- JoyceA.Wilkinson;
<正> This paper traces evidence from neurobehavioural researchshowing how language functions occur in the brain and supportthe efficacy of drama as a methodology in all language learning.According to Pribram's holographic view of the brain, move-ment is integral to the transference of vocabulary from the poste-rior convexity to the frontal cortex where words are transformedinto meaning via pragmatic processing mechanisms and then pro-duced as language in the midbrain motor structure which is alsothe center of emotion. Drama is movement with emotion. Words which become amplified with meaning during the dramat-ic process traverse neuronal pathways from the lexicographic,posterior brain to the right forebrain and converge in vocal ex-pression in the centrencephalic mechanism. Without such move-ment, meaning and output do not occur. Words impregnatedwith meaning in the emotional movement of the dramatic processparallel drama-language movements within the brain so thatlearning becomes deeply embedded, retained and easily recalled.Tested drama methods which reinforce or imprint such intra-brain language functions are briefly reviewed as is selected drama-language research supporting the drama-brain-language concep-tual framework of holistic language learning theory. It is arguedthat learning a second language as well as a first languagethrough drama, the language art form which imbues the narra-tive and language structures of any culture, constitutes qualityeducation.
2001年01期 2-8页 [查看摘要][在线阅读][下载 255K] [下载次数：172 ] |[阅读次数：70 ] |[引用频次：3 ] <正> As is well known, some people are more successful thanothers in learning. This different levels of achievement may beattributed to variables associated with the learner. In recentyears there has been extensive research into aspects of differencesin learning a second language. This paper briefly reviews anddiscusses the major parameters of the differences among individu-als which research studies indicate may influence the success ofsecond language learning, citing six areas of interest: age, intel-ligence, cognitive styles, personality, motivation and attitude.
2001年01期 9-11+45页 [查看摘要][在线阅读][下载 117K] [下载次数：155 ] |[阅读次数：43 ] |[引用频次：1 ] -
<正> While negative transfer of the native linguistic knowledge inSLA is closely studied, other aspects of the learner's nativeknowledge have been ignored. The following is an investigationand study in this respect, revealing that negative transfer not on-ly happens in the aspect of the learner's native linguistic knowl-edge such as that of the native grammatical rules and lexical con-ception, but also happens in aspects of cultural conventions andthinking patterns. It is also found that negative transfer of lin-guistic knowledge decreases with the learner's progress in studywhile the other two aspects have no obvious decrease. With Level3 as a control group, this paper confirmed the effectiveness andnecessity in offering classes dealing with the other two aspects ofnegative transfer.
2001年01期 12-14页 [查看摘要][在线阅读][下载 94K] [下载次数：504 ] |[阅读次数：29 ] |[引用频次：3 ] <正> By differentiating four different types of output, the paperargues that their roles are also different. And learners of differ-ent language proficiency levels should be guided to produce dif-ferent types of output. Thus the paper introduces a new concept,namely "optimal output". Blindly making the learner produceoutput which is far beyond his current English level will only doharm to his interlanguage development, making it fossilize at anearly stage.
2001年01期 15-19页 [查看摘要][在线阅读][下载 159K] [下载次数：42 ] |[阅读次数：39 ] |[引用频次：5 ] -
<正> Traditionally, literary reading is regarded as a practicalmeans to stimulate the interest of EFL students in their study ofEnglish to accelerate the development of their L2 acquisition;literary works are considered a prime resource of linguistic inputto heighten the quality of learners' target language. Yet, the re-search findings from this study indicate that such linguistic inputcannot effectively benefit the English majors when their L2 is notwell developed to cope efficaciously with such readers. In addi-tion, research findings also indicate that many literary wordsand phrases related to another cultural and social background notonly intensify the obstacles to proper comprehension but alsolimit opportunity for practical application of this sort of linguis-tic input in the social milieu where the learners live. Therefore,how to cope with literary works in language learning and whatsort of linguistic input that can effectively stimulate the develop-ment of learners' L2 acquisition in their own social environmentneed to be explored.
2001年01期 20-23页 [查看摘要][在线阅读][下载 128K] [下载次数：87 ] |[阅读次数：44 ] |[引用频次：0 ] <正> This paper introduces three models of reading. Then it ana-lyzes the data gathered from an experiment on the comparison ofthe "top.down" and the "bottom-up" approaches and accord-ingly draws the conclusion that the former approach is helpful inimproving students' reading comprehension while the latter isuseful in developing their writing skills as well as their knowledgeof vocabulary and sentence structure. Finally this paper presentsa procedure of the application of the "interactive approach",which proves to be productive in teaching college English inten-sive reading.
2001年01期 24-28页 [查看摘要][在线阅读][下载 158K] [下载次数：645 ] |[阅读次数：84 ] |[引用频次：4 ] -
<正> The State Education Commission's Senior English Syllabus(1993) (SETS) stipulates precisely that English teaching shouldplace a primary emphasis on cultivating students' reading ability.However, it seems most middle school English teachers cannotsee its value. This article will argue that it is essential to high-light reading in middle school English teaching and it also offerssome suggestions for doing so.
2001年01期 29-31页 [查看摘要][在线阅读][下载 80K] [下载次数：253 ] |[阅读次数：36 ] |[引用频次：0 ] <正> This article takes a close look at Towards Reflective Teach-ing, by Jack C. Richards. His article first explains what reflec-tive teaching is, and then presents the various reflective ap-proaches such as peer observation, self-reports, auto-biographies, journals and collaborative diary keeping. This arti-cle then goes on and draws from actual teaching experience toconclude that these approaches are extremely useful for the im-provement of foreign language teaching.
2001年01期 32-33页 [查看摘要][在线阅读][下载 66K] [下载次数：130 ] |[阅读次数：39 ] |[引用频次：2 ] -
<正> Whole language, a relatively new approach emerged in theNorth America about more than thirty years ago, has becomeone of the two major philosophies (Phonics and WholeLanguage) in teaching and learning language. "The future ofwhole language is the future of education." (Goodman, 1992).Whole language is gaining its popularity all over the world andhas found its way into various language settings. It has also beenushered into the field of second language education. Whole lan-guage entails whole learners, whole teachers, whole texts, wholemethods, whole skills and whole environments. This paper at-tempts to introduce its definitions and explore its implications inteaching and learning English as a foreign language (EFL). Italso analyzes its limitations so that instructors, when imple-menting this approach in EFL classrooms, could make necessaryadaptations by taking into consideration the characteristics ofEFL learners, including their linguistic proficiency, sociocultur-al variables, and career orientations, and at the same time makesure that EFL classroom activities reflect wholeness of the majorcomponents underlying this approach.
2001年01期 34-37页 [查看摘要][在线阅读][下载 125K] [下载次数：314 ] |[阅读次数：31 ] |[引用频次：3 ] <正> This paper presents practical research on repair mechanismand its four repair trajectories in FL classroom interaction. Thisshows that it is effective and efficient in assisting FL learners todevelop their communicative competence and understand theprocess of language acquisition. Repair strategies that are ofgreat value to FL teachers in FL classroom teaching are also ex-pounded.
2001年01期 38-42页 [查看摘要][在线阅读][下载 130K] [下载次数：92 ] |[阅读次数：49 ] |[引用频次：0 ] -
<正> In order to make teacher questioning more effective and tofacilitate second language learning & acquisition, teachers resortto numerous questioning strategies.
2001年01期 43-45页 [查看摘要][在线阅读][下载 78K] [下载次数：194 ] |[阅读次数：15 ] |[引用频次：2 ] <正> How to teach writing to students of relatively high Englishproficiency is a matter that may be regarded as a less important:subject by some people. Thus is not the case, however as thispaper comes up with the idea that generic structures and languagefeatures of particular texts should be taught so as to achieve bet-ter results in senior writing courses.
2001年01期 46-48页 [查看摘要][在线阅读][下载 81K] [下载次数：110 ] |[阅读次数：40 ] |[引用频次：0 ] -
<正> English writing is gaining attention and emphasis in our col-lege syllabus, having an important role to play in learning andcommunication. However, of the four skills (speaking,reading, writing and listening), it remains the most difficult.Traditional methods of teaching writing have undoubtedly con-tributed to the improvement of the learner's writing skills andstrategies. But new methods and activities are needed to maxi-mize the efficiency of traditional methods and keep students in-terested in this course. This paper is a step-by-step description ofan activity used in a writing course for English majors, whichcombines speaking with writing and makes the writing task ac-quire real communicative needs. To put it plainly, the studentsare asked to interview an English teacher and then write a reportbased on the information obtained from the interview.
2001年01期 49-51页 [查看摘要][在线阅读][下载 91K] [下载次数：52 ] |[阅读次数：56 ] |[引用频次：0 ] <正> In an EFL class, writing for a real audience can bring aboutmany inherent educational benefits. However, this is often ne-glected by many language teachers. This paper reports on the re-sults obtained from using a writing for a real audience project inan Intensive Reading course for non-English majors. Students inthis project wrote letters to their partners in the target languageand shared information with each other. The author found thatthe process of writing for a real audience can not only help stu-dents practice using the target language but also can encouragethem to overcome writing apprehension.
2001年01期 52-54页 [查看摘要][在线阅读][下载 86K] [下载次数：25 ] |[阅读次数：36 ] |[引用频次：0 ] -
<正> In recent years, although college students have acquired ahigh level of proficiency in English reading, they have made verylittle advancement in English writing. This is due to the factthat inadequate importance is attached to writing in the teachingof English, and that students have rather vague ideas about therole of writing in foreign language learning and about the differ-ent discourse patterns existing between English and Chinese.Thus, this paper suggests that, in order to improve students'writing ability, two ways be adopted to raise students' awarenessof learning to write: 1) integrating the product-oriented ap-proach with the process-oriented approach; 2) using students'reading as a writing source.
2001年01期 55-57页 [查看摘要][在线阅读][下载 89K] [下载次数：92 ] |[阅读次数：50 ] |[引用频次：3 ] <正> The successive founding of ELT mailing lists since the mid-90s have provided language teachers worldwide with a cheap, ef-ficient and informative teaching tool. This paper offers an intro-duction to the major ELT lists and a discussion of the signifi-cance of the mailing lists to our teaching work, academic re-search and self-development. Advice is also given on how to takebetter advantage of this powerful educational instrument.
2001年01期 58-60+63页 [查看摘要][在线阅读][下载 118K] [下载次数：28 ] |[阅读次数：37 ] |[引用频次：1 ] -
<正> This paper analyses the Uncertainty of Expressing, whichthere should be when people express themselves, describe thetruth in their minds, and offer their conclusions about somematters. The Uncertainty of Expressing, one sort of languagephenomenon, consists in the choice of words and the mood ofspeaking. The intent of this paper is to help betterunderstanding.
2001年01期 61-63页 [查看摘要][在线阅读][下载 82K] [下载次数：18 ] |[阅读次数：16 ] |[引用频次：0 ] 下载本期数据