This paper discusses the necessity and feasibility of adaptingteaching styles to accommodate diverse styles in the process oflearning English as a foreign language. It also looks atdifferences in learning style betwee...This paper discusses the necessity and feasibility of adaptingteaching styles to accommodate diverse styles in the process oflearning English as a foreign language. It also looks atdifferences in learning style between Chinese students andstudents of other linguistic and cultural backgrounds.展开更多
If input plays a significant role in SLA, then the nextquestion is what kind of input is most helpful to the learner?Krashen (1982) defined that optimal input should (1) becomprehensible; (2) be interesting and/or rel...If input plays a significant role in SLA, then the nextquestion is what kind of input is most helpful to the learner?Krashen (1982) defined that optimal input should (1) becomprehensible; (2) be interesting and/or relevant; (3) not begrammatically sequened; (4) be in sufficient quantity. Wemade some modifications to this list which may still not becomprehensive either. However, if the learner can be exposed toinput having these features, it is considered that acquisition ismore likely to occur. Such input should be comprehensible,authentic, attractive and interesting, interactive, up-to-date,culture-bearing, and in great quantity.展开更多
The ignorance of English literature hinders Chinese studentsfrom improving their English reading and writing abilities.Aneffective solution is to introduce a little English literature toChinese students in their Engli...The ignorance of English literature hinders Chinese studentsfrom improving their English reading and writing abilities.Aneffective solution is to introduce a little English literature toChinese students in their English class.Three tactics ofintroduction of English literature—fragmented quotations,comparison and guided reading—are recommended andillustrated in details in this article.Though most Chinese students spend as long as eight yearson English study,few of them get to see English literature.It isabsurd that of the hundreds of articles in English textbooks forChinese students(who do not major in English)available,notone is a passage of English literary works,and none of themintroduce English writers or recommend English poets.Resultedly,Chinese students know very little about Englishliterature and their knowledge of English culture and traditionsis also limited.This hinders them from improving their readingand writing abilities.Trying for years to introduce a little English literature toChinese students in my English class,I find the effect has beenunexpectedly inspiring,not only making my lectures morevivid,but also enriching my students’English knowledge andarousing their enthusiasm for further study of Englishliterautre.My methods are as follows.展开更多
文摘This paper discusses the necessity and feasibility of adaptingteaching styles to accommodate diverse styles in the process oflearning English as a foreign language. It also looks atdifferences in learning style between Chinese students andstudents of other linguistic and cultural backgrounds.
文摘If input plays a significant role in SLA, then the nextquestion is what kind of input is most helpful to the learner?Krashen (1982) defined that optimal input should (1) becomprehensible; (2) be interesting and/or relevant; (3) not begrammatically sequened; (4) be in sufficient quantity. Wemade some modifications to this list which may still not becomprehensive either. However, if the learner can be exposed toinput having these features, it is considered that acquisition ismore likely to occur. Such input should be comprehensible,authentic, attractive and interesting, interactive, up-to-date,culture-bearing, and in great quantity.
文摘The ignorance of English literature hinders Chinese studentsfrom improving their English reading and writing abilities.Aneffective solution is to introduce a little English literature toChinese students in their English class.Three tactics ofintroduction of English literature—fragmented quotations,comparison and guided reading—are recommended andillustrated in details in this article.Though most Chinese students spend as long as eight yearson English study,few of them get to see English literature.It isabsurd that of the hundreds of articles in English textbooks forChinese students(who do not major in English)available,notone is a passage of English literary works,and none of themintroduce English writers or recommend English poets.Resultedly,Chinese students know very little about Englishliterature and their knowledge of English culture and traditionsis also limited.This hinders them from improving their readingand writing abilities.Trying for years to introduce a little English literature toChinese students in my English class,I find the effect has beenunexpectedly inspiring,not only making my lectures morevivid,but also enriching my students’English knowledge andarousing their enthusiasm for further study of Englishliterautre.My methods are as follows.
