Showing papers on "College English published in 2003"

Politics of knowledge : the commercialization of the university, the professions, and print culture

Abstract: Richard Ohmann's work is in a class by itself. While editor of College English, and in the three books he published since then, he has created America's most comprehensive vision of how teaching and scholarship are at once part of the university, of society and of history. In Politics of Knowledge, Ohmann's essays and interviews analyze, explain and criticize the roles of the university, the academic professions and publishing in a rearranged America. Focusing on the opposed movements of a more open university and overwhelmingly powerful multinational corporations, he offers language and formulations that will help present generations move closer to the hope that teaching and scholarly work can enhance the lives of all. This scholar, teacher and activist sets his often anecdotal and autobiographical reflections within the broad tapestry of historical, economic and material conditions. It is this combination of the long backward-looking personal perspective and adept critical analysis that have made his work a resource for professors and students alike.

The 15 years of the CET and Its Impact on Teaching

Abstract: The College English Test (CET) is a national, large-scale standardized test, administered on behalf of the Ministry of Education of China. As a criterion-related norm-referenced test, the purpose of the CET is to make assessment of the English proficiency of the students and provide feedback information for the teachers to improve classroom teaching. The CET as an educational test serves language teaching. Because of its professional quality and its strong social impact, the CET has been widely accepted by the end users, which has made the CET a high-stakes test. Over the recent years the CET Committee has made every effort to maximize the positive backwash effect of the test and minimize its negative effect.

In search of effective ELT methodology in college English education : the Chinese experience.

Abstract: The following text is taken from the publisher's website: "There are more than one billion people learning English as a second language around the world, and the majority of these language learners are in China. This book provides teachers of English to Chinese students with relevant information on the linguistic, cultural and pedagogical backgrounds of these students. The authors analyse the importance (and sometimes unimportance) of this background, and provide information on successful classroom teaching methods and student learning strategies. The authors from the Centre for English Language Communication, at the National University of Singapore have taught over six thousand Chinese undergraduate and graduate students since 1990. This book shares their expertise with fellow practitioners. An important contribution to the ESL literature, Teaching English to Students from China is essential reading for all who teach English to Chinese students whether in the East or the West."

Deaf College Students' Perspectives on Literacy Portfolios.

Abstract: The study examined how literacy portfolios were used as tools in a college developmental English class in which deaf students assessed their reading comprehension as well as their writing processes and products. The students' reading and writing assignments involved reflective thinking and were grounded in authentic tasks. Immediate feedback was provided. The study was multidimensional, longitudinal, and ongoing. A variety of field research techniques were used to ascertain the uses and influences of portfolios in regard to students' reading, writing, and reflective thinking. The results support the idea that the use of literacy portfolios can positively influence students who are deaf when they assess their reading and writing abilities.

Formative Assessment and College English Teaching and Testing

Abstract: Formative assessment provides feedbacks to teachers and students throughout the course of study about student work and understandings. The Information gleaned from the assessment is used to adapt teaching and learning to meet student needs and enhance student achievement. Successful formative assessments produce significant learning gains and help students become effective autonomous learners. Its current trend of development as well as its problems and shortcomings render college English teaching and testing particularly likely to gain from strengthening formative assessment. This paper, on the basis of a literature review of the concept, values and forms of formative assessment, tentatively discussed what inspiration college English teaching and testing may draw from formative assessment.

On English Journal

Abstract: College English teaching is a process of interacting between the teacher and the students, including two aspects: teaching and learning. With a great emphasis only on one aspect, it is rather difficult to achieve good results of teaching. English journal is such a good way for promoting the combination of college English teaching and learning.

Extensive Reading in College English Teaching

Abstract: As a part of college English teaching, extensive reading plays an important role in language acquisition. It elevates students' learning interests in language teaching and is the complementation and improvement of intensive reading. This paper holds that the teaching of extensive reading should place emphasis on the development of students' autonomy accompanied with proper methodology.

Multimedia Technology and College English Teaching

Abstract: The advent of information age and increasing international exchanges have made foreign languages more and more important Multimedia technology, the wide use of modern educational technique, provides much more space for English teaching This thesis discusses the advantages of multi-media computer-assisted English teaching, the pratical cases of teaching and the basic requirements of being a modern language teacher as well as the challenges confronted after adopting MCALL

A Study on Teaching English Listening and Speaking Through Films

Abstract: Film is a very effective medium for language teaching, especially in teaching listening and speaking This paper discusses the prospects of using films in teaching that course to non-English majors with regard to the advantages, feasibility, criteria for film selection and existing problems and solutions The author concludes that teaching listening and speaking through films is worth trying

College English Teaching Evaluation System in China: Major Problems and Corresponding Countermeasures.

Abstract: Based on a combined study of system science, washback theory and a data-driven analysis of the China's college English teaching system, this thesis puts forward a new concept-College English Teaching Evaluation System. This evaluation system consists of three subsystems - achievement tests at the end of the first three terms, CET-4 or CET-6 at the end of the foundation stage (1-4 terms) and the assessment by society. The major problems of each subsystem are illustrated with newly published data, and corresponding countermeasures come up respectively through the discussion.

College english for academic purposes: a brief overview of theory and application

Abstract: During recent years, with the expansion of the global village, English has increasingly become a medium for advanced studies and research. The dominant role of English is particularly marked in scientific, technological and medical fields. In Taiwan, we rely to a great extent on textbooks written in English at the university level. However, students newly admitted to colleges, more often than not, are not well equipped with English reading strategies and language skills to cope with their academic studies for mainstreaming. To remedy the given problem, the present study is intended to delve into the approach ”English for Academic Purposes” by providing a helpful overview of its historical perspective and application principles.

Intercultural Communication and College English Teaching

Abstract: Without understanding the culture of a target language,communication would be less successful.This thesis discusses the term of culture with several shades of meaning and presents the view that popular culture is the most influential factor in communication. Accordingly,the writer holds the view that in college English teaching a great importance should be attached to teaching knowledge about popular culture.

A Questionnaire Survey of College English Teachers' Computational Competence and their Practice in the Field of CALL

Abstract: The teachers computational competence directly affects the efficiency of computer assisted language learning (CALL). By questionnaire this article surveys some college English teachers from four establishments of higher education in Wuhan about their computational competence, their understanding of CALL and their practice in the field of CALL. Suggestions are accordingly given.

Poetry's Place and the Poet's Participation with Fields of Knowledge

Abstract: Although the writing-across-the-curriculum movement has demonstrated the effectiveness of expressive and transactional writing to assist subject matter learning, poetic writing remains nearly absent in classrooms and research studies. Yet, when the first theorists of discourse in composition— James Britton, James Moffett, and James Kinneavy–worked out the theoretical models for discourse that became, and remain, central for the research and teaching of writing, they included poetry (in its broad meaning of all literature) as a major mode and function of discourse. These and other theorists and researchers advanced arguments and evidence that poetry offers learners a way to imagine (and to image) through sudden global insight, to organize their experience, and to connect new knowledge to other areas of knowledge; yet, their appeals for poetry’s place in a full curriculum have been only rarely heard beyond the elementary school level. Why this neglect? In an essay published in 1983, “The Relation of Thought and Language,” Janet Emig demonstrated that even English curricula, as rhetoric and writing textbooks have given evidence since Hugh Blair’s first (1784) text, have suppressed creativity. She concluded that the problem was a view of language solely as a “vehicle of communication” (Emig 35). Since then, some degree of creativity has been restored to composition textbooks, but at the same time literature has become increasingly separated from the teaching of writing, research, and theories on composing. College English, for example, no longer publishes poetry or creative non-fiction.

Theoretical Bases of College English Grade Teaching

Abstract: Grade teaching is carried out in English teaching practice in many colleges and universities. Theoretical bases of college English grade teaching are sought and necessities are analyzed from the four aspects: college English syllabus, quality oriented education, i+1 theory and utility difference theory.

A Web-based assessment and profiling system for college English

Abstract: We develop a web-based assessment and student profiling system which can evaluate and analyze students’ academic performance in English classes at university level. The system is designed to qualitatively as well as quantitatively assess different language skills such as vocabulary, reading, listening, and writing. Apart from being used as a tool for semi-automatically creating web-based tests, it can also help keep track of students’ shortcomings, errors, and progress.

How to Teach Coherence by Means of Multi-media Courseware

Abstract: In recent years, teaching by means of multi-media has become an efficient supplement to traditional English teaching, and has been widely used in college English teaching. This article, based on teaching practice, attempts to discuss about how to use the multi-media to improve the students' comprehensive capabilities, by producing appropriate courseware giving priority to improve the students' ability to master the structures of passages in reading and writing.

Design, development and implementation of new century college English: A Project on a web-based English learning environment in China

Abstract: The use of web-based instruction has played an important role in education. More universities and institutions have been using it to reach out to an increasing number of students by providing a costeffective programme. In 1999, the State Council of China approvedand implementeda national scheme named the "Action Scheme for Invigorating Education towards the 21st C e n t u y (ASIETTC)". It serves as a guideline for the development of education in China in the twenty-first centuy. As a result, a series of research projects has been launched. In this paper, we will describe one of the projects conducted by South China University of Technology (SCUT), China. It is a web-based English learning environment project. We will report the design, development and implementation of the project.

Communicative Teaching Approach in EFL Classes

Abstract: The communicative teaching approach pays more attention to students' actual communicative competence and is greatly favored in EFL teaching. This essay tries to illustrate the importance and application of communicative approach in EFL classes by a sample from New College English.

The Reform and Development of College English Teaching

Abstract: The reform of college English Teaching has developed very fast recently, but still there are some problems. The reform should be paid more attention in Cnina. This paper introduces some successful examples of the reform of college English teaching and makes a few suggestions on how to solve or avoid die problems exiting in college English teaching.

The Cultivation of Active Learning Strategies and College English Teaching

Abstract: The paper analyses the components of active learning strateg ies with a review of the learner-oriented model. From the result of a questionnaire and th e contrast between middle school and college English learning, we find it a nece ssity to cultivate college students' active learning strategies. Practical ways in class are suggested in the end to improve students' active learning strategie s.

Fully exploiting advantages of college students as mainstay for the sake of ameilorating the heterogeneous English class

Abstract: To break with quite a few conventions of traditional foreign language teaching methodology targeted at handling the confronted problem of heterogeneous English class,a "communication-aimed and student-centered" new concept should be cherished and the "student-centered topic-based approach" implemented.The new approach and the mate bood New College English accompanied by a series of feasible in-class activities serve as effective means to cultivate the comprehensivve abilities of mastering English language,as has been confirmed by approximately three years of teaching practice in University of Petroleum.

Intercultural Communicative Competence and College English Teaching

Abstract: In our traditional college English teaching, both teachers and students pay much attention to language points, neglecting the development of the students' intercultural communicative competence. We can make our efforts to change this situation in the following aspects: Choosing the books which develop not only students' language ability but also their pragmatic ability; Changing our concept of teaching and penetrating cultural teaching into all aspects of English teaching; Strengthening students' studies in their spare time to improve their intercultural communicative competence.

English Discourse analysis and Imitative Writing

Abstract: This paper is to discuss the specific features of the textbook New College English from Zhejiang University from the relation between English discourse analysis and imitative writing. Through the research on the textbook and teaching practice, the author of this paper thinks that the major feature of this textbook is the selection of various writing styles of reading materials, the firsttime design about the items of English discourse analysis and corresponding imitative writing. Following the learnercentered approach, the English learners can analyze the structures and writing skills of the texts under the guidance of their teachers, and discuss the difference between English and Chinese discourse. In this way can English learners acquire the knowledge of English discourse and develop their English writing ability through enough imitative writing practice.

How to Train the Students' Translation Skills of Sci-tech English in Non-English-majored Teaching

Abstract: The author discusses some typical characteristics of sci-tech English by a number of examples from texts. It includes particularity of grammar, specialization of vocabulary and three characteristics of rhetoric. Mean while, the author introduces some translation methods and skills of typical sentences. After two years' college English study, the college students will have translation skills of sci-tech English. It can also improve the students' adaptability for specialized English course.

Students in College English Reading Classes: A Survey

Abstract: A questionnaire was developed to investigate various aspects of students in college English reading classes. The foci were: students’ perceived English reading abilities; perceived overall English abilities; motivation toward English reading; reading anxiety; English learning experiences; Japanese reading experiences; and needs and wants in English reading. The questionnaire was administered to approximately 90 non-English majors in two reading classes at a pharmaceutical university in Tokyo. The results showed that: students perceived their overall English ability, and English reading ability, as low; they were neither well motivated, nor highly anxious, about reading English; and they viewed their English learning experiences rather negatively. Their motivation, perceived English ability, and reading anxiety were modestly correlated with their English learning experiences. These results call for English teachers to rethink their ways of teaching English.

What English Majors Do Out There

Abstract: I read with interest not long ago in the pages of the ADE Bulletin Katie Conboy's article "What Can You Do with an English Major?" I found it engaging and useful but general. She reports what we all kind of know in tuitively: that English majors can do anything they want to do and that they work in all sorts of professional fields, from banking to engineering to teaching to librarianship to manufacturing to editing to whatever. I decided that it was time to try to find more specific data on what English majors who graduated from the Lehigh University English department in the past two decades are doing to make a living and how they feel about having majored in English. Others in the profession may be inter ested in the methods we used, the results that we found, and the issues we now face. In March 2002 we sent questionnaires to all 477 of Lehigh's English major alumni who had graduated between 1980 and 2000. The question naire was phrased similarly to one reported in 1985 in College English that we sent out to the 151 English majors who had graduated between 1960 and 1980. Our goal then as now was to learn what kinds of jobs our gradu ates were actually doing in the real world, how they felt about having ma jored in English, and what benefits they saw from their degree. Those questions led to more difficult ones: Given the jobs that our majors are ac tually doing, should we attempt to restructure the English major or our teaching of specific courses in ways that might better prepare them for

On Internet-Assisted College English Teaching

Abstract: The paper explains the possibility and necessity of Internet-assisted college English teaching, and lists the advantages of courses designed by using internet, the difficulties of various kinds, and several solutions. Only by using Internet in a flexible way can we teach students to learn in researching and creative way.