The value of teaching foreign literature in EFL classes in China and the methods of teaching foreign literature in EFL classes in China are two questions that this paper attempts to discuss. The paper covers three major areas: 1) A brief introduction to the teaching of literature in EFL classes in China before and now. 2) Theoretical interpretations of the important role of teaching foreign literature in EFL classes in China 3) Practical application of literature teaching in EFL classes in China. In the first area, the author gives some information about literature teaching before 1950 and now and also mentions the advantages of teaching literature in China now. The second area shows what literature is and why Chinese EFL students should study foreign literature. The author intends to show in this area that the main purpose of teaching foreign literature in EFL classes in China should not be to increase students' ability to appreciate novels, but to: 1) get information and knowledge of culture, history in the target language countries 2) increase students' ability to appreciate the thought pattern of the people in the target language countries 3) improve students' four language skills. Finally, some suggestions on what to teach, how to teach and how to evaluate the teaching result are provided. In order to apply the theories that this paper has mentioned to practical teaching, the author presents two teaching plans at the end.

This field study report covers three major areas: 1. the general significance of using literature in advanced Chinese EFL class 2. the approach to literature in the language classes 3. criteria for the selection of texts for advanced Chinese EFL learners The general significance of using literature in advanced EFL classes is that 1) literature has human relevance in that literature broadens the mind and promotes personal development; 2) literature provides a useful vehicle for teaching second language skills; 3) wide reading in literature will help in developing communicative competence, because literature provides knowledge about culture and examples of language in discourse. In searching for an ideal accroach to incorporating literature into language teaching, a thematic approach to Australian literature is proposed, the advantages of which have been discussed in detail. A sample of a thematic unit on "images of woman in early Australian literature" illustrates how to use a thematic approach in China's social context. This study argues for the inclusion of poetry for its linguistic and cultural values. A sample lesson on teaching "The Man from Snowy River" is given. Finally the study points out that ethical values, linguistic and stylistic appropriateness of the texts, student interest, and the background knowledge required should be the main concerns in selecting texts for advanced Chinese learners. A list of suggested texts in thematic grouping is given.

This Field Study Report concentrates on the appropriate language testing techniques for EFL tertiary teachers in different foreign language institutions and centres in Vietnam. It falls into five chapters. The first chapter is a brief introduction and an overview of the problems with EFL testing and assessment in Vietnam. It describes the need for this study, its general testing terminology. It also describes some general problems, problems with specific testing techniques and problems with testing assessment. The second chapter discusses the role of classroom language testing, the relationship between language teaching and testing and the use of different kinds of tests. In the third chapter, four qualities of a good test and instructions to the testee are considered. After discussing the use of various kinds of tests, the Study Report examines different EFL testing and assessment techniques in chapter IV. This chapter focuses on the pros and cons of major language testing and assessment techniques such as translation, essay writing, oral interviews, multiple-choice items, shortanswer items, cloze tests, dictations, terminal assessment. Critical comments on these techniques are also given. In the final chapter, some practical suggestions and proposals for EFL testing and assessment in Vietnam are made. It is hoped that these suggestions and proposals will help to improve the present language testing situation in Vietnam.

This field study is aimed at exploring a suitable curriculum in listening comprehension, especially for training Chinese EFL (English as a Foreign Language) students. The paper is concerned with relating three themes: why the emphasis should be laid on listening practice, what strategies should be used to develop a feasible curriculum and what factors should be considered during the designing process. This study project is intended to be useful to both Chinese EFL teachers in search of a listening curriculum and the students who need ear training in EFL study. The basic aims, objectives and scope of the study are explained in the Introduction. The first chapter presents an overview of existing difficulties and problems in developing the aural abilities of the Chinese EFL students. In Chapter 2, the importance of establishing clear and definite teaching aims is discussed and two basic aims of teaching listening comprehension are suggested according to the students' needs in their communication with native speakers and in their further study of EFL. Chapters 3 and 4 are concerned with choosing and sequencing the course content. Criteria of selecting materials and of classifying unit aims and objectives are studied in an attempt to find a way of teaching listening skills in a systematic manner. Chapter 5 outlines the main teaching activities and strategies of achieving the established objectives. The final chapter is devoted to the discussion of establishing an evaluation procedure throughout the whole designing process, with stress put on testing students' progress and the results of their learning. The whole content of the study is summarized through a suggested curriculum model in the Conclusion. In the process of study, theoretical concepts and linguistic principles basic to understanding spoken English are discussed and used as a reasonable basis for the curriculum. It is intended that this field study will contribute in some way to curriculum design in Listening comprehension, a facet of TEFL which has seldom been systematically treated in China.

Motivation has been viewed as a very influential factor to successful reading for English as foreign language learners. Learners can be motivated to read English by extrinsic or intrinsic motivation, and the motivational orientations could also influence their reading achievement. However, language problems that EFL learners encounter while reading can affect their willingness to read as well as their reading achievement. The purpose of this study was to investigate Taiwanese EFL students’ English reading motivation and its relationship with perceived language problems and reading achievement. 302 11th grade students from an urban district in southern Taiwan participated in the study. Measures included an English reading comprehension test, an English reading motivation questionnaire, and a questionnaire regarding language problems in reading English. A factor analysis was used to determine the motivational orientations. Multiple regression and correlation analysis were performed to examine the relationship among reading motivation, language problems, and reading achievement. The results showed that: 1) Taiwanese senior high school students were largely motivated to read English by extrinsic motivation, specifically the importance and instrumental utility of reading English and the drive for recognition and competition, although they could also be motivated by intrinsic motivation to read English for knowledge and social purposes. Moreover, extrinsic motivation to read for compliance was significantly associated with their English reading scores. 2) While reading English, unknown idiomatic expressions and vocabulary were frequently reported language problems that influenced students’ willingness to read. Nevertheless, lack of grammar knowledge was generally not considered a big language problem to most of the students while reading. 3) Language problems in reading English and reading motivation were correlated, and motivation to read for compliance, grammar knowledge, and overall reading comprehension were significant predictors of students’ English reading scores. This study highlights the influential role of extrinsic motivation to EFL students in English reading and the importance of knowledge of vocabulary and idiomatic expressions in order to help understand the meaning of English texts. It provides implications for English teachers in designing appropriate curriculum that suits students’ needs and interests, and also suggestions for choosing proper reading materials.

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The aim of this study is to investigate whether upper-secondary school students, studying English as a foreign language (EFL) in Sweden, prefer to learn from Native English speaking teachers (NEST) as opposed to Non-native English speaking teachers (NNEST). Furthermore, the present study seeks to identify, from the EFL learners’ perspective, why certain characteristics of both NNEST and NEST are felt to be more prestigious than others which in turn might affect the students’potential to acquire a desired identity.

English pronunciation instruction is not a common component of most language classrooms, with the large majority of ESL/EFL teachers lacking the knowledge and expertise to successfully reduce their students’ segmental and suprasegmental pronunciation errors. Therefore, this report aims to provide English teachers with the necessary instructional goals, priorities, and suggestions to guide students in their pronunciation improvement, both during a course and beyond. The first chapter reviews the pronunciation education strategies of the past, and proceeds to offer contemporary approaches for English instructors and learners focusing on autonomous student strategy use. Secondly, the pedagogical priorities for pronunciation improvement in the short and long-term, for both segmental and suprasegmental features, are identified. The third chapter offers suggestions for teachers on how to use these goals and priorities within a course, as well as discussing classroom environments conducive for pronunciation improvement. This report makes a case for the importance of student empowerment through the utilization of autonomous learning strategies, allowing students to take control over their individual language acquisition process. / text

Following the entry of Cyprus into the European Union in 2004 and based on the philosophy which underpins the language policy in Europe, the island has been investing heavily in early foreign language learning. However, despite improvements in English language learning in primary state schools, no significant changes have been evident as regards the preparation of English teachers at this level. In conducting this research, my primary intention was to offer prospective and practising primary teachers a “voice” to express their own views regarding the content and teaching approach of a potential ELT module within teacher education curricula. The research adopted a mixed-method sequential approach carried out in two phases between March and July 2010. Data were initially obtained from 296 in-service primary teachers and 124 student teachers through a questionnaire-based survey. Data obtained in the second phase through individual and focus group interviews with 9 in-service-teachers and 11 student teachers respectively were used to explain, interpret and further examine the findings of the survey. The findings have highlighted the importance of theory and practice, showing evidence that both are necessary in order to avoid fragmented language teaching. The study suggests, therefore, that providing student teachers with meaningful opportunities to form links between the taught theory and its practical application is a fundamental basis for a more holistic teacher approach to teacher education. This study has also provided evidence that participants view learning as a process embedded in a social context, within which knowledge is constructed through collaborative, awareness-raising tasks set by mentors whose mediating roles in the creation of desirable learning contexts is perceived to be crucial. Although the findings of this research directly concern the Cypriot situation, they are likely to have broader applicability beyond Cyprus, especially in countries where early foreign language learning forms part of their educational agenda. Developing primary teachers’ language teaching knowledge and skills while considering the various types of support they receive during their pre-service education form part of a wider endeavour to ensure quality in early foreign language learning, an objective set by the European Union.

This study investigates expatriate English teachers’ cross-cultural adjustment in Taiwan. Cross-cultural adjustment theories and the differences between Chinese and Western culture are reviewed. Both qualitative and quantitative data were collected in order to develop the framework for the study. The process was examined across three facets of adjustment: general, working and interaction with host nation. The study was based on the framework of Black, Mendenhall and Oddou (1991) and develops an empirical cross-cultural adjustment model for native English- speaking expatriates who work in Taiwan as English teachers. The framework was successfully implemented by means of questionnaire and interview data and a literature review. The key findings of this study are: 1. Expatriate English teachers’ job satisfaction, age, previous crosscultural experience and their motivation for or purpose in coming to Taiwan are the key factors which affect their intention to stay in Taiwan. 2. Expatriate English teachers’ Mandarin or Taiwanese language ability has significant effects on their daily activities and social life outside work in terms of general adjustment. 3. Cross-cultural training for expatriate teachers could improve their living conditions in Taiwan in terms of general adjustment. 4. Expatriate teachers who possessed an undergraduate degree had more difficulties in their relationship with school management. 5. The total time expatriate teachers had spent living in Taiwan had some effect on their job satisfaction and adjustment in relation to interacting with the Taiwanese. Based on the empirical findings of this study, some recommendations for language education institutions and Westerners who are working or planning to work as English teachers in Taiwan are as follows: 1. Those who are planning to go to Taiwan to work as English teachers should receive some cross-cultural training and gain basic Mandarin or Taiwanese language skills before departure. An undergraduate degree is the basic qualification but an English teaching certificate or higher degree is strongly recommended. 2. English language education institutions should offer expatriate teachers cross-cultural training which includes basic local language skills, general information about living and working in Taiwan and the differences in the education system, teaching methodology and management style between Taiwanese and Western cultures. 3. When recruiting expatriate teachers, it is recommended that English language education institutions should avoid those who are including a trip to Taiwan as part of wider Asian travel and who are likely to stay in Taiwan for a relatively short time.