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The Impact of Curriculum Innovation on the Cultures of Teaching
This paper describes the Rolling Project conducted in the College English Department at a major provincial university in China from 1998 to 2000. The purpose is to explore the change process, the subsequent challenges presented to the main stakeholders in the university, and the impact that this English language curriculum innovation has brought about to the then prevalent cultures of teaching.
AN ANALYSIS OF CHINESE EFL LEARNERS BELIEFS ABOUT THE ROLE OF ROTE LEARNING IN VOCABULARY LEARNING STRATEGIES
This study sets out to investigate Chinese EFL learners beliefs about the role of rote learning (RL) in vocabulary learning strategies. The focus of the study is Chinese EFL learners culturally-influenced beliefs about their preference for RL strategies as opposed to other memory strategies (MSs). Based on the literature, there is a widely held belief that Chinese EFL learners rely on RL and that they are passive learners.
From EFL to Content-Based Instruction: what English teachers take with them into the sociolinguistics lecture
This paper describes the teaching of sociolinguistics to Japanese and Chinese 2nd grade students in a college in Japan by a teacher trained in English as Foreign Language (EFL). It shows how the native speaker EFL teacher employs a methodological combination of teacher transmission and student collaboration as an effective means to teach this particular content-based subject to non-native English speakers using primarily English as the instructional language.
Textbook Evaluation and ELT Management: A South Korean Case Study
ELT materials (textbooks) play a very important role in many language classrooms but in recent years there has been a lot of debate throughout the ELT profession on the actual role of materials in teaching English as a Second/Foreign Language (TESL/TEFL). Arguments have encompassed both the potential and the limitations of materials for ‘guiding’ students through the learning process and curriculum as well as the needs and preferences of teachers who are using textbooks.
Benefits of Using Short Stories in the EFL Context
The purpose of this article is to familiarize EFL instructors with the effectiveness of using literature in language instruction. While some instructors may still believe that teaching EFL encompasses focusing on linguistic benefits only, so eventually their students will communicate in the target language, others who have integrated literature in the curricula have realized that literature adds a new dimension to the teaching of EFL.
TEXTBOOK EVALUATION AND ELT MANAGEMENT: A SOUTH KOREAN CASE STUDY
ELT materials (textbooks) play a very important role in many language classrooms but in recent years there has been a lot of debate throughout the ELT profession on the actual role of materials in teaching English as a Second/Foreign Language (TESL/TEFL). Arguments have encompassed both the potential and the limitations of materials for ‘guiding’ students through the learning process and curriculum as well as the needs and preferences of teachers who are using textbooks.
E- lectures in teacher education: Boon or bane?
This paper centres on incorporating electronic lectures (e-lectures) online into a pre-service English Language teacher education programme. It examines the nature of streaming video, the context for implementing video streaming of lectures, and considers the benefits and problems arising from integrating such a form of technology into a teaching methodology course for trainee teachers.
Munby’s ‘needs analysis’ model and ESP
The aim of this paper is to discuss some criticisms made of Munby’s (1978) book ‘Communicative Syllabus Design’ with a particular focus on Munby’s ‘needs analysis’ model. It also points out some validity of this model in ESP (English for Specific Purposes) course design.
On the Effect of Disciplinary Variation on Transitivity: The Case of Academic Book Reviews
The purpose of this study was twofold. First, an attempt was made to systematically characterize Book Reviews (BRs) as an academic written genre in terms of the elements of transitivity system. Secondly, the effect of disciplinary variation on the lexico-grammatical features of this genre was explored.
Errors In The Translation Of Topic-Comment Structures Of Vietnamese Into English
Starting with the assumption that Vietnamese is a topic-prominent language and the basic structure of Vietnamese manifests a topic-comment relation rather than a subject-predicate relation (Thompson 1965, Dyvik 1984, Hao 1991, Rosen 1998, Anh 2000)…
