅读][下载 154K]
    [下载次数:126 ] |[阅读次数:37 ] |[引用频次:2 ]
  • TEXTLINGUISTICS AND THE TEACHING OF READING AND WRITING

    <正> Cohesion, coherence and controlling are the three main features of a text. Cohesion is the system of formal visible markers, which manifest the semantic relations between sentences. Coherence lies in the deep structure of a text. It refers to the complex non-linear notional-functional relations behind the linear sequences of words or sentences. Controlling is an intuitive semantic key-link, which lies on the topmost level in the hierarchical representation of a text. This thesis attempts to bring these textlinguistic theories in contact with practical issues in language teaching, especially in the teaching of reading and writing. The authors believe that their explorations of the implications of textlinguistie theories on ELT will arouse the interest of other language teachers and meanwhile give them new ideas for their language teaching.

    2000年01期 26-30页 [查看摘要][在线阅读][下载 103K]
    [下载次数:60 ] |[阅读次数:34 ] |[引用频次:3 ]
  • A NEW APPROACH FOR IMPROVING SPEAKING FLUENCY

    <正> The paper presents the reasons why most Chinese non-English major students can not speak English well. Then it offers several solutions to the problem. Three steps in speaking practice are suggested. Using the texts as starters for question and answer practice is an efficient way for speaking practice. On the basis of question-and-answer practice, the students can be led into the practice of describing pictures in pairs. Once paired work is started, the students can move onto text-related paired practice in which there is a lot of negotiation of meaning. In the final step, group work can be used as a means for discussion and problem solving. The students will find it a most encouraging way to practice speaking ability.

    2000年01期 31-33+41页 [查看摘要][在线阅读][下载 76K]
    [下载次数:71 ] |[阅读次数:36 ] |[引用频次:1 ]
  • LEARNING STRATEGIES AND THEIR RELATIONSHIP TO LEARNING ACHIEVEMENT IN READING COMPREHENSION——A REPORT ON NON-ENGLISH MAJORS IN CHINA

    <正> This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies' questionnaire was administered to about 200 students in the second-year of a non-English majors degree course in a university in Changchun. Their learning achievement was established by their scores on a reading comprehension test. The relationship between learning strategies and achievement was then examined through the SPSS 8.0 statistical analysis system. It was found that cognitive strategies were the strongest predictor to reading achievement and four other variables (metacognitive strategies, social-affective strategies, reading habits and examination strategies) also demonstrated a significant relationship with reading achievement to differing degrees. Among these variables, social-affective strategies were the only negative predictor. In addition, a significant difference existed between the high-score group and the low-score group in the use of cognitive strategies, metacognitive strategies and examination strategies.

    2000年01期 34-41页 [查看摘要][在线阅读][下载 173K]
    [下载次数:834 ] |[阅读次数:130 ] |[引用频次:23 ]
  • USING LEARNING STRATEGIES TO DEVELOP LISTENING COMPREHENSION—A CASE STUDY

    <正> By adopting the research method of case study, this article studies the learning strategies of an adult learner of English in listening comprehension. It is found that the learner can use some learning strategies but only at very elementary level. After an eight-week training course in learning strategies, the learner made noticeable progress in listening, which proves that learning strategies can be trained and contribute positively to language proficiency.

    2000年01期 42-45页 [查看摘要][在线阅读][下载 97K]
    [下载次数:220 ] |[阅读次数:44 ] |[引用频次:16 ]
  • CULTURE OF LEARNING AND ELT IN CHINA

    <正> Most of the culture-related discussions about foreign language teaching and learning are about "why and how culture should be incorporated into foreign language teaching and learning because it is believed that lack of awareness of cultural differences interferes with the real understanding and appropriate use of the target language. This article looks at culture from another point of view: the influences of home culture on how a foreign language is learned and taught. These influences, termed "culture of learning", navigate teachers and learners about the purpose, process and product of learning. The Chinese culture of learning has many admirable traits, but it also has strong and persistent negative in influences on ELT in China.

    2000年01期 46-49页 [查看摘要][在线阅读][下载 85K]
    [下载次数:126 ] |[阅读次数:34 ] |[引用频次:3 ]
  • CULTURE LEARNING IN FOREIGN LANGUAGE CLASSROOM

    <正> Ⅰ. Introduction Foreign language teachers in China nowadays are well aware that language learning cannot be separated from cultural learning. They start to deal with intercultural communication in the classroom and have undergone significant progress in the past two decades. A lot of excellent work has been done (see Hu Wenzhong 1990, 1997) on raising cultural awareness and pragmatic insights.

    2000年01期 50-53页 [查看摘要][在线阅读][下载 101K]
    [下载次数:140 ] |[阅读次数:30 ] |[引用频次:3 ]
  • PROTOTYPIC EFFECTS IN VOCABULARY ACQUISITION: EVIDENCE FROM CHINESE LEARNERS OF ENGLISH

    <正> This paper is based on the assumption that semantic categories vary from one language to another and prototypes of semantic categories are culture-specific. Prototypicality has its effects in acquisition of second foreign language vocabulary. The author hypothesizes that focal member words and basic level words are acquired earlier than non-focal member words and words on other levels of lexical hierarchies when prototypes of the target language correspond to those of the mother tongue in the same semantic categories. The results of a vocabulary test on beginner, intermediate and advanced learners of English as foreign language confirm the hypothesis. The paper concludes that learning a second foreign language means, to an extent, learning to categorize the worm in a different way, and prototypic effects should be given due attention in vocabulary instruction.

    2000年01期 54-57页 [查看摘要][在线阅读][下载 89K]
    [下载次数:68 ] |[阅读次数:41 ] |[引用频次:5 ]
  • MOTIVATION, A BRIDGE FOR NON-ENGLISH MAJOR FRESHMEN IN THEIR TRANSITION

    <正> This study intends to examine the problems that affected non-English major freshmen's motivation and the potential factors that could influence their motivation, intrinsic or extrinsic. Self-report data were collected from 188 freshmen selected randomly in Nanchang College by using a close-ended questionnaire. Qualitative results came from interviews with 8 freshmen and 5 teachers. Findings provide evidence that some problems, which emerge with the transition from middle school to college, will influence students' motivation. Meanwhile, intrinsic motivation can be boosted if the factors of goal, attitude, self-confidence, self-determination, learning environment, learning strategies, teaching methods are valued by teachers.

    2000年01期 58-64页 [查看摘要][在线阅读][下载 148K]
    [下载次数:113 ] |[阅读次数:34 ] |[引用频次:6 ]
  • Guide For Contributors

    <正> Articles must abide by the following rules, or they will be automatically rejected. 1. Word limit per article: less than 3,000 words (less than 5 pages). 2. Authors whose articles will be published in TEIC will receive a letter of acceptance. Contributors who do not receive such a letter within six months of sending in their articles are free to contribute them to other journals or publications.

    2000年01期 65页 [查看摘要][在线阅读][下载 17K]
    [下载次数:14 ] |[阅读次数:19 ] |[引用频次:0 ]
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