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1.
It is significant to connect contexts and approaches to English language teaching,and it is also necessary to realize the challenges faced by English language learners in particular contexts so that we can get a better understanding of teaching based on our own contexts and approaches.This article is the discussion of approach and the challenges in EFL context. 相似文献
2.
This study explored the foreign language teaching efficacy beliefs of Japanese high school English teachers. The study provides a teacher efficacy scale designed for the Japanese context, which could also be used or adapted for similar contexts in the wider East Asian area. Data were drawn from an online survey of 141 participants. Exploratory factor analysis identified five dimensions of latent teacher efficacy beliefs, including individual and collaborative dimensions, and some specific to the Japanese context, such as efficacy for helping students achieve entrance success. Findings also indicate that some dimensions of foreign language teaching efficacy, such as efficacy for using the L2, are generalizable to wider field. 相似文献
3.
康曦 《新乡师范高等专科学校学报》2007,21(4):144-146
在现代教育的发展趋势引导下,将多媒体及网络技术引入大学英语课堂,以建构主义学习理论和互动理论为主要依据,结合外语教学特点,综合考虑教师、媒体和学生三方的角色地位,构建基于多媒体技术的大学英语多元化交互式教学模式,以期为大学英语教学改革与实践提供新的思路和视角。 相似文献
4.
《Teaching and Teacher Education》2000,16(5-6):523-545
The demands of teaching more challenging content to more diverse learners suggest a need for teacher education that enables teachers to become more sophisticated in their understanding of the effects of context and learner variability on teaching and learning. Instead of implementing set routines, teachers need to become ever more skillful in their ability to evaluate teaching situations and develop teaching responses that can be effective under different circumstances. This article examines how a growing number of teacher education programs are using authentic assessments of teaching – cases, exhibitions, portfolios, and problem-based inquiries (or action research) – as tools to support teacher learning for these new challenges of practice. Using specific teacher education programs as examples, the article examines how and why these strategies appear to provide support for teacher learning and avenues for more valid assessment of teaching. The authors also discuss circumstances in which these strategies may be less effective and suggest features of the assessments and programmatic contexts that are associated with more and less successful use. 相似文献
5.
薛艳 《黑龙江教育学院学报》2010,29(11)
补缺假说阐述了中国普遍的"哑巴英语"和"汉式英语"外语学习者的成因——母语语境知识补缺影响外语学习。高校英语改革应重视语言学习与语境知识的融合,测试的反拨作用和魅力英语课堂的营造可以促使学生主动学习外语语境知识,促进外语学习。 相似文献
6.
Tuuli Oder 《Teacher Development》2014,18(4):482-494
During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the curriculum, a research project was conducted amongst EFL teachers at the lower secondary school level. A brief theoretical background to the topic is given and Estonian EFL teachers’ beliefs about professional teaching based on the findings of the survey are described. The study identifies that, although generally EFL teachers’ beliefs about professional teaching are in concordance with the principles contained in the new curriculum, there are aspects that should be addressed by both pre- and in-service education teacher programmes. 相似文献
7.
高校外语教学改革的冷思考 总被引：2，自引：0，他引：2
陈梅花 《重庆职业技术学院学报》2005,14(2):41-42
知识经济的兴起，多元文化的涌现，全球一体化的走势，对外语教学尤其是英语教学提出了前所未有的挑战、高校外语教育改革势在必行。本文将对出现在教学改革中的几个主要问题进行思考，如：对现阶段的外语教育质量的调查的必要性：外语教学研究和规划受重视的程度；目前的外语能力评估系统的科学性；教学途径的选择以及教师素质和专业水平的提高的急迫性等。 相似文献
8.
基于归因视角,主要从俄语教学和英语教学两个方面去审视目前的大学外语教学现状,对于外语学困生的现象进行了总结,对其特点和成因进行了详细地分析,有针对性地提出了相应的解决问题的方式方法,对于目前改善学困生的外语学习困境,促进外语教学方式的改革有一定的实际意义。 相似文献
9.
陈运香 《洛阳师范学院学报》2001,20(1):94-95
培养综合素质的师范外语人才 ,需要深化教学内容和课程体系的改革 ,改进教学方法 ,加强学生的外语综合能力。提高语言应用能力的同时 ,还必须高度重视思想政治素质的培养 相似文献
10.
孟臻 《宁波广播电视大学学报》2012,10(2):75-78
我国各个层次的外语教育改革进行了多年,已取得了一定的成就,但是外语教育的现状尚不能适应国家的发展需要,特别是外语教学“费时费力”的低效率现象仍无多大的改观。“后方法”的引入使人们对外语教育改革与研究有了新的思路。可以利用“后方法”的原理从教育理论、教学实践和教师作用三个方面来探讨我国外语教学的改革与研究之路。“后方法”理念如运用得当对我们当前的外语教育改革甚至政策的调整有着重要的参考意义。 相似文献
11.
D. Bedoin 《欧洲特需教育杂志》2013,28(2):159-175
This paper deals with English teachers who work with deaf and hard‐of‐hearing (D/HH) students. In France deaf students are required to attend foreign language classes – mostly English classes. The purpose is not to teach them British sign language (BSL) or American sign language (ASL), but written and/or spoken English. Indeed, sign languages are distinct from spoken languages and differ from country to country: there is no universal sign language. English teachers of the deaf are mostly hearing people. They work either in mainstream or special schools. Most of them have no specific qualifications. In this context, they are faced with the tremendous challenge of how to adjust their teaching to their students’ impairment and at the same time develop the latter's knowledge and skills in English. In order to analyse teaching practices in English classes, questionnaires, interviews and in‐class observations in several special and mainstream schools were conducted. Findings show that different teaching strategies are used in order to make English lessons accessible to D/HH students: teachers have to adapt their teaching language and also use written and visual supports to accommodate D/HH students. Obviously teacher training needs to be improved. 相似文献
12.
从审视高职公共英语学科困境和教学对象现状切入,以维索尔伦（Jef Verschueren）的语用顺应论为依据,加以理论延展使之弹性化,从而较为全面容纳高职公共英语教学改革所应考量的多种元素.宏观“顺应化”改革实施中外籍教师合作的分层分类教学,优化教学效果;借重教学方法的“陌生化”手段来顺应高职生的语言习得心理诉求,增强其语言习得参与感与专业认同感.微观“顺应化”改革主要关注体现语言结构顺应的课堂语用策略以填补师生交际中的语言空白;探讨教师在课堂交际中通过选择授课语言构建目标课堂身份,减轻学生语言学习焦虑;分析教学内容选取过程中,在潜意识中学生进行交际的语言顺应化过程. 相似文献
13.
John Trent 《Asia Pacific Journal of Education》2011,31(2):177-194
Short-term international experience programmes are a common element of English second language (ESL) teacher education in many countries. This study problematizes the belief that such programmes necessarily result in beneficial changes in pre-service teachers thinking about themselves as teachers – their beliefs, habits, and values – by exploring the experiences of eight pre-service ESL teachers from Hong Kong as they undertook a short-term international experience programme in Australia. Drawing on a theory of identity construction, the findings suggest that identity conflicts impacted how the student teachers experienced this programme as they struggled to reconcile past, present, and future trajectories of teacher identity. In particular, the student teachers constructed rigid divisions between different types of teachers and teaching they experienced at home and abroad. These divisions were reflected in antagonistic relations between the types of English language teachers and teaching they aligned their own teaching activities and practices with and the teacher identities that they perceived to be available to them within the Hong Kong education system. Implications for addressing such identity conflicts throughout international experience programmes are considered and implications for future research are discussed. 相似文献
14.
胡启海 《湖南第一师范学报》2010,10(4):62-66
英语教师的课堂言语行为直接影响着学生的语言感知力,并对学生的外语学习有着非常重要的示范作用。随着大学英语教学改革的开展,教师话语（teachertalk）对英语教学,特别是对学生外语交际能力的培养方面所具有的影响已成为一个亟需关注的课题。 相似文献
15.
Josephine Marie Moate 《欧洲师范教育杂志》2011,34(3):333-346
Content and language integrated learning (CLIL) has received significant interest in recent years as a practical means of creating a plurilingual European community. A key feature of CLIL is the non-native speaking teacher responsible for developing learners’ content and language knowledge in a foreign language mediated environment. Teachers often enter the CLIL classroom with established expertise in either content or language learning; however, the impact of entering the foreign language mediated environment is little explored in existing literature. This investigative research is based on six teacher interviews intended to access the teachers’ own understanding of how foreign language mediated teaching impacts their professional integrity. The interviews aimed to explore how CLIL teachers experience the change in language, how new demands are encountered and handled. This research found that foreign language mediated teaching affects teachers’ sense of professional integrity with regard to both the person and the practice of the teacher at a fundamental level. 相似文献
16.
近十年来,大学英语教学改革研究的热点已从外语教学研究转向外语教师教育研究;教师反思教学能力是教师专业发展的核心。本研究基于安徽省三所高校大学英语教师的调查问卷探寻大学英语教学改革背景下的教师反思能力。研究结果显示：（1）安徽省大学英语教师反思能力总体情况一般,但在课堂规范和道德方面的反思能力表现较为突出。（2）他们在认知、情感、元认知和批判的反思方面能力一般。（3）在教学实践的反思方面表现较弱。 相似文献
17.
Elvira L. Arellano Tessie L. Barcenal Purita P. Bilbao Merilin A. Castellano Sharon Nichols Deborah J. Tippins 《科学教学研究杂志》2001,38(5):502-528
The purpose of this study was to investigate the potential for using case‐based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher‐generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case‐based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re‐presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 502–528, 2001 相似文献
18.
外语教学的费时低效一直是人们长期讨论的问题,同时也是当前大学英语教学改革试图解决的一个问题,作为语言技能中重要构成的写作教学也面临同样的状况。教学改革要求教学理念实现从行为主义到建构主义、人本主义的转变,现代网络与多媒体技术为实现这种转变提供了技术支持。基于英语写作教学的研究成果,结合实际教学情况,以新视野学习系统为平台,设计了网络信息技术与大学英语写作教学整合的模式,以期探索提高非英语专业大学生写作能力的途径。 相似文献
19.
在大学英语教学中,传统的教学法倾向于单纯的语言知识技能的训练,忽略了文化渗透对于大学师生跨文化意识能力及思辨能力培养的重要性。文化渗透是高校教学改革与发展的需要,语言学习者承认多元文化的需要。该文结合当前社会需求和大学英语教学的特点,从提高教师与学生文化素养的角度,对文化渗透在大学英语教学的重要性和促进现代外语教学改革的要求做了初步的探讨。 相似文献
20.
Hongqin Zhao 《Educational Research for Policy and Practice》2008,7(3):183-195
Teacher motivation has been found to be a critical predictor of teachers’ work commitment, identity and performance, yet has
received insufficient attention in educational policymaking. In this article the reasons for people becoming teachers of English
as a foreign language in China, reflect both social and psychological factors. This motivational aspect of becoming and being
a teacher, in particular a teacher of English, provides an avenue for capturing teachers’ meaning and understanding of teaching
in their context through the narratives of their experience of why and how they teach English. To develop a policy aimed at
sustaining the intrinsic motivation of teachers, it is crucial to analyze the issues that affect a teacher’s commitment and
identity. 相似文献