In this paper, 3 different foreign/second language-learning classrooms will be presented. There will be a comparison between those classes and TEFL classes in China, including background of different education systems...In this paper, 3 different foreign/second language-learning classrooms will be presented. There will be a comparison between those classes and TEFL classes in China, including background of different education systems and different teaching methodologies and approaches. In the end, some suggestions will be given to Chinese TEFL classes. The aim is mainly to show the differences between language teaching and learning in the UK and in China, and also to give people a chance to think deeply over the current TEFL teaching and learning in China.展开更多
Tandem learning via email and computer-mediated communication activities flanked standard frontal English lessons for Italian adult learners in Italy. It is here suggested that the combination of tandem learning, vari...Tandem learning via email and computer-mediated communication activities flanked standard frontal English lessons for Italian adult learners in Italy. It is here suggested that the combination of tandem learning, various communication activities performed on-line, and standard courses help mature students to boost their self-esteem, give them more autonomy, and enhance their motivation. Tandem learning, which is based on the principles of reciprocity and autonomy, is ideally suited for adult students. It helps overcome the problems connected to the affective reactions of adults, and at the same time, being content driven, offers a more natural setting to learn an L2 （second language） on a mutual supportive basis.展开更多
课目与语言整合式学习(Content and Language Integrated Learning,简称CLIL)指的是一种借助外语来学习另外一门课目,同时通过课目来学习外语的教学模式。CLIL的课程建构以莫汉的知识框架为基础,4Cs课程框架为指导,CLIL金字塔为实施策略...课目与语言整合式学习(Content and Language Integrated Learning,简称CLIL)指的是一种借助外语来学习另外一门课目,同时通过课目来学习外语的教学模式。CLIL的课程建构以莫汉的知识框架为基础,4Cs课程框架为指导,CLIL金字塔为实施策略,CLIL矩阵图为平衡工具,LCT为教师教学评价框架。课目与语言整合式学习模式从学科内容出发,跨越传统外语教学的空洞教条,改变传统教学中语言与认知发展割裂及学术语言缺失的现象而转向内容与形式的统一。展开更多
本文以复杂系统理论(complexity systems theory)为框架来解读教学转型背景下的外语教师学习。复杂系统理论视教师学习为动态的、复杂的系统,由多个子系统(如教师、机构、学习活动)组成,各子系统之间相互联结、交互变化。本研究以此为...本文以复杂系统理论(complexity systems theory)为框架来解读教学转型背景下的外语教师学习。复杂系统理论视教师学习为动态的、复杂的系统,由多个子系统(如教师、机构、学习活动)组成,各子系统之间相互联结、交互变化。本研究以此为解释框架,通过对教师深度访谈,课堂观察及文件整理来收集数据,并运用内容分析法来分析相关数据,探究东南沿海某大学三位专门用途英语教师如何进行学习来适应教学转型。研究结果揭示了外语教师学习内部各子系统之间的动态关系。其中,教师的学习取向影响教师如何运用学校资源及参与学习活动;学校则通过创造学习氛围及建立平台推动教师学习。此外,外语教师学习活动呈现出个性化和多样化特征,这是教师个体和环境因素之间互动的结果。值得一提的是,教学改革对教师提出不同的阶段性的要求,因此个案教师的学习过程也呈现出非线性的发展特征。这些发现有助于我们进一步了解如何通过外语教师的持续学习来推动外语教学改革。展开更多
文摘In this paper, 3 different foreign/second language-learning classrooms will be presented. There will be a comparison between those classes and TEFL classes in China, including background of different education systems and different teaching methodologies and approaches. In the end, some suggestions will be given to Chinese TEFL classes. The aim is mainly to show the differences between language teaching and learning in the UK and in China, and also to give people a chance to think deeply over the current TEFL teaching and learning in China.
文摘Tandem learning via email and computer-mediated communication activities flanked standard frontal English lessons for Italian adult learners in Italy. It is here suggested that the combination of tandem learning, various communication activities performed on-line, and standard courses help mature students to boost their self-esteem, give them more autonomy, and enhance their motivation. Tandem learning, which is based on the principles of reciprocity and autonomy, is ideally suited for adult students. It helps overcome the problems connected to the affective reactions of adults, and at the same time, being content driven, offers a more natural setting to learn an L2 （second language） on a mutual supportive basis.
文摘课目与语言整合式学习(Content and Language Integrated Learning,简称CLIL)指的是一种借助外语来学习另外一门课目,同时通过课目来学习外语的教学模式。CLIL的课程建构以莫汉的知识框架为基础,4Cs课程框架为指导,CLIL金字塔为实施策略,CLIL矩阵图为平衡工具,LCT为教师教学评价框架。课目与语言整合式学习模式从学科内容出发,跨越传统外语教学的空洞教条,改变传统教学中语言与认知发展割裂及学术语言缺失的现象而转向内容与形式的统一。
文摘本文以复杂系统理论(complexity systems theory)为框架来解读教学转型背景下的外语教师学习。复杂系统理论视教师学习为动态的、复杂的系统,由多个子系统(如教师、机构、学习活动)组成,各子系统之间相互联结、交互变化。本研究以此为解释框架,通过对教师深度访谈,课堂观察及文件整理来收集数据,并运用内容分析法来分析相关数据,探究东南沿海某大学三位专门用途英语教师如何进行学习来适应教学转型。研究结果揭示了外语教师学习内部各子系统之间的动态关系。其中,教师的学习取向影响教师如何运用学校资源及参与学习活动;学校则通过创造学习氛围及建立平台推动教师学习。此外,外语教师学习活动呈现出个性化和多样化特征,这是教师个体和环境因素之间互动的结果。值得一提的是,教学改革对教师提出不同的阶段性的要求,因此个案教师的学习过程也呈现出非线性的发展特征。这些发现有助于我们进一步了解如何通过外语教师的持续学习来推动外语教学改革。
