Showing papers on "College English published in 2010"

Jigsaw Strategy as a Cooperative Learning Technique:Focusing on the Language Learners

Abstract: Jigsaw is a cooperative learning technique that has been studied in various ways by a number of researchers and teachers in classes of different levels and subjects.Unlike previous studies,the present research aimed to find out whether the jigsaw technique could be successfully used to fulfill the intended task in the college English class,integrating all four skills in the process.Questionnaire surveys were made after the experiment.Findings were analyzed and reflections on jigsaw were offered.Implementing jigsaw technique in the EFL classroom made it possible for the teacher to focus on language learners and thereby language learning became interdependent.A conclusion was drawn that jigsaw technique is an effective way to promote student participation and enthusiasm as well as a useful technique for language learners to accomplish learning tasks in the EFL classroom.

English Language Assessment and the Chinese Learner

Abstract: Foreword. Lyle F. Bachman Preface Part 1 Setting the Scene Chapter 1 The Realities of English Language Assessment and the Chinese Learner in China and Beyond Liying Cheng, Queen's University Andy Curtis, The Chinese University of Hong Kong Chapter 2 The History of Examinations: Why, How, What, and Whom to Select? Liying Cheng, Queen's University Part 2 Validity and Test Validation: Views from Test Designers Chapter 3 The National Education Examinations Authority and its English Language Tests Qingsi Liu, The National Education Examinations Authority Chapter 4 The National College English Testing Committee Yan Jin, Shanghai Xiaotong University Chapter 5 Developments of English Language Assessment in Public Examinations in Hong Kong Chee-cheong Choi and Christina Lee, The Hong Kong Examinations and Assessment Authority Chapter 6 The Language Training and Testing Center, Taiwan: Past, Present and Future Antony John Kunnan, California State University, Los Angeles Jessica R. W. Wu, The Language Training and Testing Center Part 3 Test Use and Consequences: Views from Test Users Test Quality: Theoretical/Conceptual Points of Views Chapter 7 From TOEFL pBT to TOEFL iBT: Recent Trends, Research Landscape, and Chinese Learners David D. Qian, The Hong Kong Polytechnic University Chapter 8 IELTS: International English Language Testing System Janna Fox, Carleton University Andy Curtis, The Chinese University of Hong Kong Chapter 9 Chinese Test-takers' Performance and Characteristics on the Michigan English Language Assessment Battery Xiaomei Song, Queen's University Chapter 10 The Public English Testing System Jianda Liu, Guangdong University of Foreign Studies Chapter 11 The Graduate School Entrance English Examination Lianzhen He, Zhejiang University Chapter 12 The General English Proficiency Test Viphavee Vongpumitch, National Tsing Hua University Part 4 Test Use and Consequences: Views from Test Users Test Quality: Empirical Studies Chapter 13 Chinese EFL Learners' Discoursal Performance in Cambridge ESOL FCE Speaking Test: Culture-specific or Test-driven? Yang Lu, The University of Nottingham Chapter 14 Exploring the Relationship Between Chinese University Students' Attitudes toward the College English Test and Their Test Performance Jing Zhao, The Ohio State University Liying Cheng, Queen's University Chapter 15 Chinese EFL Students' Perceptions of the Classroom Assessment Environment and Their Goal Orientations Xiaoying Wang, Beijing Foreign Studies University Liying Cheng, Queen's University Chapter 16 Should proofreading go? Examining the Selection Function and Washback of the Proofreading Subtest in the National Matriculation English Test Luxia Qi, Guangdong University of Foreign Studies Chapter 17 The Computerized Oral English Test of the National Matriculation English Test Yongqiang Zen, Guangdong University of Foreign Studies Chapter 18 The Hong Kong Certificate of Education: School-Based Assessment Reform in Hong Kong English Language Education Chris Davison & Liz Hamp-Lyons, The University of Hong Kong Part 5 The Link between Test Validity and Validation, and Test Use and the Consequences: Conclusion and Beyond Chapter 19 The Impact of English Language Assessment and the Chinese Learner in China and Beyond Liying Cheng, Queen's University List of Contributors

A Discussion on Developing Students" Communicative Competence in College English Teaching in China

Abstract: With the spread and development of English around the world and its increased use in China, research about improved methods to develop college students’ English level has become of great importance. This has promoted changes in both the teaching and learning process. This paper analyzes the necessity and feasibility of developing students’ communicative competence in College English Teaching (CET) and also discusses the advantages and challenges of Communicative Language Teaching (CLT) for CET. A questionnaire is used to determine students’ understanding of the term of communicative competence, as well as to discover their opinions about teaching and learning within the framework of fostering their communicative skills. As it seems an appropriate time to implement communicative teaching approach in Chinese universities, this paper also raises the issue of future reform based on current CET in China.

A research on a student-centred teaching model in an ICT-based English audio-video speaking class

Abstract: The development and application of Information and Communication Technologies (ICT) in the field of Foreign Language Teaching (FLT) have had a considerable impact on the teaching methodologies in China. With an increasing emphasis on strengthening students’ learning initiative and adopting a “student-centred” teaching concept in FLT, language teachers and researchers in China have resolved to explore effective and appropriate teaching models both in theory and practice. A range of reforms of college English teaching in China has demonstrated the shift of the teaching focus from enhancing students’ reading ability to their listening and speaking abilities. More focus has been put on improving students’ communicative language ability (CLA). This paper aims to examine the feasibility of the student-centred teaching model utilised in an English audio-video speaking class (EAVSC) in computer-assisted language learning (CALL) environments at the authors’ university by carrying out two quantitative longitudinal case studies. Analysis of correlated data shows that this specific teaching model in general is both plausible and effective in improving students’ communicative language abilities, especially in their speaking abilities.

A study of Chinese EFL learners' pragmatic failure and the implications for college English teaching

Abstract: English, as a communication tool, is playing an extremely significant role in cross-cultural communication. The main function of language is communication, and pragmatic competence is an important component of communicative competence. However, owing to a lack of pragmatic knowledge, English learners can hardly avoid committing pragmatic failure in cross-cultural communication Pragmatic failure sets up barriers to the success of cross-cultural communication. Since pragmatic failure closely relates to English learners’ lack of pragmatic knowledge and understanding of the culture of the target country, in order to improve their pragmatic and communicative competence, more introductions to pragmatic knowledge and cultural information should be incorporated into English teaching. This research aims to find out the pragmatic competence of college English learners in China and to provide constructive suggestions as to how to improve their pragmatic competence. This paper first investigates pragmatic failures that college English learners tend to commit in cross-cultural communication through questionnaires and interviews. Then, building on the analysis of the collected data, it further discusses the main sources of the pragmatic failures and provides suggestions for college English teaching. It is hoped that these suggestions can help to develop students’ pragmatic and communicative competence. Key terms: pragmatic failure, pragmatic competence, cross-cultural communication, English teaching 0. Introduction Cross-cultural communication requires both speakers’ sufficient mastery of the linguistic knowledge of the target language and their pragmatic competence. Looking back on the history of College English teaching in China, teachers’ attention tends to focus on linguistic knowledge, while pragmatic information is not usually considered as significant as linguistic forms and rules. However, studies show that even students with sufficient linguistic knowledge still make mistakes in real-life communication with foreigners (He Ziran, 1988; Ji Peiying, 2008). These students are good at reading and writing with sufficient knowledge of English grammar and vocabulary and able to score hgith in tests like TOEFL, IELTS, or Band IV and Band IV (two national tests for non-English majors in China), but they fail in communicating with foreigners. In these cases, the mistakes they commit are not verbal or grammatical; instead, these mistakes occur because certain social conventions or rules of interpersonal relationship have been violated. These kinds of mistakes are defined as Pragmatic Failure (He Ziran, 1988; Qian Guanlian, 2002). Pragmatic failure may cause misunderstanding, and thus sets up barriers to successful cross-cultural communication. Since the purpose of college English teaching is to develop students’ proficiency in intercultural interaction, English teachers should pay more attention to improving students’ pragmatic competence so as to help them avoid pragmatic failure. Improving students’ pragmatic competence Polyglossia Vol. 18, February 2010 42 requires that English learners should have more access to the culture of the target society, which requires teachers’ introduction to the social conventions, communicative rules and values of the target nation. On the basis of Jenny Thomas’s studies (1983), a lot of research has been carried out both in China and abroad on pragmatic failure and its implications for English teaching. As a consequence a large number of English teachers have begun to accept the importance of pragmatic teaching in the classroom; however, so far, there has not been much systematic research carried out on the pragmatic failures made by Chinese students in the process of English learning and cross-cultural communication. Hence, more elaborate studies should be implemented in order to develop students’ pragmatic competence as well as teachers’ capability in cultivating students’ communicative competence. 1. Literature Review 1. 1 Definitions of Pragmatic Failure J. Thomas (1983) defines pragmatic failure in Cross-cultural Pragmatic Failure as “the inability to understand what is meant by what is said”. She points out that pragmatic failure has occurred on any occasion “On which H (the hearer) perceives the force of S’s (the speaker’s) utterance as other than S intended she or he should perceive it”. (Thomas, 1983) The following examples are used by Thomas to illustrate her definition: “a. H perceives the force of S’s utterance stronger or weaker than S intended s/he should perceive it; b. H perceives as an order an utterance that S intended s/he should perceive as a request; c. H perceives S’s utterance as ambivalent where S intended no ambivalence; d. S expects H to be able to infer the force of his/her utterance, but is relying on the system of knowledge or beliefs that S and H do not share .” (1983, 94) 1. 1. 2 He Ziran’s Definition He Ziran (1988) points out that pragmatic failure refers to “failure to achieve the desired communicative effect in communication”. He further indicates that “Pragmatic failures are not the errors in diction, but those mistakes failing to fulfill communication because of infelicitous style, incompatible expressions, and improper habit.” (He Ziran, 1997) 1. 1. 3 Qian Guanlian’s Definition Qian Guanlian (2002) defines pragmatic failure in a more specific way pointing out that “Pragmatic failure is committed when the speaker uses grammatically correct sentences, but unconsciously violates the interpersonal relationship rules, social conventions, or takes little notice of time, space and addressee.” 1. 2 Classification of Pragmatic Failure 1. 2. 1 Thomas’s Classification According to Thomas, pragmatic failure falls into two major types: Pragmalinguistic Failure and Sociopragmatic Failure. Thomas (1983) points out that “pragmalinguistic failure occurs when the pragmatic force mapped by the speaker onto a given utterance is systematically different from most frequently assigned to it by native speakers of the target language, or when conversational strategies are inappropriately transferred from the speaker’s mother tongue to the target language.” Sociopragmatic failure results from different cultural norms and pragmatic principles that govern linguistic behaviors in different cultures. Since speakers with different cultural backgrounds have different understandings of the appropriateness of linguistic behavior, there may be barriers to effective communication. As Thomas A Study of Chinese EFL Learners’ Pragmatic Failure and the Implications for College English Teaching 43 (1983) points out, different cultures have different ways of thinking, rules of speaking, social values and place different relative weights on the pragmatic principles, and these cross-culturally different assessments of social parameters have negatively affected language users’ linguistic choices, which finally result in sociopragmatic failure. 1. 2. 2 He Ziran’s Classification He Ziran (2004) points out that pragmatic failure has the following three manifestations: pragmalinguistic failure, sociopragmatic failure and pragmatic failure in cross-cultural communication. Pragmalinguistic failure can be considered from both sides of the conversation. On the one hand, the speaker commits pragmatic failure because he takes for granted that the listener is able to understand his meaning and he thus makes an inappropriate utterance. On the other hand, the listener commits pragmatic failure by deducing the meaning of the speaker’s utterance incorrectly. Sociopragmatic failure occurs when the speaker does not give concern to the identity and social status of the listener during the conversation. He may produce pragmatic failure by using a polite form of expression toward a close person or someone of a lower social status; or by addressing a remote person or someone of a higher social status with an intimate form. The speaker’s lack of knowledge about the politeness principle of social interaction is a major cause of sociopragmatic failure. He Ziran points out that pragmatic failure in cross-cultural communication occurs under the following four circumstances: a. The speaker chooses an inappropriate topic. Different cultures usually have different beliefs, value views and living habits. Therefore, people need to distinguish between free and constrained topics in intercultural communication.i b. The speaker uses expressions which have different implications in the target language, or which deviate from his own intention in producing such utterance. This kind of pragmatic failure commonly happens in greetings..ii Besides, misuse of fixed expressions in the target language also gives rise to misunderstanding. c. The utterance made by the speaker to express a certain idea does not conform to the convention of the target language. Since people with different cultural backgrounds tend to use different expressions and strategies to convey the same information, they tend to commit pragmatic failure while speaking a language other than their mother tongue. d. A participant in a conversation makes an inappropriate response to a certain question or statement. He Ziran (2004) points out that Chinese people prefer to show their modesty while being complimented, however, on the contrary, people in the west like to show their talents directly and would accept praise happily . 2. Methodology 2. 1 Instruments The present study is primarily a qualitative study involving two research instruments: questionnaire and interview. The questionnaire includes twenty open questions, each providing a real-life communicative context. The respondents are required to write down the appropriate utterances according to their own understanding and they are allowed to look up unfamiliar words in the dictionary. By using open questions instead of multiplechoice questions, the researchers intended to prevent respondents from using elimination skil

The effectiveness of cooperative learning in teaching English to Chinese tertiary learners

Abstract: Few studies have been conducted of the impact of cooperative learning (CL) on the teaching of English as a foreign language (EFL) at the tertiary level. This study investigated the effects of CL on Chinese EFL learners' English language competencies in listening, speaking, reading, writing and vocabulary. Participants were a 100 first‐year College English learners from a university in the north of China. A pre‐test‐post‐test control group quasi‐experimental design was employed to study the effects of the CL approach on students' language competencies in comparison to traditional instruction. Findings revealed clear differences in favour of the CL approach in the areas of listening, speaking and reading but no differences were found between the two approaches in the areas of writing and vocabulary.

Chinese university students' motivation, anxiety, global awareness, linguistic confidence, and English test performance: a correlational and causal investigation

Abstract: This study examined motivation, anxiety, global awareness, and linguistic confidence, and their relation to language test performance within the context of Chinese university students taking the College English Test Band 4(CET-4) in China. Using a mixed methods approach, through survey and interview inquiries, this study explored whether and how the selected psychological factors contributed to students’ CET performance. Results from exploratory factor analysis revealed that Chinese university students displayed three types of instrumental motivation (i.e., mark orientation, further-education orientation, and job orientation), two types of anxiety (i.e., language anxiety and test anxiety), and two types of confidence (i.e., linguistic confidence and test confidence). The results of confirmatory factor analysis led to a modified socio-educational model of motivation with some context-specific concepts (i.e., new instrumental orientations, global awareness, and linguistic confidence) that more accurately represented the characteristics of the Chinese university students. The results of structural equation modelling confirmed that attitude toward the learning situation and integrative orientation were two strong indicators of motivation, which in turn influenced language achievement and confidence. The negative impact of anxiety on language achievement was confirmed. Certain group differences were found in comparing male students with female students, high achievers with low achievers, students from the Arts programs with those from the Science programs, and students who started to learn English before Grade 7 with those iii who did so after Grade 7. The interview findings indicated stronger instrumental orientations than integrative orientations. External influences, including influences from society, teachers, and peers, were also identified. Students expressed their mixed feelings toward the CET-4, indicating that this test had both positive and negative influences in promoting their English learning. Testing well-developed motivation and anxiety models in the Chinese context enriched and expanded our knowledge in theory development in English language education in China. The implications of this study point to the importance of understanding language test-takers’ characteristics in their macro and micro learning contexts, as well as the importance of establishing the relevance of English language learning to language teaching, and testing in English as Foreign Language contexts.

Formative Assessment: Opportunities and Challenges

Abstract: As a learning tool, formative assessment has attracted the attention of more and more researchers. Based on the writer’s own innovation with the tool and relevant research, this paper first describes the use of formative assessment in college English classrooms in China, then provides recommendations and discusses future directions.

The Changing Role of Teachers in the Development of Learner Autonomy— Based on a Survey of “English Dorm Activity”

Abstract: College English aims at improving the learners’ ability to take charge of his or her own learning. In view of this, the role of teachers is crucial in helping promote leaner autonomy. This thesis discusses the responsibilities of teachers in the exercise of autonomy by analyzing the concept of autonomous learning and the difficulties the students meet in English dorm activity.

An Experimental Study on the Effectiveness of Multimedia in College English Teaching

Abstract: Based on empirical research and qualitative analysis, this paper aims to explore the effectiveness of multimedia assisted methods in college English teaching. It seems and has been proved by some studies that multimedia assisted methods can effectively promote students’ English learning. But the results of this study do not positively contribute to the previous hypothesis. Is multimedia a definite facilitator in college English teaching? The paper is trying to draw attention and offer insights into this problem.

An Application of Appraisal Theory to Teaching College English Reading in China

Abstract: This paper attempts to apply a new theoretical framework-Appraisal Theory to the analysis and teaching of college English reading, with the hope of finding a new way of teaching college English reading, which will be helpful to solve the problems in the process of teaching English reading in China.

The role of college English textbooks in the teaching of culture in China

Abstract: The teaching of culture is one of the most important parts of English Language Teaching. It is unavoidable and necessary because English and culture are closely related and communication in English requires intercultural competence. The Chinese government sets up requirements for College English teaching in China through regularly adjusted curriculums. In the 1999 and 2004 curriculums, the requirement is for College English teaching to focus on communicative competence and intercultural competence. However, some of the requirements themselves are found to be ambiguous and confused. Chinese teachers and learners all agree that the teaching of culture is very important in English teaching and learning, but it seems that the teachers do not really know how to teach culture, and they normally rely on textbooks for guidance and instructions. This research aims to investigate how culture is taught and what cultures are taught in College English teaching in China. Because College English teaching is greatly influenced by College English textbooks, these books are actually the focus of this research, and they are studied to examine the extent to which they help cultural studies. A content analysis method is applied to determine the varieties of culture taught through textbooks, and a content-based analysis, which is a series of criteria centred on the themes of recency, realism, topics, task design and extra information, is used to investigate how textbooks teach culture. The results of the examination of the textbooks indicate that the books are not targeted at the teaching and learning of culture; neither local culture nor world cultures are given much attention in the books; tasks are not designed to teach culture, stereotypes are generally not dealt with, and ICC does not seem to be a part of English education in China. To conclude, there is a significant mismatch between the requirements of the government and what is carried out in practice, and a mismatch between the needs of English learning and the direction of English teaching in China. A few implications are put forward as a result of this research. First, the government might clarify its requirements about cultural studies. Second, textbooks need to develop. Recent cultural information, a variety of culture, a balanced selection of topics, helpful extra information, and activities that are designed to teach ICC and deal with the stereotypes in the texts would be useful in the books. Finally, teacher training is needed.

How to Develop College Students’ Autonomous English Learning Skills ---Take Reading Course in Joint-Program in HCFT as An Example

Abstract: The studies on autonomous learning based on the theories of constructivism and the advantages of technology propose valuable ideas for modern teaching theories and practices. In this paper, we put forward ways and methods in developing learner awareness, learning strategies and habits of autonomous learning in Henan College of Finance and Taxation (HCFT), taking English reading course as an example. The most significant findings are that in the model the guided experimentation promoted students’ English language competence to a larger degree than that of traditional ways of learning, and that most of the experimental students became more active and positive in English language learning and eventually enjoyed the process.

The Application of the Semantic Field Theory in College English Vocabulary Instruction

Abstract: This study explores the application of the semantic field theory in college English vocabulary instruction. It first investigates ways of constructing various semantic relations, including paradigmatic relations of synonymy, antonymy, polysemy and hyponymy and syntagmatic relations of collocation and metaphorical meaning. Then, it presents a synthetically pedagogical procedure of vocabulary instruction with the application of the semantic field theory. The study is of pedagogical significance in that it helps to enlarge learners’ vocabulary by constructing paradigmatic relations of new items and to deepen learners’ mastery of vocabulary, mainly connotation and collocation, by constructing syntagmatic relations of the new items.

ELE vs.ESP——the Orientation of College English

Abstract: The concept of English for liberal education(ELE) is recently emerging in College English Teaching (CET) and increasingly gaining popularity.It is strongly recommended as a turning point or key point of the development of CET.Based on the analysis of the views of foreign language teaching experts and the trend of the nonmajor English teaching in the world,the paper arrives at the conclusion that the orientation of CET is academic English rather than ELE.The further analysis of ELE's background and definition reveals that ELE in CET is nothing more than English courses of the humanities(ECH).Despite a laudable attempt to learn English through content and to meet the individualized needs,the courses are one kind of optional courses of CET and they should not be viewed as the mainstream and even orientation of CET.

Grammatical Metaphor and Its Difficulties in Application.

Abstract: Grammatical metaphor is the term used by Halliday to refer to meaning transference in grammar. Instead of the congruent realization of a norm, the metaphorical representation has become the norm in many instances. Metaphorical modes of expression are characteristic of all adult discourses (Halliday, 1994). The shift from congruent to metaphorical modes of expression is also the characteristic of written English. For foreign language learners, getting to know the features of the target language and using them in their own expressions are important. This paper examines the features of grammatical metaphor in written English and then discusses the difficulties and problems of the application of these features in teaching writing to college English learners. This paper also provides some research findings and pedagogical implications for developing awareness of grammatical metaphor in writing of Chinese college learners of English.

On communicative competence in curriculum design: a comparison of the college English curriculum requirements and the English curriculum standards

Abstract: Developing the communicative competence of students is one of the major goals of English teaching in China. This paper examines the latest College English Curriculum Requirements in terms of its function in achieving this goal. The paper will make a comparison between the Requirements and the English Curriculum Standards (a curriculum serving as the guide for English teaching in junior and high schools) of the following parts: objective setting, cultural awareness, affection and attitude, and communication strategies. Building on the comparison and an investigation into the ideas of College English teachers about the Requirements, the authors conclude that the current Requirements needs to be improved. It is suggested that on the one hand, the Requirements should be patterned after the Standards to involve cultural awareness, affection and attitudes, and communicative strategies, and the objectives set in the linguistic part could also be elaborated on, with an emphasis on the appropriate use of language. On the other hand, the teachers are expected to attach greater importance to the Requirements and meanwhile to improve their teaching abilities. Key terms: curriculum design, communicative competence, comparison

An Analysis of College English Classroom Questioning

Abstract: The analysis of classroom interaction is a very important form which classroom process research has taken. The present study focuses on college English classroom questioning. Through a detailed description and analysis of the collected data, types of questions and modification techniques are made clear and on the basis of which a few strategies for college English teachers are put forward by the author in order to improve college English teaching and learning.

The Effects of Teachers’ Verbal Behavior on Students’ Anxiety—Based on the First-year College English Classroom in China

Abstract: Language anxiety is one of the most important affective elements in language learning and it is found prevalent among first-year college students for their English study. Their English study cannot be developed without teachers’ lessons, so this present thesis sets out to explore the relationship between the two in an attempt to propose some constructive adjustments and strategies for teachers so as to help reduce students’ anxiety in the classroom and advance teaching skills.

The Discursive Construction of College English Learners' Identity in Cross-Cultural Interactions.

Abstract: There are abundant studies on second/foreign language learners' identities. However, there appears to be insufficient longitudinal research on the construction of learners' L2 identities in systematic interactions between fixed dyads in an out-of-class context. Adopting a critical discourse analysis framework (Fairclough, 2003) and suitably informed by discourse theory (Philips & Jogensen, 2002), this article explores how Chinese college students discursively constructed English learner identities in and through processes of interaction and how English learner and user identity and learner language use were mutually constructed. Learners were found to exercise their own agency to establish multiple and changing identities. Such learner identities were found to be constructed through discursive strategies that established oppositions and differences and sometimes were crafted in situ to fit the contours of the interactive setting. This article begins with a discussion of the constructs that guide the study...

Helping Students Cross the Threshold: Implications from a University Writing Assessment.

Abstract: ome English Journal readers may fondly (or not so fondly) remember reading lists for college-bound students, which were once routinely distributed to promote the reading of The Scarlet Letter, Pride and Prejudice, The Pearl, and other noteworthy classics. Today, virtually any English teacher would recognize that a focus on solely canonical texts was the greatest flaw of these lists; however, another important consideration exists: How did we know that college professors expected students to have read these books? Were faculty polled to learn if the reading lists mattered and why? Were focus group interviews conducted of students who had and had not read these books? Did an analysis of syllabi or assignments demonstrate a prevalence of these books in university classes? In short, what assessment confirmed the value of reading lists for college-bound students? Because of the current testing craze across the country, we use the Aword, assessment, cautiously; however, assessment need not be an inherently negative word. As evidence, EJ readers should consider the writing assessment currently taking place across the country on university campuses. Unlike statemandated tests, university assessment tends to be designed, implemented, and interpreted by local faculty and administrators for local purposes, such as to more accurately describe and analyze curricular programs, to enhance teaching, and to improve stu-

Task-based Approach in College English Teaching of Digital-based Context

Abstract: With the wide employment of modern educational technology, college English teaching is going on a process of replacing traditional educational media with modern ones, which are closely connected with multimedia computers and internet technology to raise its efficiency and quality. However, some problems and challenges still exist in the college English teaching. In order to solve the problems, this article designs a test and collects data to check the effectiveness of the task-based approach within the Internet- assisted multimedia in college English teaching. The results show that Linguistic form was analyzed and practiced with task-based approach which may help the learners notice the linguistic problems and try out new language forms and structures, and that Internet-assisted multimedia has been effective in intriguing learners' interests and greatly enhanced their self-esteem.

Study on the Causes and Countermeasures of the Lexical Collocation Mistakes in College English.

Abstract: The lexical collocation in English is an important content in the linguistics theory, and also a research topic which is more and more emphasized in English teaching practice of China. The collocation ability of English decides whether learners could masterly use real English in effective communication. In many years’ English teaching practice, the author found that many college students often ignored the learning and study of the target language collocation, so they would make many collocation mistakes in English writing, dialog, and exams. The main representations and causes of these mistakes are analyzed in this article, and the main countermeasures of these mistakes would be proposed for teachers’ teaching and students’ learning.

A Design Framework for an Online English Writing Course

Abstract: This chapter proposes a design framework that applies Merrill’s first principles of instruction to an online college English writing course. The framework consists of five interrelated principles grounded in learning and instructional theories and research; it emphasizes task-centered instructional design. In addition, as a way of learners’ practice and evaluation of writing within a task-centered approach, the use of peer review is articulated in the framework. Moreover, the measurement of learners’ mental models is also described with its benefits on the provision of feedback on individual learning progression. The framework provides solid directions for research and development for the improvement of English writing.

Investigating the Washback Effect of the New CET 4 Listening Comprehension Subtest on Language Learners

Abstract: The new CET 4 LCS is introduced with the intention of giving impetus to college English teaching and improving non-English major college students’ listening comprehension. The present study set out to investigate the washback effect of the new CET 4 LCS on language learners. Based on Hughes’ washback model (1993) and empirical washback studies, this study focused on learner participants’ attitudes toward aspects of the new CET 4 LCS and their corresponding behavior influenced by the listening subtest in their learning process. Data were collected from 329 non-English major undergraduates of 34 colleges and universities in Xi’an by means of a questionnaire survey. Results indicate that there are both positive and negative washback effects in students’ attitudes and behaviors.

Conceptualizing Humanistic Competence in the Language Classroom by TJP - A Chinese Case

Abstract: As learning is seen to be a social process as well as an intellectual activity in which teachers work in active partnership with students, “Teaching by Joint Presentation” (TJP) project sought to investigate what a humanistic concept of teacher-student joint presentation and critical inquiry can evoke in the language classroom within Chinese context. 289 college English literature learning students and 87 in-service secondary school teachers have participated in this study. The findings articulated a series of multifaceted differences concerning with students’ learning aspiration and competence, together with the complexities of teaching methods in a humanistic language classroom. The results indicate that humanistic ideal does increase students’ learning competence of critical insight, independent thought and reflective analysis. The study provides insights into humanistic competence growth of Chinese college language students based on empirical evidence.

The Role of Teachers in College English Classroom--From the Perspective of Affect.

Abstract: Modern college English classroom has seen a gradual shift from teacher-dominated to student-centered one and therefore affective factors plays a crucial part of the bidirectional communication between teachers and students. This thesis attempts to investigate the roles teachers should perform at class and then give some advice of affective strategies in college English teaching.