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Towards a curriculum in oral skills for training Chinese tour guidesYong-ming, Gao, n/a January 1984 (has links)
During the last seven years or so, China has adopted
an open-door policy, which has brought about an increase
in diplomatic intercourse, and cultural and technical
exchanges between China and other countries. And, above all,
the number of tourists coming to visit China has been
growing rapidly year by year. Together with this increase
comes the demand for tour guides, especially Englishspeaking
tour guides.
Since most Chinese tour guides who are presently
working in the travel service have not been able to receive
professional training, they encounter difficulties of
various kinds in their work. Such a situation demonstrates
an urgent need for designing a special curriculum for
training Chinese tour guides.
Problems with the current situation are analysed in
detail in Chapter 2. The analysis reveals that there are
problems with the existing arrangement for recruiting tour
guides and also tour guides' weakness in oral communication
with tourists which is a result of inadequate training.
In order to have an objective picture of Chinese tour
guides' oral English � both strengths and weaknesses � a
questionnaire was designed, and interviews were conducted
as part of the field study. The whole of Chapter 3 is
devoted to the analyses of the questionnaire and interviews,
which includes the designing and distribution of the
questionnaire and the data analysis.
Chapter 4 focuses on the discussion of the importance
of aims and objectives in the curriculum. It offers
guidelines for the other elements of the curriculum which
are stated in relation to students' future needs.
Students are expected to achieve the goals set for
them in the course through studying the course materials.
Therefore, teaching materials have to be selected in order
to be able to serve the basic aims and objectives of the
course. Considerations need to be given to both language
and content. Details of how to choose course content are
dealt with in Chapter 5.
The final chapter gives suggestions for teaching
and evaluation.
This field study report is not intended to present a
proper curriculum. Instead, it is hoped to suggest some
aspects worthy of consideration when the training in oral
English for tour guides is being planned.
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Teaching English newswriting skills to Chinese students : a comparative study of news writing in Chinese and English and some suggestions on teachingYueming, Yu, n/a January 1984 (has links)
Journalism education in China began early this century.
However, the drastic changes in the Chinese society since the First
World War have greatly hindered the development of journalism
education. With the fall of the "gang of four" in 1976, China entered
a new period in its history which is marked by a strong desire of the
CPC and the people to modernize their country in the shortest possible
time. This situation has produced an ever-increasing need for better
journalists, especially international journalists who are able to use
foreign language to promote mutual understanding and exchange between
China and other countries. To meet this demand, the speciality of
international journalism, a combination of journalism training and
foreign language learning, has come into existence in many
institutions.
However, to teach Chinese students English journalism,
particularly the skill of news writing in English, is not easy.
Students constantly encounter difficulties in writing English news
articles. They have problems in both language use and organisations.
Their writing is very often unnatural and sometimes hard to comprehend
for English-speaking readers. The reasons are mainly as follows.
First, news writing, unlike any other form of writing,
involves particular requirements which need to be carefully studied
and analysed, such as the criteria for news value, the special
structure of the article and the special choice of words.
Secondly, as China's policy towards journalism is very
different from that of the west, its approach towards news is also
different. Therefore, what is included in a Chinese news article is
not always of news value to western readers.
Thirdly, Chinese and English are two very different
languages. Many dissimilarities exist in all aspects of the two
languages, linguistic and rhetorical. Chinese students often find it
difficult to free themselves of mother tongue interference.
To solve these problems, a comparative study of the news
writing styles in both languages should be made by the teachers and
students so that they can realise the similarities and dissimilarities
between the two languages and their relative strengths and weaknesses
in news writing.
In addition, practice is also essential in the training of
journalists. Extensive exposure to good English news writing styles
and practices in producing them will surely benefit the students in
their study of journalism.
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Developing the communicative competence of Chinese EFL studentsZhi-Ling, Zhang, n/a January 1983 (has links)
Increasing contact between China and English-speaking countries
in recent years calls for competent language workers to fulfil
various communication tasks. To meet this need, it is of great
importance and urgency for the Chinese EFL teaching profession to be
conscious of the existing problem of communicative incompetence of
Chinese EFL learners and to strive for ways and means of reducing it.
This study was undertaken as an exploratory study of this problem.
As recognised by many now, linguistic competence alone is not sufficient
for a successful foreign language learner, one needs to acquire
communicative competence as well. In this study, a historical overview
of the theory of communicative competence is provided. Following it
is a detailed description of a survey which aimed to measure several
areas of communicative competence of Chinese learners of English and to
find out existing problems. Possible causal factors of those problems
are also discussed and are categorised into two groups: communicative
interference and weaknesses in the present curriculum, teaching
methodology and teaching materials. Finally, implications of this
study are examined and tentative suggestions are made in the hope that
more and more Chinese EFL teachers will respond to the problem and
search for ways to bring about effective learning.
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Some aspects of social competence and EFL teaching in ChinaZheng, Zhong, n/a January 1983 (has links)
Linguistic competence is a person's knowledge of the
forms of a language. This knowledge is not sufficient
for communication because communication involves a
knowledge of appropriate ways to use the language, that
is, when to say what to whom. A part of this total
capacity which may be termed 'social competence' is the
knowledge and ability to create and maintain a harmonious
atmosphere in social interaction.
� Social competence is acquired as a person grows up
in a given society, learning to play different roles. In
social interaction, social competence enables a person to
live up to the expectations of these roles, and to act in
such a way as to satisfy the interests of others in
exchange for satisfaction of his own. One of the
individual's interests in interaction is 'face': a desire
for freedom from imposition and for appreciation. The
preservation of a harmonious atmosphere in social
interaction largely depends on how well the interactants
preserve their own and each other's face. Certain speech
acts are intrinsically face threatening, so mitigating
strategies must be used to redress these acts.
Owing to the differences in social values and
personal relations in different societies, Chinese speakers
of English may not perceive the threat to face involved in
doing certain acts in the same way that English native
speakers would perceive it. As a result, they may
unwittingly threaten native speakers' face. Moreover,
Chinese speakers may not be able to use mitigating
strategies appropriately and may therefore be unable to
maintain the desired harmonious atmosphere in
interaction with native speakers of English.
Therefore, in addition to learning the forms of
English language, Chinese speakers should be encouraged
to develop social competence, by learning the target
language culture and by practising the appropriate
polite strategies in social interaction.
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ESP in China and implications for teachingLi, Xiao Lan, n/a January 1983 (has links)
English for Specific Purposes (ESP) teaching has become
a popular trend in English language teaching in the world.
It is distinguished by its clearly defined purposes in
teaching and its student-centred short intensive courses.
It tends to be more effective than other types of English
language teaching. Therefore it has attracted more and more
attention of linguists and language teachers, and is warmly
welcomed by learners.
ESP teaching also enjoys much popularity in China. In
recent years a great number of ESP programmes, as well as
programmes of other foreign languages for specific purposes,
have emerged. These programmes have successfully prepared
thousands of specialists for the language required by their
future work or overseas studies. Nevertheless, there still
remain a number of problems in Chinese ESP teaching.
This study is intended to analyse ESP teaching in
China. It examines the development, thec haracteristics,
the achievements, existing problems and attempts to
highlight implications for teachers and educational
administrations.
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Towards a professional development program for teachers of English in Vietnamese high schoolsNguyen, Thi Hong, n/a January 1986 (has links)
This field study proposes a basis for the establishment of a
professional development program for Vietnamese high school
teachers.
The social background and the problems of teaching and learning
English in Vietnamese high schools are discussed, including the
students' goals in learning English in high schools; the teachers'
qualifications and the methods of teaching commonly used; the
coursebooks and how they are used; learning facilities, and the
attitudes and policy decisions of education authorities.
To develop effective solutions to these problems, it is
necessary also to know the background to teaching and learning
English in Hanoi Foreign Languages Teachers' College.
In-service training is of vital importance in the education of
all nations. A review of what other people have done in this field
is included with particular reference to the problems which are
relevant to the situation in Vietnam. Given the constraints of
funding and work procedures, a short full-time in-service course
would be the most practicable for the Vietnamese situation.
A survey of the needs of high school teachers in their
professional development has been carried out and is discussed in
relation to the priorities to be given to various components of an
in-service syllabus. The priorities were found to be: to improve
the language, teaching techniques and awareness of a communicative
approach to teaching and learning language of high school teachers
in Vietnam.
These priorities having been identified, the study considers:
iv
1 - the syllabus model.
2 - the development of specific goals.
3 - the development of content.
4 - possible modifications of the syllabus in the future.
The solution to the problem of professional development must
take into account not only the work of internationally known
authorities, but also the needs of Vietnamese teachers. The
proposed course suggests ways of finding out and meeting the needs
of participants and points to possible future development.
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Proposed EAP and ESP syllabuses for Vietnamese students going to study overseasNgoc Hung, Nguyen, n/a January 1986 (has links)
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
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A consideration of how the communicative approach may be used in language teaching in VietnamPhuc, Vu Van, n/a January 1986 (has links)
Increasing development of the relationship between Vietnam and other
countries has resulted in a great demand for English language teaching (ELT)
throughout the country. The need is ever greater for a considerable number
of people who can use English effectively in their work. However, at present
ELT in Vietnam is still far from satisfactory. There exists a common problem
of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact
that even after five years of training, students frequently remain deficient in
the ability to actually use the language, to understand its use in normal
communication, and to carry out their teaching adequately afterwards.
That existing situation demands a critical look at ELT in all institutions to
work out suitable materials and methods to be used in the Vietnamese setting.
This work has been undertaken as an exploratory study of this problem. To
provide a context for the study, the background to ELT in Vietnam is
reviewed. Following it is a detailed description of different approaches used
in ELT with reference to the teaching and learning situations in Vietnam.
Special emphasis is placed on the differences between conventional
approaches and the currently influential one - the Communicative Approach.
A detailed comparison is made between two lessons taken from structuralbased
and functional/notional-based textbooks representing two distinct
approaches. This comparison will be examined from the methodological point
of view, investigating, for example, how language is treated in the two
approaches, how different types of activities are used, and the role of teacher
and learner in the two approaches in order to highlight a possible fresh
approach for Vietnamese coursebook designers, teachers and learners in ELT.
A sample lesson based on the Communicative Approach is finally provided to
assist any attempts to teach and learn English communicatively.
It is hoped that this survey will contribute to reducing the existing problem
of inadequate communicative competence in Vietnamese learners.
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Psychological appropriateness of EFL methodologies to Chinese studentsZhang, Shou-Juan, n/a January 1983 (has links)
With the increase in international communication
and the growing demand for foreign language professionals
in the last decade, the teaching of foreign languages,
especially English, has gained considerable prominence in
Chinese education. Despite the long history of English
teaching in China, there are still significant deficiencies
in this area. If these deficiencies are to be addressed,
then methodology is a crucial variable worthy of
examination.
Many of the TEFL (Teaching English as Foreign
Language) methods developed in the last twenty years are
unknown to the Chinese teachers, although they may be
introduced to China in the future. Since these methods are
products of Western experience, a scrutiny of their
relevance to the Chinese teaching situation is necessary.
In particular, it is important to focus on the
psychological appropriateness of these methods to the
Chinese setting.
A number of the most crucial psychological
issues, such as learner's motivation, aptitude, personality
and learning style, are discussed in CHAPTER 2, together
with those social and cultural influences which may affect
the learner's psychological attributes.
CHAPTER 3 provides a detailed, yet not exhaustive,
description of a range of TEFL methodologies, which may
provide potential solutions to the deficiencies that have
been identified. Here the emphasis is on psychological
theories that underlie these methods and on their
psychological impact on the learner.
CHAPTER 4 moves to a specific investigation of
the psychological attributes of Chinese students. To this
end, data have been obtained from a study specifically
designed for this paper, and used as a basis for evaluating
the motivation, personality, affect and learning style of
English majors at ERWAI (Peking Second Foreign Language Institute). This evaluation is further supplemented by the
views of foreign visitors to China and by the results of
some published studies of Chinese nationals in America.
Based on the discussion in the previous chapters,
the fifth and final chapter concludes with an overview of
the appropriateness of TEFL methodologies to the Chinese
situation.
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The listening comprehension difficulties of Chinese tertiary level studentsZhuxiu, Chen, n/a January 1983 (has links)
This study examines the listening comprehension
difficulties of Chinese learners of English as a foreign
language at the tertiary level by means of two
listening comprehension tests that were specifically
designed for this paper and administered to 50 students
in the English Department of ERWAI (the Peking Foreign
Language Institute No. 2). The students' listening
comprehension ability is evaluated on the basis of the
results of multiple-choice test items, and the students'
oral performance in answering questions, all of which
have been recorded and transcribed in full. Proceeding
from the date and from the theory and practice of
language teaching and learning, suggestions relating to
this area are discussed.
Chapter 1 introduces the background to the problem,
in which some basic facts concerning the teaching of
English as a foreign language at the primary, secondary
and tertiary levels in China are provided. This serves
as a general review of tertiary students' entry
behaviour in learning English as a foreign language.
In addition, the aims and objectives of foreign language
teaching based on ERWAI students' future professional
needs are discussed.
Chapter 2 moves to a discussion of the format and
procedures of the two listening comprehension tests,
followed by the description and interpretation of the
test results.
Chapter 3 discusses the nature of the listening
process and surveys the listening strategies needed for
successful communication.
In Chapter 4, proposals for improving the teaching
of listening comprehension at ERWAI are recommended.
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