中国应用语言学


  • INCREASING CREATIVITY AND INNOVATION IN ENGLISH LANGUAGE TEACHING IN CHINA

    Larry E.Smith;Graham Crookes;Frank Tang;

    <正>Creativity and innovation in English language teaching(ELT)are frequently discussed and debated. Recently the Ministry of Education(MOE)of China has urged the development of a system,which en- hances creative ability in students at all levels. Hawaii's East-West Center in collaboration with the Ohana Foundation implemented an educational re- search activity designed to assess the current needs and best practices for English language teaching and learn- ing at the middle school level in China.The project focused on increasing creativity and innovation in English language education and used case studies of successful English language teaching/learning as the unit of analysis. Researchers from both China and the United States were involved with the analysis and made rec- ommendations for implementing innovative approach- es to English language instruction and on how to in- crease creativity in teacher training,curriculum de- velopment,and the use of appropriate technology.

    2000年03期 2-4页 [查看摘要][在线阅读][下载 80K]
    [下载次数:345 ] |[阅读次数:58 ] |[引用频次:8 ]
  • PROMOTING INTERPLAY BETWEEN STUDY AND RESEARCH TO DEVELOP CREATIVITY IN ELT

    <正> This paper explores the advantages of research inrelation to ELT practice in China and in comparisonwith the other two sources of human knowledge,i.e.experience and reasoning.It then elaborates the fourkinds of study:receptive study,productive study,critical study and creative study and proposes a prac-tice of ever-advancing integration of different types ofstudy.It finally discusses possible relationships be-tween study and research and suggests research-basedstudy and study-oriented research as two potential ap-proaches to mutual stimulation between study and re-search in ELT practice in China.

    2000年03期 5-10页 [查看摘要][在线阅读][下载 134K]
    [下载次数:44 ] |[阅读次数:41 ] |[引用频次:0 ]
  • A CASE STUDY —A SUCCESSFUL STUDENT OF ENGLISH WITH IMPAIRED HEARING

    <正> In China,there is not one school that does nottake English teaching seriously.There is not one stu-dent who does not want to learn English well.How-ever,not many learners who succeed in Englishlearning,communicate fluently in both oral or writ-ten English,and much fewer reach a high level inhigh school years.Therefore,when we encountereda high school English lover who reached a very highlevel of English,our interest in knowing her natural-ly grew.

    2000年03期 11-16页 [查看摘要][在线阅读][下载 127K]
    [下载次数:51 ] |[阅读次数:43 ] |[引用频次:2 ]
  • INNOVATION IN TEACHING ADVANCED WRITING TO EFL TEACHERS

    <正> 1.IntroductionWriting is a productive skill of the language,which usually comes at the end of the four languageskills.Many learners find it difficult when they writeeither because they don’t have anything to writeabout or because they don’t know how to write.As aresult,they are daunted by any writing tasks.Teach-ers also find it difficult when they teach the writingcourse either because there aren’t enough teaching re-sources to go to or because the sheer marking of thecomposition poses as a monster of some sort.Theseproblems have hindered the effective teaching andlearning of writing.

    2000年03期 17-22页 [查看摘要][在线阅读][下载 125K]
    [下载次数:48 ] |[阅读次数:60 ] |[引用频次:0 ]
  • MAKING IT WORK:PEER RESPONSE GROUPS IN THE CHINESE CONTEXT

    Emerson D.Case;

    <正> Introduction:A Rationale for Peer ResponseGroupsPeer response groups have become a commonsight in composition classrooms over the last twentyyears.While Gere(1987)has demonstrated that peerresponse groups,in which student writers respond toone another’s writing,have a long and distinguishedpast,the current use of such groups emerged out ofthe widespread adoption of the process approach ofthe 1960’s,when they were advocated by a number ofcomposition practitioners,including Bruffee(1978;

    2000年03期 23-31页 [查看摘要][在线阅读][下载 205K]
    [下载次数:60 ] |[阅读次数:72 ] |[引用频次:4 ]
  • REFLECTIONS ON GRAMMAR TEACHING

    <正> This article aims to answer three questions:(1)Why there exists a discrepancy between the learner'sgrammar knowledge and their communicative skills?(2)What problems are there with grammar tests andteaching?(3)How should grammar be taught as"away of talking"rather than"a description of rules"?

    2000年03期 32-38页 [查看摘要][在线阅读][下载 158K]
    [下载次数:189 ] |[阅读次数:62 ] |[引用频次:12 ]
  • THE USE OF GROUP ERROR CORRECTION IN ENGLISH TEACHING TO INCREASE LEARNER INVOLVEMENT

    <正> In view of the major defect of the traditionalteacher correction,this paper introduces a new ap-proach to error correction—group error correction,inwhich learners' role in learning language is greatly in-creased.Group error correction can be used to correcterrors in students' oral work,group work and writtenwork,both in class and after class.Half a year'spractice of group error correction shows that it helpsincrease learner involvement in the teaching and learn-ing process,stimulate learner motivation in learningthe foreign language,raise the learners' awareness oferrors,facilitate learners' learning of the foreign lan-guage,relieve the teacher's burden,and helps theteacher make better teaching plans.Error correction is an enormously complex pro-cess(Ellis,1994,p585).As for which is the most ef-fective method to correct errors,researchers havenot reached an agreement.Therefore more effortsneed to be made in this field.

    2000年03期 39-43页 [查看摘要][在线阅读][下载 103K]
    [下载次数:196 ] |[阅读次数:50 ] |[引用频次:9 ]
  • BRAINSTORMING:AN EFFECTIVE WARM-UP ACTIVITY IN THE ENGLISH WRITING CLASS

    <正> In writing classes,students often feel puzzledabout how to generate good ideas on the essay topicwhile teachers usually spend most of the classroomhours talking about the writing skills such as organiza-tion,style,etc.Under such a circumstance,stu-dents will be immersed in note taking and will nothave an opportunity to express themselves.This paperexplores a pre-writing activity—brainstorming—as away to solve such a problem.Compared with the tra-ditional teaching method,brainstorming has the fol-lowing advantages:(1)It helps generate good ideasconcerning the essay topic.(2)It is more stimulatingthan pondering over the essay topic alone.(3)Itmakes the writing class livelier and more enjoyable.(4)It helps increase the reader-awareness of the stu-dents in their writing process.Suggestions for adoptingbrainstorming activities in writing classes are also pre-sented in the essay.

    2000年03期 44-46页 [查看摘要][在线阅读][下载 59K]
    [下载次数:238 ] |[阅读次数:48 ] |[引用频次:7 ]
  • SEMANTIC MAPPING TO IMPROVE READING COMPREHENSION FOR NON-ENGLISH MAJOR COLLEGE STUDENTS

    <正> This paper examines the problems exiting in read-ing comprehension for non-English major college stu-dents.The writer adopted semantic mapping methodsto improve their reading comprehension,which havebeen proved to be practical and effective readingstrategies after one year's practice.

    2000年03期 47-50页 [查看摘要][在线阅读][下载 79K]
    [下载次数:87 ] |[阅读次数:48 ] |[引用频次:2 ]
  • EVALUATING AN EFL TEXTBOOK—A NEW ENGLISH COURSE

    <正> The necessity of the textbook can not be neglectedalthough problems do exist with our teaching materi-als.As teachers it is important for us to evaluate,se-lect and adapt teaching materials to meet our teachingand students' learning needs in order to maximizelearning potentials.The case study of one particularEFL textbook provides us with more insights into theunderstanding of our teaching materials.The processof evaluating the teaching materials helps us make de-cisions in selecting textbooks,as well as allowing us toreflect on our teaching and learning experience.

    2000年03期 51-54页 [查看摘要][在线阅读][下载 93K]
    [下载次数:112 ] |[阅读次数:48 ] |[引用频次:1 ]
  • HELPING EFL STUDENTS LEARN TO WRITE THROUGH FEEDBACK

    <正> There have been a lot of complaints from theteachers who teach English writing in China on theheavy load of correcting students' work and the low ef-ficiency involved.This article discusses the problemscaused by the traditional approach to teaching Englishwriting,and suggests that one way to improve stu-dents writing skills is to develop students' composingprocesses,especially the process of revision.Based onresearch findings and the many-year teaching practice,the author describes some ways of helping studentslearn to write through using feedback effectively.

    2000年03期 55-59+50页 [查看摘要][在线阅读][下载 123K]
    [下载次数:96 ] |[阅读次数:51 ] |[引用频次:9 ]
  • A TEACHING APPROACH FOR FACILITATING ENGLISH SPEAKING

    <正> It has been commonplace for students to com-plain about their oral lessons.This paper arises froma thought of concrete problems facing Chinese high-school graduates who are unable to speak English well.Based on three elements that are crucial to languagelearning,the paper will focus on developing students'speaking abilities.In the paper,the teachers' role ishighlighted.The students will find it the most effec-tive way to improve their speaking abilities if themethod is applied under the proper direction of aqualified teacher.

    2000年03期 60-64页 [查看摘要][在线阅读][下载 106K]
    [下载次数:99 ] |[阅读次数:36 ] |[引用频次:4 ]
  • 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 receivesuch a letter within six months of sending in their articles are free to contribute them to other journals or publica-tions.3.In the year 2000 there will be four issues of TEIC,for which a subscription fee of 16 yuan must be paid.4.No money is earned from TEIC (in fact,a subsidy of 50,000 yuan is needed for each issue);therefore,no royaltieswill be paid to the authors of published articles.At the same time,the authors will not be required to pay a so-called"publication fee".5.When you send your article by E-mail,please include it as an attachment,instead of in the body of the E-mail.Al-

    2000年03期 65页 [查看摘要][在线阅读][下载 21K]
    [下载次数:14 ] |[阅读次数:27 ] |[引用频次:0 ]
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