Critique of the “Teachers’ and Learners’ Reactions to a Task-based EFL in Thailand Course”
语言教学方法评价
The Assessment of Approaches and Methods in Language Teaching During the winter holiday, I had read the book Approaches and Methods in Language Teaching. It is one of the main textbooks of our major, but I didn’t finish reading it during my school days. I decided to finish it because I benefit a lot from it. The book took me to the filed of language teaching, and my horizon has been broadened.The book was written by the English scholars Richards and Rodgers. The main focus of the book is the introduction of approaches and methods in second language teaching. The book can be divided into three parts: major trends in twentieth-century language teaching, alternative approaches and methods, and current communicative approaches. All of the three parts include different language teaching approaches and methods.Before the publish of first edition of the book, in the filed of second language teaching, almost all language educators focused on finding out the best teaching methods of second language teaching. During this period, different teaching schools contended, and different teaching methods emerged. It can be said that it was a period of pursuing methods. In the book, different teaching methods appeared during this period are included. The writer tried to present gallery of language teaching to the readers. After it comes to the 1980s, the foreign language teaching developed rapidly because of the development of technology, the expansion of international communication, and the globalization. With the further study of foreign language teaching, various schools and methods came into being. The notion “teaching without a definite method” was recognized by many people. That is to say, even though there are lots of approaches and methods, there is no good and bad between them. When using a method, the teaching objects, time and many other factors should be taken into consideration. As the writer said “our goal is to enable teachers to become better informed about the nature, strengths, and weakness of methods and approaches so that they can arrive at their own judgment and discussion.”As for me, this is also my purpose to read the book. Only I have a better understanding of different teaching methods and approaches, can I apply them into practice skillfully.In this part, the main contents of the three parts will be discussed. As for the first part- major trends in twentieth-century language teaching, a brief history of language teaching and two traditional language teaching methods are presented. From this historical perspective we are able to see that changes in language teaching methods throughout history have reflected recognition of changes in the kind of proficiency learners need, such as a move toward oral proficiency rather than reading comprehension as the goal of language study; they have also reflected changes in theories of the nature of language and language learning. 500 years ago, it was Latin that was the most widely studied foreign language for it was the dominant language of education, commerce, religion and government in the Western world. From 16-19 century, French, Italian, and English gained in importance. During this period, the Grammar-Translation Method dominated European. But in the mid-and late nineteenth century, opposition to the Grammar- Translation Method gradually developed in several European countries, but this led to the language innovation in the nineteenth century. The most active period in the history of approaches and methods was from the 1950s to the 1980s. The 1950s and 1960s saw the emergence of the Audiolingual Method and the Situational Method. There are many similarities between Situational Language Teaching and Audiolingualism. For example, the order in which language skills are introduced, and the focus on accuracy through drill and practice in the basic structures and sentence patterns of the target language. In fact, however, Situational Language Teaching was the developments of the earlier Direct Method and dose not have the strong ties to linguistics and behavioral psychology that characterize Audiolingualism. The similarities of the two methods reflect similar views about the nature of language and of language learning, though these views were in fact developed from quite different tradition. The decline of these two methods reflects that they have weaknesses. Both of the two methods are teacher-centered. During the teaching process, it is always the teacher who initiates the interaction, and most of the interactions are between the teacher and the learners. In fact, the interactions between learners and learners are much more important. In addition, these two methods just regard the learning process as a “S-R”process, thus neglect theemotions of the learners. What’s more, over emphasis on the accuracy sacrifices the fluency. These weaknesses lead to the decline of these two methods.Part two deals with alternative approaches and methods. This section describes approaches and methods that have attracted support at different times and in different places throughout the last 30 or so years, but have generally not been widely accepted or, in some cases, have not maintained substantial followings. Unlike Audiolingualism and Situational Language Teaching which were developed by linguists and applied linguists, the approaches and methods described in this section were either developed outside of mainstream language teaching or represent an application in language teaching of educational principles developed elsewhere. For example, Total Physical Response, Silent Way, Counseling Leaning, Suggestopedia, Neurolinguistic Programming and Multiple Intelligence. These methods are developed around particular theories of learners and learning, sometimes the theories of a single theorizer or educator instead of starting from a theory of language and drawing on research and theory in applied linguistics. These methods are consequently relatively underdeveloped in the domain of language theory, and the learning principles they reflect are generally different from theories found in second language acquisition textbooks. These alternative approaches and methods of 1970s and 1980s have had a somewhat variety history. Although Total Physical Response, Silent way, Counseling-Learning, and Suggestopedia did not succeed in attracting the support of mainstream language teaching, each can be seen as stressing important dimensions of the teaching-learning process. They can be seen as offering particular insights that have attracted the attention and allegiance of some teachers and educators, but they have each seen their popularity rise and wane since the 1970s. But what makes us happy is that even though these approaches and methods are popular in a short period, their influence is deeply. Especially the humanistic spirit is reflected among these approaches and methods. Both the role of teachers and learners changed somewhat. Learners became the center of the teaching process gradually and the teacher is the facilitator. During the teaching process, learners are encouraged to think independently. The teaching environment becomes relaxed and learner’s emotions aretaken into consideration. They are regarded as a whole person. We can see that these alternative approaches and methods give inspirations of developing language teaching methods in later time more or less.The third part brings the description of approaches and methods up to the present time and describes some of the directions mainstream language teaching has followed since the emergence of communicative methodologies in the 1980s. The communicative approaches include Communicative Language Teaching, Natural Approach, Content-Based Teaching, and Task-Based Teaching. Communicative Language Teaching marks the beginning of a major paradigm shift within language teaching in the twentieth century, one whose ramifications continue to be felt today. The Natural Approach belongs to a tradition of language teaching methods based on observation and interpretation of how learners acquire both first and second language in nonformal settings. Content-based Instruction refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other information type of syllabus. Although content is used with a variety of different meanings in language teaching, it most frequently refers to the substance or subject matter that we learn or communicate through language rather than the language used to convey it. Task-Based Language Teaching refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. Task-Based Language Teaching proposes the notion “task”as a central unit of planning and teaching. Although definitions of task vary in TBLT, there is a commonsensical understanding that a task is an activity or goal that is carried out using language. The approaches and methods introduced in this part try to pay more attention to the communicative competence of learners. The teaching process becomes more communicative and the contents in the class are trying to match learners’needs. The teaching contents become more and more authentic which can help learners to apply what they learned in class into practice easily. Even though these approaches and methods are popular now, there are also attacks on these approaches and methods. More recently writers have critiqued them for paying insufficient attention to the context in which teachingand learning take place. Thus we can see that, each approach and method has their own strengths and weakness. There is still along way to go in the filed of second language teaching.The book Approaches and Methods in Language Teaching seeks to provide a comprehensive and comprehensible account of major and minor trends in language teaching methods from the beginning of the twentieth century to the present. To highlight the similarities and differences between approaches and methods, the same descriptive framework is used throughout. It describes approaches and methods according to their underlying theories of language and language leaning; the learning objectives; the syllabus model used; the roles of teachers, learners, and materials within the method or approach; and classroom procedures and techniques that the method uses. This structure of each approach and method makes me to follow the writer easily. In my opinion, this can be a distinctive feature of the book.After I read the book, I have a general concept of the approaches and methods in the field of second language teaching. The approaches and methods intruded in the book deepen my insights. The second language teaching methods go from the period of searching for method to the period of studying on the learners themselves. This shift reflects that we become more and more rational and deep-thinking.When I come cross with so many approaches and methods, I always think about the conditions of foreign language teaching in our country. In China, sometimes the application of these approaches and methods are hard because of the different conditions between Chinese and foreign countries. In recent years, the second language teaching in China has developed rapidly, but the traditional language teaching methods do not change completely. For example, the traditional teaching method---Grammar-Translation Method are still widely used in some areas. What’s more, the special conditions in China also become the obstruction of applying these modern approaches and methods. In the rural areas, because of the teaching conditions and the capacity of teachers, the universal of English teaching still does not come true. Even though some areas have English class, because of the limited capacity of teachers, it is hard to teach English with English. Most of the time,teachers use the mother language to teach English. Thus, it is inevitable to use Grammar-Translation Method. What’s more, we also should take the original purpose of language learning into consideration. With the social development, our country has put forward the competence education, but we can see it’s hard for us to get rid of the influence of examination-oriented education especially the entry examination of the high schools and universities. So many students pay more attention to passing the examination instead of the communicative competence, such as, speaking, listening and so on. Another factor that influences the use of these modern approaches and methods is the language environment. In China, English is learned as foreign language. Only in the English class, learners will have a language environment which makes it different from the study of English in European countries or America. What’s more, in China, almost every class has more than 40 students, and the English proficiency of the students is different, so to apply these modern approaches and methods is still difficult. Faced with so many problems, we should try our best to make some changes, for example, to increase education funding, to improve the teacher’s ability, to change the teaching conditions.The development of the history of language teaching has approved that, the emergence of every approaches and methods is the product of that period. They are deeply influenced by the objective conditions of that period. Now, we live in a period of much communication between different courtiers and rapid change of international politics, so the need of the communicative tool---language becomes urgent. Our attitude to these approaches and methods is that to adopt the strengths of each approach and get rid of the weaknesses. We should bear a basic principle in mind that “there is no definite method in second language teaching and the best teaching method is to teach according to the actual situations.’’。
大学英语预备级Unit3
Unit 3 Extraordinary Teachers
Directions: Translate the following sentences into Chinese.
1) I will be a teacher because being a teacher is the most worthy thing a person can be. — Lola of Confessions of a Teenage Drama Queen
Unit 3 Extraordinary Teachers
It‟s a natural achievement Conquering my homework With her image pounding in my brain She‟s an inspiration For my graduation And she helps to keep the classroom sane Oh teacher I need you like a little child You got something in you to drive a schoolboy wild You give me education in the lovesick blues Help me get straight come out and say Teacher I, teacher I, teacher I, Teacher I need you
我的事业是将成熟的头脑放到稚嫩的肩上。 ——《简•布罗迪小姐的青春》中的简•布罗迪
Unit 3 Extraordinary Teachers
5) He taught me without teaching. That‟s the best way. — Nancy Dekker of Apache War Smoke
英语外教老师拖堂同学的看法的英语作文
英语外教老师拖堂同学的看法的英语作文The role of English teachers in our educational system cannot be overstated. They are the gatekeepers of a language that has become the lingua franca of the modern world, opening doors to opportunities and experiences that would otherwise remain inaccessible. However, the conduct and practices of these educators can sometimes be a source of contention among their students. One such point of contention is the issue of English teachers holding classes late.At the outset, it is important to acknowledge that the decision to hold classes late is often not made lightly by English teachers. They may be faced with a multitude of factors that necessitate this action, such as the need to cover a particularly dense or complex curriculum, the desire to provide students with additional practice and support, or even logistical constraints beyond their control. In an ideal world, classes would always adhere to a strict schedule, but the realities of the educational system often require a degree of flexibility and adaptability.That being said, the impact of late classes on students cannot be ignored. Many students, particularly those with demanding schedules or personal responsibilities outside of school, may find themselves struggling to accommodate these unexpected extensions of the school day. The strain on their time and energy can be significant, leading to a range of negative consequences.One of the primary concerns raised by students is the impact on their overall well-being. Prolonged exposure to academic demands can lead to heightened levels of stress and fatigue, which in turn can have detrimental effects on their physical and mental health. Students may find themselves with less time for rest, recreation, and the pursuit of personal interests, all of which are essential for maintaining a healthy balance and preventing burnout.Moreover, the disruption to their schedules can have a cascading effect on other areas of their lives. Students may find it increasingly difficult to fulfill their obligations outside of school, such as family commitments, extracurricular activities, or part-time jobs. This can lead to a sense of overwhelming pressure and a diminished ability to focus on their studies, ultimately undermining their academic performance.Another key concern raised by students is the impact on their learning and engagement. When classes are held late, students mayfind themselves struggling to maintain their concentration and focus, particularly towards the end of the day when fatigue and distractions are more prevalent. This can result in a reduced ability to absorb and retain the material being taught, potentially compromising their academic progress and understanding of the subject matter.Furthermore, the extended class duration can also have a detrimental effect on the overall classroom dynamic. As students become increasingly restless and disengaged, the learning environment may become less conducive to productive discussions, collaborative activities, and the fostering of meaningful connections between students and their teachers. This, in turn, can hinder the development of essential skills and the cultivation of a positive learning culture.It is also worth considering the potential impact of late classes on the social and emotional well-being of students. The inability to consistently participate in extracurricular activities or spend time with friends and family can lead to a sense of isolation and disconnection, which can have far-reaching consequences on their overall development and sense of belonging within the school community.While it is understandable that English teachers may face genuine challenges that necessitate the need for late classes, it is crucial that they consider the perspectives and needs of their students. Effectivecommunication and a willingness to work collaboratively with students to find mutually acceptable solutions can go a long way in mitigating the negative impact of this practice.Perhaps one potential solution would be to explore alternative approaches to curriculum delivery, such as the incorporation of online learning resources or the strategic scheduling of classes to minimize disruptions to the overall school day. Additionally, providing students with clear and transparent information about the rationale behind late classes, as well as offering opportunities for feedback and input, can help foster a sense of understanding and shared responsibility.Ultimately, the issue of English teachers holding classes late is a complex one, with valid concerns and considerations on both sides. While the educational needs and professional obligations of teachers must be respected, the well-being and academic success of students should remain the paramount priority. By striking a delicate balance and fostering a collaborative environment, it is possible to find solutions that address the needs of all stakeholders and ensure a positive and enriching educational experience for all.。
在学校我们要小心英语作文
As a high school student, Ive always been fascinated by the power of language, and English, being a global lingua franca, has always held a special place in my heart. However, Ive learned that writing in English, especially in an academic setting, requires a level of care and precision that can sometimes be challenging. Heres my personal journey in learning to write English essays with the caution and attention they deserve.The Importance of Care in English WritingFrom my early days in school, I was always eager to express myself in English. But as I progressed, I realized that the nuances of the language were not as straightforward as I initially thought. English, with its complex grammar rules and vast vocabulary, demands a writers utmost attention to detail.My Initial StrugglesI vividly remember my first English composition assignment. I was excited to write about my favorite hobby, but when I handed in my essay, it was riddled with errors. My teachers feedback was a wakeup call. She pointed out my misuse of articles, incorrect verb tenses, and awkward sentence structures. It was a humbling experience, but it also sparked my determination to improve.Learning to Be CarefulI began to approach my English writing with a newfound sense of caution.I started by reading more, not just for pleasure but to understand sentence construction and vocabulary usage. I paid close attention to how authors crafted their sentences, the flow of their paragraphs, and the coherence of their arguments.The Role of PracticePractice became my mantra. I wrote essays on various topics, from the mundane to the profound, always seeking feedback from my teachers and peers. Each critique was a lesson, and each correction a step towards mastery. I learned to proofread my work meticulously, to spot those pesky typos and grammatical errors that could undermine my message.Embracing the Editing ProcessEditing became an integral part of my writing process. I would write a draft, step away from it for a while, and then return with fresh eyes. This allowed me to see my work from a readers perspective, to understand where clarity was lacking or where my argument could be strengthened.The Impact of TechnologyIn this digital age, Ive found tools like grammar checkers and online thesauruses to be invaluable aids. They help me catch errors I might have missed and find more precise words to convey my thoughts. However, Ive also learned not to rely solely on these tools, as they can sometimes suggest changes that alter the intended tone or meaning of my writing.The Value of Cultural UnderstandingAs Ive delved deeper into English literature and global issues, Ive come to appreciate the cultural context that shapes language use. Being sensitive to these nuances has helped me avoid cultural misunderstandings in my writing and has enriched my essays with a broader perspective.The Joy of MasteryWith time and effort, Ive seen my writing improve significantly. I take pride in crafting wellstructured sentences and presenting coherent arguments. The joy of seeing my ideas come to life on paper, of knowing that Ive communicated effectively, is incredibly rewarding.The Continuous JourneyI understand that the journey of mastering English writing is never truly complete. Language is dynamic, and as a writer, I must continually adapt and learn. But the care Ive learned to take in my writing has not only improved my English skills but has also taught me patience, attention to detail, and the value of perseverance.In conclusion, writing in English at a school level is more than just an academic exercise its a journey of selfdiscovery and intellectual growth. It requires a careful balance of creativity and precision, a willingness to learn from mistakes, and an openness to feedback. As I continue to navigate thisjourney, I carry with me the lessons of care and diligence that have shaped me as a writer and a learner.。
敢于指出老师错误英语作文
The Courage to Confront a Teacher's MistakeIn the academic world, teachers are often seen as authorities who dispense knowledge with unquestionable authority. However, I believe that as students, we should also have the courage to confront a teacher's mistake when we encounter one. This act of bravery not only helps us in our academic journey but also shapes our character and prepares us for the challenges of life.First and foremost, pointing out a teacher's mistake requires courage and self-confidence. It means that we are not afraid to voice our opinions, even if they differ from the teacher's. This courage comes from a deep-seated belief in our own abilities and understanding of the subject. By speaking up, we are demonstrating our commitment to truth and knowledge, and showing that we are willing to take risks in pursuit of the right answer.Moreover, confronting a teacher's mistake helps to foster a more open and inclusive learning environment. When students feel safe to challenge their teachers, they are more likely to engage actively in class discussions and ask questions. This leads to a richer and more vibrant learning experience for everyone. Additionally, it encourages teachers to be more open to feedback and to reflect on their own teaching practices, which ultimately benefits all students.However, it is important to approach this task with respect and tact. We should ensure that our intention is constructive and that we are not trying to undermine the teacher's authority. We can phrase our observations in a polite and respectful manner, and offer suggestions for improvement. By doing so, we are more likely to be heard and to have a positive impact on the learning environment.In conclusion, having the courage to confront a teacher's mistake is an important aspect of being an active and engaged learner. It requires self-confidence, courage, and respect. By speaking up, we are contributing to a more open and inclusive learning environment that benefits everyone.。
被老师批评,让真情流露出来作文
被老师批评,让真情流露出来作文英文回答：Being criticized by a teacher can be a difficult experience, but it is also an opportunity to learn and grow. If you approach criticism with an open mind, you can use it to identify areas where you need to improve and to develop new strategies for success.Here are some tips for responding to criticism:Stay calm. It is natural to feel defensive when youare being criticized, but it is important to stay calm and collected. If you react emotionally, you will only make the situation worse.Listen carefully to the criticism. Don't interrupt the person who is criticizing you. Instead, listen carefully to what they have to say. Try to understand their perspective and to see where they are coming from.Ask for clarification. If you don't understand something, or if you want more information, ask for clarification. This will help you to fully understand the feedback and to make sure that you are addressing the issue correctly.Thank the person for their feedback. Even if you don't agree with the criticism, thank the person for taking the time to give you feedback. This shows that you are open to feedback and that you value their opinion.Take some time to reflect on the criticism. Once you have had a chance to calm down, take some time to reflect on the criticism. Consider whether or not the criticism is valid. If it is, identify the areas where you need to improve.Develop a plan for improvement. Once you have identified the areas where you need to improve, develop a plan for how you will do so. This plan should be specific, measurable, achievable, relevant, and time-bound.Put your plan into action. Once you have developed a plan for improvement, put it into action. This may involve making changes to your study habits, seeking additional help from a teacher or tutor, or practicing a new skill.Be patient. Improving your skills and abilities takes time and effort. Don't get discouraged if you don't see results immediately. Just keep working hard and you will eventually reach your goals.中文回答：被老师批评，是一件让人难以接受的事情，但它也是一个学习和成长的机会。
师生情作文开头结尾
师生情作文开头结尾英文回答：In the tapestry of life, relationships weave intricate patterns, shaping our experiences and leaving an indelible mark on our hearts. One such bond, often etched with profound significance, is the relationship between ateacher and a student. It transcends the mere imparting of knowledge, encompassing a myriad of emotions, challenges, and profound transformations.This connection, forged in the crucible of shared learning, ignites a spark of inspiration within the student. The teacher, acting as a beacon of wisdom, guides the student through the labyrinthine paths of knowledge, nurturing their intellectual curiosity and awakening dormant passions. In turn, the student becomes a sounding board for the teacher's ideas, providing fresh perspectives and challenging long-held beliefs.The teacher-student relationship is a delicate balance, requiring mutual respect, open-mindedness, and a shared pursuit of excellence. The teacher must embody thequalities of patience, empathy, and the ability to inspire. The student, on the other hand, must possess thewillingness to learn, the humility to accept critique, and the drive to strive for greatness.This dynamic interplay fosters personal growth and intellectual exploration. The teacher becomes a mentor, offering support and guidance as the student navigates the complexities of academic and personal life. The student, in turn, becomes a lifelong learner, forever grateful for the wisdom imparted by their teacher.中文回答：在生命的画布上，人际关系交织出繁复的纹路，塑造着我们的经历，并在我们心中留下不可磨灭的印记。
高中英语作文坚持
高中英语作文坚持In the realm of high school education, English composition stands as a formidable challenge for many students. It requires not only a command of the language but also the ability to express complex thoughts coherently. Perseverance, therefore, becomes a key factor in mastering the art of writing in English.Firstly, the journey to proficient writing begins with a steadfast commitment to improvement. Students must be willing to push through the initial barriers of grammar and vocabulary to find their unique voice. This often involves reading extensively, not just to understand the language better but also to appreciate the nuances of storytelling and argumentation.Secondly, practice is the cornerstone of progress. Writing essays, summaries, and short stories regularly helps to hone the craft. Each piece of writing should be followed by a meticulous review process, where students learn to critique their own work objectively. This self-editing skill iscrucial for growth and is a testament to one's perseverance.Moreover, seeking feedback is another aspect that underscores perseverance. Teachers and peers can provide invaluable insights into the strengths and weaknesses of a student's writing. Embracing constructive criticism and applying it to future compositions is a sign of a dedicated learner.Additionally, setting realistic goals and celebrating small victories can motivate students to keep pushing forward. Whether it's completing a paragraph without errors or receiving praise for an insightful analysis, these milestones are crucial in building confidence and sustaining effort.Lastly, perseverance in high school English composition is not just about the immediate academic success but also about developing a skill that lasts a lifetime. The ability to communicate effectively in writing opens doors to various professional and personal opportunities. Therefore, the discipline and determination required to excel in English composition are investments in one's future.In conclusion, perseverance is the driving force behind success in high school English composition. It involves a combination of consistent practice, open-mindedness to feedback, setting achievable goals, and understanding the long-term benefits of strong writing skills. With determination and a strategic approach, students can transform their writing abilities and achieve academic excellence.。
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Critique of the “Teachers’ and Learners’ Reactions to a Task-based EFL in Thailand Course”作者：史娜威来源：《读与写·教育教学版》2014年第05期中图分类号：H319 文献标识码： A 文章编号：1672-1578（2014)5-0007-021 IntroductionThis article deals with an investigation into reactions between teachers and students of task-based class at Chang Mai University in Thailand. During the period of twelve months, the authors did succeed in reaching some conclusions in the process of collecting participants, analyzing data. Although some reservations did exist at the very beginning of the class,both teachers and learners hoped that they could get used to it through some more activities and instructions.2 researching perspectives in detailIn my critique, I am going to comment on it from several different perspectives, such as, the purpose of the study, the characteristics of participants, the research techniques of data collection, the methods of data analysis, and various summaries of findings. All the above evoked the authors a great interest in launching a study on ‘‘teachers’ and learners’ reactions of task-based class’’.2.1 background of English learning and teaching in primary or secondary schoolsAccording to the investigation, all the subjects including thirteen teachers and thirty five students were from English department of CMU. The participants whom picked up had something in common, but still showed a slight difference in their English levels, ages, and backgrounds of English learning. The majority of the students were native in Thailand for learning English from primary or secondary schools, but among them, two students had their high school education in the USA for one year, and three students had the experience of staying in the English-dominant countries around two to three months. The criteria of the students were that they must pass the national examination before entering in English department and also need to reach the intermediate English level. For the teacher-participants, the simila rity was that they all won master’s degrees or bachelor’s degrees of TESOL or some other fields related to it, meanwhile, the difference is that their teaching experience varied from nearly two years to fifteen years or so.2.2 data collections and analysis for the investigationAfter selecting the participants, the next step is to collect the data. According to Wellington (2000a:17), ‘most approaches in educational investigation include both qualitative and quantitativedata’. Authors of th is article did exploit both these two methods which were considered the effective way for data collection. As Gibbs (2002a:2) illustrated that ‘Qualitative data analysis is usually interactive, recursive, and active’, which is a method of organizing or adm inistrating the data(p.4).‘Qualitative data are characterized by meaningfulness and the major perspective is translation and the reliability and validity of such translation is a magnificent concern of analysis’ (p.14). 3 classroom observations and commentsIn this research, teacher-participants were expected to give comments on the materials related to the observation distributed by their pilots before the beginning of class. The major purpose of the observation was to let the teacher-participants get a whole idea of what the other pilots were going to teach, and then they could prepare sufficiently based on the materials. After the observation, the teacher-participants could really gain the experience from their pilots’ teaching. Secondly, theyex ploited two evaluation methods, say, the ‘course evaluation’ and the ‘task evaluation’, which are also the most two significant approaches for collecting data. Genesee, F(1996) stated that evaluation of the class was completely necessary for education because information won from evaluation would assist teachers in making decisions to teach effectively.3.1 evaluate the classroom observationAs we can see from the article, twelve open-ended questions about different aspects of the class were required to evaluate the class observation, which consisted of teaching methods, references, and activities. The other two ‘scalar questions’ were demanded to answer in order to see whether the class for learning skills and strategy was practical. Students accomplished the evaluation in class at the final day of the term, which meant that they used the whole semester time to evaluate the task-based class. When it comes to the task evaluation, students were still asked to complete their evaluation form at the final task. The questions were composed of two parts, namely,‘open- ended questions, and multiple questions’.As Genesee, F(1996) suggested that evaluation completed by students would provide the teachers’ with the valuable feedback.‘Interviewers can give help if there is a problem’ (author and year unknown). In the study, the teachers who observed Wanpen’ classes should present comments about syllabus and materials in writing, and later on they would have a further discussion based on both task evaluation and class evaluation, as well as the observation.3.2 analyze the classroom observationAfter data collection, we should pay much attention to analysis, as Wellington (2000b:134) claims that ‘data analysis is an integral section of the whole investigation process.’ We can see obviously that the authors utilized the two major analysis methods, which were qualitative analysis and quantitative analysis. However, to a large extent, the length of writing about qualitative analysis overweighed that of quantitative one. For example, observation, course evaluation, and task evaluation belong to qualitative analysis approach. In this research, they ‘adopted cyclic, recursive method’ for analyzing the data, which was a preferable way to refine the reflection. As Gibbs (2002 b: 2) demonstrated that quantitative analysis were usually interactive, recursive and active. T4 ConclusionThis article is well organized and developed by using some different kinds of research techniques of collecting data as well as various genres of data analysis. The structure of the article is compact and coherent. In the section of ‘summary of the findings’, the authors concluded their major outcomes once again, which will leave readers a deep impression on the research.。