Showing papers on "College English published in 2005"

Recognition of world Englishes: changes in Chukyo University students’ attitudes

Abstract: In Japan, recognition of the concept of ‘world Englishes’ has gradually penetrated the thinking of college English teachers, but American Standard English or British Standard English is still the only model that Japanese high school students have to learn. Therefore, students enrolled in the Department of World Englishes of Chukyo University perhaps have heard the term ‘world Englishes,’ but it cannot be said that most of them understand what the concept of ‘world Englishes’ is. All the students of the Department of World Englishes have to take the required lecture class ‘Introduction to Studies of World Englishes’ and the seminar class ‘Singapore Seminar’ for which they actually visit Singapore and take English and culture classes in their first year. A questionnaire was administrated to first-year students before and after taking these classes. This paper will analyze and compare the results of the questionnaire.

College English Curriculum Requirements and the New Roles College English Teachers Play

Abstract: Changes regarding college English teaching are suggested in College English Curriculum Requirements(For Trial Implementation);facing these changes,college English teachers should in theory have a clear understanding of their role and position in the new teaching activities,and should also in practice effect three role changes.

Cooperative learning, multiple intelligences and proficiency: Application in college english language teaching and learning

Abstract: The purpose of this research is to investigate whether the implementation of Cooperative Learning (CL) activities, incorporating the insights given by Howard Gardner' (1993) theory of Multiple Intelligences (MI) and the notion of Whole Language Approach (WLA) in college EFL classrooms will have a positive effect on students' language proficiency and attitude. A quasi-experimental study was developed. The site of this study was in an EFL classroom in a Taiwanese College. The subjects were from the researcher's three English classes at Chung Hwa Institute of Medical Technology during one semester. Many learning activities based on Gardner's theory of Multiple Intelligences were used while a Cooperative Learning approach was practiced.

To change or not to change: investigating the value of MCQ answer changing for Gulf Arab students:

Abstract: This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial to Gulf Arab students’ overall test performance. The proficiency exam used in this study is the Michigan English Language Institute College English Test - Grammar, Cloze, Vocabulary, Reading (MELICET-GCVR), which was developed using retired forms of the Michigan English Language Assessment Battery (MELAB). This exam was administered to 286 students at Kuwait University and Dubai Men’s College, Higher Colleges of Technology. Findings suggest that we should encourage students to change answers judiciously after they have scrutinized their original answers for more plausible alternatives. Most important, students should not be influenced by traditional perceptions that incorrectly malign answer changing. The effect of item difficulty as well as its impact on answer changing is also reported. Finally, information on the efficacy of one specific objective test strategy, that of changing answers, is...

Schema Theory and College English Reading Teaching

Abstract: Schema theory has it that any language may have its meaning just when it is organized and responded by its reader or listener with his schemata,as either oral or written language contains no meaning itself.The teaching of English reading is composed not only of the language schemata but also of content schemata.Therefore,the backgrounds of the English reading should be more strengthened while the language schemata is emphasized in English reading at college so that the teaching quality can be more promoted.

Investigating the Production of University English in Mass Higher Education: Towards an Alternative Methodology.

Abstract: Two university English seminars were video-recorded to provide data for a pilot project investigating how English is produced or 'actualized' in teaching and learning encounters. The project is pos...

English Studies in Levittown: Rhetorics of Space and Technology in Course-Management Software

Abstract: n a recent College English article, Johnathan Mauk calls for those in English studies, and more particularly those in composition and rhetoric, to pay greater attention to space. Drawing on the works of several critical geographers, he argues for "a pedagogy and theoretical lens that accounts for and engages the spatial and material conditions that constitute the everyday lives of students" (370); toward that end, he proposes a heuristic for orienting teaching and learning: namely thirdspace, a conceptual location he borrows from Edward Soja (as others in the humanities have done lately) that resituates students neither in the traditional abstract spaces of academia nor in the concrete conditions of their everyday lives, but rather in a juncture of the two, "a dimension emergent from the generative collision of academic, domestic, and work spatialities" (380). Mauk's call is prompted, he says, by evolving conditions of college life marked by transient students dislocated from traditional academic places and therefore disengaged from traditional academic work. While Mauk does not define what he means by "traditional," he is clear in arguing that academia must change to meet students "where they are at." Designing pedagogical practices around the construct of thirdspace is Mauk's own attempt at such change within our field.

Tutoring Graduate Students in the Writing Center

Abstract: Graduate and professional students must learn new ways of writing, yet many of their programs offer little assistance. Writing center tutoring can help. Although pairing tutor and tutee from the same discipline works best, tutors from other disciplines can be effective if they respect the tutee' s expertise in her own field. Center administrators can offer workshops, organize dissertation groups, and arrange for tutors, students, and thesis advisors to work collaboratively. Research on this issue is sparse; more research should be done to ascertain effective tutoring practices. ********** Ten years before I attended graduate school in English, I went to law school. For the first legal writing assignment, I proudly turned in a paper rife with the characteristics that, I felt, had gotten me "As" in college English courses: close readings of wording, fancy language, and a pull-out-the-stops conclusion. To my horror, it was returned with the brusque comment that it lacked the prescribed legal form and style. I' d just had my first brush with the disciplinary conventions graduate and professional students encounter as they learn to write--and think--as professionals in their fields. Many graduate students have similar experiences. Whether or not they are in a field requiring extensive writing, graduate students must take writing seriously, not just to make themselves understood but because writing in a discipline is intimately linked with thinking, reasoning, and persuading effectively in it. Besides, jobs in academia can be scarce, and well-written application documents and a record of publications give candidates an edge. The university writing center can help students make the transition from being smart undergraduates to being professionals. In this article, I summarize studies of graduate students as writing center tutees. I then describe many graduate students' writing concerns, then turn to the question whether a tutor and tutee must be from the same discipline. Finally, I outline approaches various writing center administrators have taken when working with graduate students. Since non-native speaker graduate students have sparked considerable scholarly interest, I concentrate here on native speakers, who have not. Although a handful of articles and book chapters offer personal anecdotes about working with graduate students and tips on effective tutoring, only a few actual studies exist on graduate student tutees. Judith Nelson and Jane Powers surveyed various graduate institutions across the country regarding their work with native and non-native speaker graduate students. Writing center administrators reported that native speakers most often requested help with organization, style and content; tutors noted many students' general misunderstanding with the writing process and sometimes of the expectations of their disciplines. Survey respondents emphasized that writing centers need more interdisciplinary staff and increased access to faculty across the disciplines, and should train tutors in writing across the disciplines and in tutoring graduate students. The university as a whole should show more commitment to teaching writing and better fund writing centers. Finally, students need to understand the writing process better and to come in earlier (113-38). Two scholars conducted conversational analyses of sessions between two graduate students where tutor and tutee came from different disciplines. Roger M. Munger noted that the graduate student presented herself as a novice but then resisted tutor suggestions. He concludes, unsurprisingly, that the framework of tutor as expert and tutee as novice did not neatly fit graduate-graduate writing center sessions (cite). Hansun Zhang Waring also examined tutee resistance. In the session she analyzed, the tutee "advice resist[ed]" (141) by invoking authorities in her field, asserting her own agenda, and minimizing the import of the tutor's advice. …

Fostering learner autonomy in college English study

Abstract: The factors that influence the development of college English learner autonomy contain motivation,the study strategy and the cultural elements. Teachers play an important role in fostering learner autonomy. So in college English teaching, teachers should change their ideas and create a "learners oriented teaching environment to promote learner autonomy through the strategy training.

Research on the reform of college English teaching

Abstract: Abstrcat After analyzing the present English teaching in universities, there are a great number of teaching problems to be solved promptly, such as teaching guidelines, building of teachers' group, mode, management system and ways of test,etc. Teaching Requirements of English Course in Universities, issued at the beginning of 2004, make the present goal of English course teaching in universities--to meet the desirability of the social development, to meet the subjective demands of both sides of learning and teaching, to equip with technical support whose core is computer network, to possess the essential outside language terms of English study and to make a reservation accurately. In view of this, the English teaching in universities should be researched and practiced firmly on the reform of traditional teaching mode, completion of teaching management system, perfection of teaching evaluation system, optimization of English course system and teacher management and training system.

Cooperative learning and College English teaching

Abstract: Cooperative learning is of mutual feature. Through cooperation, it can make teaching and learning promote and enhance each other and it can promote feeling interchange between teachers and students and it can help supply each other's needs between students.

Subject Matter Knowledge in a Master of Arts in Teaching Program: Ensuring Candidates' Content Knowledge through an Arts and Sciences/Education Collaboration.

Abstract: All teacher education programs face the challenge of ensuring that their graduates know their subject matter and can teach it effectively. For graduate level teacher education programs, whose candidates may complete their education in the content area at various institutions, this challenge is even greater. The following article describes one institution’s system of assessing candidates’ content knowledge and efforts to incorporate additional content coursework into a Master of Arts in Teaching program. Also provided is information on a set of courses that the arts and sciences and education faculty team teach, with the course for prospective English teachers described in detail.

The Application of Formative Assessment in Multimedia Computer-assisted Language Learning

Abstract: An effective assessment system is indispensable to the current reform of college English teaching which emphasizes the importance of the MCALL(Multimedia Computer-assisted Language Learning).A tentative mode of formative assessment for MCALL is designed and implemented in two classes attended by 78 students '.Qualitative and quantitative data show that the introduced assessment system not only stimulates learners motivation and interest to learn,but also makes it possible to monitor and facilitate learners' learning process as well as their autonomy.More noticeably observed is the successfully cultivation of learners' autonomy,cooperative learning and communicative skills.

Applying E-Learning into College English Courses

Abstract: In today's society, computers are omnipresent in college students' lives. Many, if not most, of them are more proficient in technology and Internet than in English. Realizing the facts, the author has come up with the idea of combining computer technology and English teaching/learning, hoping to enhance students' concentration on English learning. Attempts of the combination include (1) using the popular instant messaging tool, MSN messenger, which students are using on daily basis, to chat in English with students and (2) creating several e-learning courses based on E-campus, the all-campus e-learning platform of Chung Hua University. During the processes of applying computer technology into English teaching, the author has realized its magnificent educational power and students' reflections also show this is a right track to go on. This paper first introduces the application procedures of the author's computer-assisted English teaching and then categorizes some advantages and disadvantages of this innovative teaching method. The analyses can be referred to by EFL teachers who hope to add something innovative in their teaching to encourage English learners' learning interests and then enhance their English language abilities.

On the Teaching of English Writing in College English Course

Abstract: The teaching of English writing in colleges and the writing of college students are worrisome. It is imperative to accelerate the reform in the teaching of English writing and cultivate the students’ ability to use English.

Drive-by English: Teaching College English to High School Students Via Interactive TV

Abstract: Concurrent enrollment or dual-credit programs, in which high-school seniors may take introductory college courses to earn both high school and college credit, have long been popular in many states, but recent cutbacks in funding for public education, coupled with rising enrollments, have made such programs even more attractive as schools find themselves lacking sufficient staff to meet the needs of their students. And with advent of distance-education technology such as interactive video, students in more and more schools are able to take advantage of college courses. The increased numbers, however welcome they may be to college administrators, bring with them burdens that many college instructors and high school students are unaccustomed to, especially in the case of introductory writing courses, as evinced in the following comments from high school students enrolled in Utah State University’s English 1010 class, Introduction to Academic Writing, which is broadcast throughout the state over the EdNet system of interactive video:

College English teaching reform based on college English Curriculum Requirements

Abstract: Based on the newly-issued College English Curriculum Requirements, this article mainly discusses the college English course reform in Shenyang Jianzhu University from such aspects as teaching conception, teaching methods, teaching techniques, and teaching evaluation. It aims to, through analysis and summarization, discover an optimized path of college English course reform to suit the case of universities alike and cater the needs of social demands.

Developing Effective Teaching of Listening Practices in the College English Course-"Let Listening Teachers of English See Trees and See the Forest as well"

Abstract: This paper begins with an analysis of the difficulties and problems in teaching listening to EFL students. To deal with these issues, it outlines three teaching procedures and describes the unique features and tasks in each stage of teaching. Teachers should be able to identify what technical and procedural issues are involved in their teaching. The authors point out that listening should be task-oriented and accompanied with effective means of evaluation. The paper ends with a discussion of the part of the role-playing and the interactive activities in the listening process and the student engagement.

A Study of Computer-and-network Assisted Autonomous Learning Mode in College English

Abstract: The development of multimedia and network has greatly facilitated the reform in college English teachingThis paper introduces the reformative computer-and-network assisted autonomous learning mode in college English at Southeast University and analyzes the students' attitudes towards this new mode on the basis of the data collected in three questionnairesAfter listing the advantages of the new teaching mode compared with the traditional one,the paper probes into the causes of the existing problems in the process of teaching and learning

Prefabricated Chunk and College English Writing

Abstract: Prefabricated chunk refers to various type of word string which appears to be stored and retrieved whole from memoryIt is a ubiquitous phenomenon which deserves more attention in the process of second language acquisitionOn the basis of a brief introduction to its definition and classification,this paper discusses the pedagogical implications contained for writing instruction in China in the following 3 aspects: 1) promoting writing fluency;2) facilitating language idiomaticity and vividness;3) cultivating text-organizing ability

Research on the Combination of Web-based Autonomous Learning with Face-to-face Instruction in College English

Abstract: As one of the universities involved in the recent reform of college English education in China, SJTU adopts a brand-new mode in its English course, incorporating the network technology into its normal teaching process. This paper briefly explains the new mode and its rationale of combining the web-based autonomous learning with the traditional face-to-face instruction in the English course. It also analyzes the students' and the teachers' evaluation of this mode and the students' perception of the progress in their English study and the effect on their autonomous learning capacity, based on the questionnaires collected from 325 students and interviews with 8 teachers who participated in the trial operation of the new mode in SJTU.

On Learner-centeredness in Computer-and Classroom-based Multimedia College English Teaching Model

Abstract: Learner-centeredness is one of the major requirements in the Computer-and Classroom-based Multimedia College English Teaching Model.However,quite a few college teachers are at a loss how to shift from teacher-centeredness to learner-centeredness in their teaching practice.Both teacher-centeredness and learner-centeredness are well grounded in theory and applied correspondingly to foreign language teaching.Therefore,in practice,attention should be paid to bringing their advantages into full play in the integrated application of the two teaching models.

The application of cognitive approach in college English teaching

Abstract: The cognitive approach emphasizes that teaching should be'student-centered','conscious learning','integrating the skills of listening,speaking,reading and writing','no avoidance of the Mother Tongue'and'errors being excusable'.Having a detailed analysis on the theory, the author put it into practice for four years,which proves that cognitive approach is in conformity with the present situation of college English teaching and of guiding importance and practical value to improving college English teaching.The author in this paper also puts forward some problems in the practice and the problems for the teacher to be noticed.

On Interactions Between Teachers and Students in college English class

Abstract: New College English teaching should aim at the education of improving language competence of the students Interactions between teachers and students are an effective way to achieve this purposeThis essay tentatively explores the concept of this teaching mode,its forms and the obstacles according to some linguistic theoriesThe aim is to improve teaching results

The assessment system of college English:the current situation and it's reform

Abstract: College English assessment system contains three subsystems: CET-4 or CET-6 at the end of basic courses; the final examinations of each term; and the society's needs and evaluation towards students' practical English. However, because many colleges and companies take CET-4 or CET-6 as the standard of many evaluations, CET-4 or CET-6 has become the center of the current college English education. Moreover, CET-4 and CET-6 have many deficiencies in itself, which has resulted in a bad circulation. The final examinations have lost their real meaning and become a kind of copy of CET-4 or CET-6. The students also lack of proper channels to know the society's needs towards their practical English. As a result, all the three subsystems have caused a serious negative washback to the college English education. The reform of college English education should start with the assessment system.

The Lexical Approach and Its Implications for EFL Teaching in China

Abstract: This paper briefly introduces the principles of the Lexical Approach, based on the classroom observations and surveys of six college English teachers who have taken lexical ideas into their classrooms, demonstrates the changes in methodology and efficiency of classroom teaching which involves implementing the Lexical Approach, and emphasizes that implementing the Lexical Approach in classroom teaching is more successful in training students' comprehensive skills than previous practice.