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Literature study in EFL educationChi, Pei, n/a January 1984 (has links)
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.
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Literature in EFL teaching : the application for advanced Chinese learnersShao, Jing-Fen, n/a January 1983 (has links)
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.
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In search of appropriate language testing techniques for EFL tertiary teachers in VietnamLe, Duc Long, n/a January 1985 (has links)
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.
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Towards a curriculum in listening comprehension for training Chinese EFL studentsLi, Fu Sheng, n/a January 1983 (has links)
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.
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English language education in two kindergarten classes in Korea : pedagogical practices and insiders' perceptionsKim, Eun A, active 2014 25 June 2014 (has links)
This study explores English education in two local private kindergarten classes in Korea. The purpose of this study is to understand English education in private kindergartens in Korea by closely looking at pedagogical practices in two kindergarten classes and the insiders' perceptions of the pedagogical practices. The research questions guiding this study are as follows: (a) What are the pedagogical practices relative to English education in two private kindergarten classes in Korea?; and (b) How do the members of the two classes (i.e., the child participants, ECE teacher, and English instructors) perceive the language, language teaching and learning, and the pedagogical practices? The study was conducted as a qualitative study through the fieldwork using such methods as participant observations, interviews, questionnaires, and collection of documents and artifacts. The study took place in private kindergartens located in two separate communities in Korea. In each kindergarten, I focused on a particular class: The fieldwork in the two research sites spanned a two-and-a-half-month period, between May and July 2011. Regarding the first research question, I found that members of each class co-constructed the pedagogical practices relative to English education in a locally specific way. Within their particular context, the members of Red Class were involved in creating a caring classroom environment consisting of English lessons, learning, learners, and reciprocal relationships among them. The members of Green Class played their respective roles as leaners, ECE teacher, or English language instructors. However, many of the learners tended to care little about the English lessons or learning but all the same were sure to finish their English tasks. Regarding the second research question, the members of the two classes perceived English language, language teaching and/or learning, and the pedagogical practices based on their experiences in particular contexts. However, their perceptions, at the same time, reflected in various ways the larger culture. Red Class members tended to describe and interpret their pedagogical practices in positive ways and to consider English useful and important. Green Class members tended to talk more about their pedagogical practices with multiple voices. / text
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The effects and training on word-solving strategies of Arab EFL readersAlseweed, Mohammed Ali January 2000 (has links)
No description available.
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Split-attention in reading comprehension: a case of English as a foreign/second languageCong Minh Huynh, Hung, Education, Faculty of Arts & Social Sciences, UNSW January 2007 (has links)
Recent research on the role, the development, and the effectiveness of reading comprehension instructions has provided substantial results concerning the methodology of teaching foreign languages. Cognitive load theory has assisted researchers to recognize cognitive effects in reading comprehensions that can lead to improvements in reading skill. The aim of this thesis is to analyse the split-attention effect in reading comprehension instructions to assist teachers of English to facilitate learning. Three experiments were designed to investigate whether the split attention effect applied to reading comprehension in EFL/ESL by comparing two instructional formats: split-attention and integrated formats. Participants were randomly allocated to one of the two groups and received one of the two instructional formats. The integrated format included a reading text and IO questions integrating physically into the text. The split-attention format consisted of the same reading text and the same questions at the end of the text. Results indicated that the split attention format increased extraneous cognitive load and interfered with the reading comprehension process compared to the integrated format.
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The test of English as a foreign language sample test as a measure of adolescent language ability /Osborn, Paul Gardiner. January 1988 (has links)
Thesis (M.S.)--Brigham Young University. Dept. of Educational Psychology. / Subjects taken from Timpview High School Seminary classes. Bibliography: leaves 27-31, 45-49.
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Vocabulary knowledge and vocabulary tests toward a relational model of the ESL lexicon /Zou, Guangming, Brosnahan, Irene. January 1995 (has links)
Thesis (D.A.)--Illinois State University, 1995. / Title from title page screen, viewed May 8, 2006. Dissertation Committee: Irene Brosnahan (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 224-248) and abstract. Also available in print.
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Multilingualism in the English classroom - Positive and challenging aspects of using students first language as a tool in foreign language educationDahlin, Frida January 2019 (has links)
Due to an increasing number of students in the Swedish schools who has another first language than Swedish, multilingualism is now a feature all teachers must consider – and language teachers in particular. While multilingualism previously was believed to cause intellectual disabilities, more current research has showed the benefits of being proficient in several languages. Pedagogical strategies such as translanguaging, in which a students’ entire linguistic repertoire is recognized, has been developed, and studies have shown that this has increased students’ metalinguistic awareness. Despite this, a policy analysis of steering documents shows that other languages possibly could be interpreted as a problem in English education. By conducting interviews with English teachers I have identified positive as well as challenging aspects of using students’ first languages in English education in a multilingual classroom. This has concluded in a number of suggestions to policy makers, educators and researchers, in order to better make use of the positive aspects of multilingualism and solve some of the challenges.
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