Syllabus for ESL
Syllabus_for_Advanced_English
Syllabus for Advanced English1.Course DescriptionAdvanced English, a compulsory course for English majors at tertiary stage, is aimed at training students’integrated language skills, especially reading and communication. Through reading and analyzing works chiefly from contemporary anthologies with various subjects ranging from language, economics, literature, education, society, culture, geography, etc., students are expected to have their horizon broadened, understanding of society and life deepened, analysis and appreciation of classics improved, logical thinking strengthened besides the consolidated language skills. Each unit is accompanied by relevant exercises including vocabulary study, reading comprehension, stylistic analysis, translating and writing.2.General ObjectiveWhile still paying attention to basic language knowledge, the course focuses on upgrading students’integrated language proficiency through various and challenging exercises on reading comprehension, text organization, styles of writing and rhetoric. These exercises are meant to be used orally in the class before being put in writing, so as to further train the students’listening and speaking skills along with the consolidation of reading and writing.3.TextbookThe textbooks adopted for this course are A New English Course Levels 6 and 7, edited by Li Guanyi, published by Shanghai Foreign Language Education Press.For each semester, eight units from the Levels 6 and 7 are studied respectively.While as per practical need, some supplementary material can also be provided.Each unit to be given normally consists of Text I, Text II and relevant Language Work, which will be finished in 8 periods.4.Teaching MethodThe major methods used include lecture, classroom activities (discussion, presentation, speech and debate), homework (language drill, writing, translation, etc.) and autonomy study.5. Grading PolicyIn-class performance accounts for 30% (attendance, in-class discussion, in-group presentation, five-minute oral presentation, dictation and writing), while the performance in Final exam accounts for 70%.。
Examining Syllabuses
thorough, communicative practice of grammatical structures ... coverage of all the 4 skills … comprehensive coverage of the English tense system
proven multi-syllabus approach ... careful pacing ... allowance for different learning styles and teaching situations ... authentic reading and listening material ... motivating range of up-todate topics
Skills syllabuses: Skills syllabuses are organized around the different underlying abilities that are involved in using a language for purposes such as reading, writing, listening, or speaking.
3.2 Current trends in materials development Materials themselves have evolved into much more complex objects. Materials development has become a profession, a wider role division between materials producers and materials users.
esl book review范文 -回复
esl book review范文-回复【ESL Book Review - English Grammar in Use】Subject: Comprehensive Review of "English Grammar in Use" by Raymond MurphyIntroduction:"English Grammar in Use" by Raymond Murphy is a highly popular and extensive self-study reference and practice book for learners of English as a second language (ESL). This comprehensive book provides a thorough understanding of English grammar, covering various grammar topics for different levels of proficiency. In this book review, we will delve into the structure, content, and overall effectiveness of "English Grammar in Use."Content:The book is divided into 145 units, each focusing on a specific grammatical topic. The units are arranged in a logical progression, starting from basic grammar points and gradually advancing to more complex ones. Each unit begins with a concise explanation of the grammar rule, followed by numerous examples that provide context and reinforce understanding. The examples are diverse and cover a wide range of real-life situations, making the contentrelevant for learners of different backgrounds and interests.Additionally, the book offers clear explanations of common errors and provides practical tips to avoid them. This feature helps learners identify and correct their mistakes, further enhancing their grammar skills. Furthermore, the book includes a wide range of exercises at the end of each unit, offering ample opportunities for learners to practice and reinforce what they have learned. The exercises are well-designed, engaging, and gradually increase in difficulty, ensuring a progressive learning experience.Structure:The structure of "English Grammar in Use" is user-friendly and easy to navigate. Each unit is self-contained, allowing learners to jump to specific topics based on their needs. Furthermore, the book provides an index of grammar points at the beginning, enabling learners to quickly locate particular topics of interest. The explanations and examples are presented in a clear and straightforward manner, making the content accessible even to learners with limited proficiency in English.Effectiveness:One of the greatest strengths of "English Grammar in Use" is its effectiveness in helping learners improve their English grammar skills. The combination of clear explanations, relevant examples, error analysis, and extensive practice exercises ensures that learners thoroughly understand and apply the grammar rules. The progression of difficulty allows learners to gradually build their knowledge and confidence, making the book suitable for both beginners and intermediate learners.Moreover, the book encourages self-study, as it can be used independently without the guidance of a teacher. Learners can work at their own pace, choosing units based on personal needs and revising concepts as necessary. The book also includes a comprehensive key at the back, allowing learners to check their answers and receive instant feedback, promoting autonomous learning.Additionally, the inclusion of a supplementary eBook and online resources provides learners with additional practice opportunities and enhances the overall learning experience. The digital resources enable learners to access the content anytime and anywhere, making learning more convenient and flexible.Conclusion:"English Grammar in Use" by Raymond Murphy is a highly valuable resource for ESL learners seeking to enhance their grammar skills. The book's comprehensive content, clear explanations, relevant examples, and extensive practice exercises make it a reliable companion for self-study. With its user-friendly structure and supplementary resources, this book equips learners with the necessary tools to confidently navigate the complexities of English grammar. Whether used by individuals or in a classroom setting, "English Grammar in Use" proves to be an indispensable asset for ESL learners worldwide.。
ESL教学与EFL教学之比较
ESL教学与EFL教学之比较--探讨ESL教学对我国基础英语教学的启示【摘要】ESL教学与EFL教学有许多相似之处,但也有许多差异。
本文从两种教学的概念入手,通过对两种教学使用英语的环境、课堂学习时间、学习目的、课堂教学语言环境、教学目的与内容、文化背景等六个方面的特征加以比较与分析，以期从中获得对我国基础英语教学的启示。
【关键词】ESL教学EFL教学学得习得英语教学一、ESL教学与EFL教学的概念ESL全称为English as a second language。
这种教学是一种为主要把英语看作第二语言的学习群体而提供的教学。
如：印度、巴基斯坦、新加坡、马来西亚、菲律宾等国家的学习者。
“因为他们过去都是殖民地，受殖民统治，很大程度上要受到英国的影响，英语成为他们国家的第二语言甚至是他们的官方语言（包天仁，2004）”。
EFL的英文全称是English as a foreign language。
语言对象主要为英语为非母语的群体。
二、对我国英语教学的界定桂诗春教授曾于上世纪七十年代末将第二语言的概念介绍到我国，后有许国璋、胡文仲、蒋祖康等对其进行论述。
从上世纪至今国内一直存在我国英语教学到底是ESL教学还是EFL教学的争论。
我国的英语教学到底属于哪一种形式呢？我们不妨回顾一下中外学者的论述，也许能够使我们对二语和外语有一个更为清晰的认识。
有些学者认为：“二语习得论所称的二语泛指母语（L1）以外的一切第二语言（L2），其中也含有外语(FL)”（杨小娟、田园，2003）。
认知交际法认为：“虽然二语与外语两个概念之间有包涵与相同的因素，二语和外语在一定的条件下不可以互相转化。
”但在目前的中国英语教学条件下，特别是就全国的广大地区而言，中国的英语教学应该定义为外语教学（http://fel /linguistics/Article_Show.asp?ArticleID=246）。
于善志（2002）也提出了二者区分的三条标准，明确地将我国的英语教学划归外语教学的范畴。
esl-strategies (3)
The following strategies are designed to enable ESL Learners to develop their English language skills in both social and academic contexts.Broad Classroom Strategies:Create an environment where learners feel secure and are prepared to take risksSupport and value learners’ languages and culturesBuild on the knowledge, skills and understandings that students bring to the learning contextBuild on the linguistic understandings students have of their own languageEncourage the use of the learners’ first language if the learner is literate in that languageUse themes and topics which are relevant to learners’ particular needsExpose learners to socio-cultural information which enables them to understand and participate in Australian culture and societyFocus on purposeful communicative activities which are comprehensible and appropriate to the learner’s age and needsGenerally teach the macro skills of listening, speaking, reading and writing in an integrated way, although at times there may be a need to focus on aparticular aspect of one eg pronunciation, listening to specific instructionsFocus on developing learners’ oral language skills for oral language development and to support writingSupport the learners’ language skills development through scaffolding the learners’ languageExplicitly teach new language (vocabulary, text types, grammar, sound knowledge, pronunciation, intonation) in the context of a theme or topicUse pair and group work and peer/cross age tutoring to maximise language interaction in a low stress environment and to encourage risk takingJointly deconstruct and construct texts to model how texts work to achieve their purposesUse an experiential approach to provide meaningful contextsUse visual cues wherever necessary to clarify and reinforce conceptsUse graphic organisers (diagrams, timelines, concept maps etc.) to represent and organise ideas and to develop thinking skillsRecycle language to ensure its learningEncourage older learners to keep a glossary or a personal dictionary of words and meaningsEnsure that assessment tasks, activities and criteria are relevant to the student’s stage of English language developmentUse SSO support to work with a student on individual needsTeacher talkKeep talk to a minimumUse clear, common and consistent instructions and repeat or rephrase if necessarySpeak at a normal pace and volumeDon’t use too much jargonSupport instructions with visual cues as much as possible=Specific Strategies/Activities:Teaching oral languageTo develop oral communication skills, focus on activities that encourage learners to talk in a supportive environment such as in pairs or groups. Such activities include:information gap activities where learners have to exchange information in order to complete a taskopinion gap activities where learners share and discuss their own personal feelings, attitudes or preferences about ideas or topicsmime and role-playgeneral communicative activities eg games, group work, songseveryday classroom interactionsTo develop the more formal oral language skills:formal talks, including the oral genres, and reportsdebatesperformanceWith different students, there may be a need to focus on particular aspects of oral language such as pronunciation – this can be done on an individual basis with SSO support.ESL learners may experience difficulty in hearing and producing some English sounds because they do not appear in the learner’s language.Similarly, stress, rhythm and intonation will also differ from the first language. Provide many opportunities to hear and practise language through rhymes, songs, chants, games, drama etc.Teaching readingReading for the second language learner involves transferring skills from the first language (if he or she can read in the first language) to the second as well as becoming familiar with:new set of sounds and sound groupings which differ from the first language new intonation patterns and their meaningsnew patterns of stress and pausenew sets of culturally-specific knowledge, values and behavioursnew grammar conventions eg different word order in sentencesnew print conventions eg reading from left to rightChoose reading materials that:have good visual cues to enable the student to access the story easilyreflect the experiences, knowledge and interests of the learnersUse bi-lingual books, big books, stories with lots of repetition, class made books based on class experiences and reading schemes with thematic interests.Involve the ESL learner in a number of reading experiences every day which focus on language in context egexposure to meaningful print in the immediate environment eg signs, charts, labelsmodelled deconstruction of a range of whole texts to develop understandings of the organisation and language features of different genres and theconventions of Englishtaped readingshared book experiences and big bookswordless books/ picture sequences/ photographs to build a story/recountcloze activities to focus on comprehension or on different aspects of language pre-reading activities which prepare the reader for the text through activating prior knowledge about the topic, developing a shared overall knowledge ofwhat the text might be about and teaching strategies for predicting the textcontentreading activities which develop language and reading skills in contextpost reading activities which focus on responding to the text in order to gaina greater understanding of the text, extract information for other purposes,critically interpret and analyse the text and give personal responses to the text.Teaching writingESL Learners are learning to write in a new language where he or she may have:no literacy skills in another language due to limited or no previous schooling limited oracy skills in Englishlimited knowledge of the 3 cueing systemsa lack of shared cultural knowledgea lack of understanding of the specific genres taught in schools and theirparticular social functionsTherefore teachers can scaffold learner’s writing bymodelling all aspects of the writing processteaching the text organization and language features of different genres through a range of different activitiesjointly constructing texts with studentssupporting the development of editing and proof reading skillsusing shared experiences(eg excursions) to write class or individual books/textsusing photos and other visual stimuli (such as sequenced pictures) in the early stages of writing development particularlyusing groups and pairs to develop group textsOther writing strategiesencourage students not to focus too much on their mistakesencourage writing for real purposes by publishing in innovative ways eg newsletters on the school’s intranetencourage the use of different strategies for accessing vocabulary needed and for recording new vocabulary for use in future writingteach all aspects of word knowledge and spelling through specific activities including games, quizzes etc.ReferencesNo English Don’t Panic: Ministry of Education and Training, Victoria (1991) Teaching and Learning Strategies for ESL Learners R-12. Education Department of SA (1993)Useful resourcesTargeting Text Series: Blake Education: .auEnglish Plus Series: Blaxell and SpenceBlaxell and Winch (1999) Primary Grammar Handbook: Horwitz MartinP Walker Pascal’s Basic Primary Grammar: Smart Guides seriesTeaching and Learning Strategies for ESL Learners R-12. Education Department of SA (1993)No English Don’t Panic: Ministry of Education and Traini ng, Victoria (1991) No English : Questions & Answers: Ministry of Education and Training, Victoria (1993)Derewianka B (1990) Exploring How Texts Work. Sydney: PETADerewianka B (1998) A Grammar Companion for Primary Teacher. Sydney: PETACollerson J (1994) English Grammar: A Functional Approach. Sydney PETA Collerson J (1997) Grammar in Teaching. Sydney PETACurriculum Corporation (1996) Teaching Language Primary. Melbourne: Curriculum CorporationCurriculum Corporation (1996) Teaching Language Secondary. Melbourne: Curriculum CorporationBeginning ESL: Support material for primary new arrivals. Education Victoria (1997)Board of Studies, NSW (2000) Teaching about TextsBoard of Studies, NSW (1998) English K-6 Syllabushttp:// .au/k6/k6Bortolotto C et al (1994) Easy ESL Strategies for Effective Teaching. Yarra Publications, MelbourneDroga L and Humphrey S (2002) Getting Started with Functional Grammar.Target TextsHammond J (1991) Learning to Learn in a second Language. Sydney PETA Jones P Talking to Learn Sydney PETAWing Jan Lesley (1991) Write Ways: Modelling Writing Forms. Melbourne: Oxford University PressRowe G (1989) Let’s Talk: Activities for Oral Language. Melbourne: Dellasta Callaghan M and J Rothery (1988) Teaching Factual Writing: Genre-based Approach. Sydney. DSP MarketingChristie F et al. (1992) Language: A Resource for Meaning. Exploring Explanations, Levels 1-4. Sydney: Harcourt Brace & Jovanovich.Christie F et al. (1990) Language: A Resource for Meaning. Exploring Procedures, Levels 1-4. Sydney: Harcourt Brace & Jovanovich.Christie F et al (1992) Language: A Resource for Meaning. Exploring Reports, Levels 1-4. Sydney: Harcourt Brace & Jovanovich.(available from Blake Education in Sydney – Tel: 2 95184222)Resource SuppliersSeelect Educational Supplies601 Anzac HighwayGlenelg, SA 5045Ph : 08 8294 9111St Georges Bookshop40 Hallett RdStonyfell 5066Ph: 08 8364 1313Lighthouse Books17 Commercial RdPort Adelaide 5015Ph: 08 8240 3300.auKelly Farm Educational30 Petrova StWindsor Gardens 5087Ph: 08 8367 5683Mobile: 0417082963State Equity Centre11-13 Swanson StreetErskinville, NSW 2043Ph: 02 9582 5860Fax: 02 9550 2874Internet: http://www.equity.sydney@.au Curriculum CorporationPO Box 177Carlton, VIC 3053Ph: 03 92079600Fax: 03 96391616Internet : .auBookery348 Drummond StreetCarlton, VIC 3053Ph: 03 9347 7857Fax: 03 9347 7497Email: rthughes@.auTesl Books397 Little Lonsdale StreetMelbourne VIC 3000Ph : 03 9670 3532。
Syllabus
Northwest Normal UniversityCollege of Foreign LanguagesMaster’s Degree Program in (English) Curriculum and InstructionEnglish Language Teaching Methodology2014 Fall Ms Yu TingOffice: 909 New Art BuildingE-mail address: yuting@Tele: 7970381Course Description:This course is designed to provide an overview of current theoretical issues in the ESL/EFL teaching field, knowledge about contemporary methods and materials, and the opportunity to turn what you have learnt into classroom procedures. It requires the examination and critical analysis of approaches and methods of teaching foreign languages based on the contexts and needs of those involved: learners, instructors, programs, institutions, governmental and other policymakers.The course focuses principally on methodology in second and foreign language teaching. It is intended as a bridge between the knowledge you already have about language and language acquisition, on the one hand, and language teaching practice on the other.General Topics:1) Fundamental concepts in language teaching2) Survey of significant language and language learning theories3) Descriptions of language teaching methods throughout history4) The process of teaching5) Language teaching practice (grammar, pronunciation, vocabulary,listening, speaking, reading and writing)Goals and Objectives:At the end of the course, you will be familiar with current practices in EFL methodology. You should have a better understanding of the nature of languages, and how language acquisition/learning theory relates to the more practical aspects of instructed and informal language learning in classrooms. You will also gain insights into the factors that lead to the success or failure ofdifferent learners, and how professional language teachers manage classroom learning.Organization of the Course:The class will consist of two-hour weekly sessions conducted in a format including, but not limited to, lectures, seminars, tutorials, discussions. The overall approach is interactive.Course requirements include reflective writing and speaking on the topic of the day.Course OutlineSession 1: IntroductionSession 2: Language, learning and teachingSession 3: First language acquisitionSession 4: Second language acquisitionSession 5: Human learningSession 6: Individual differences in language learning (1)Session 7: Individual differences in language learning (2)Session 8: Language, culture and thoughtSession 9: Contrastive analysis, interlanguage and error analysisSession 10: Language teaching methods throughout the history (1)Session 11: Language teaching methods throughout the history (2)Session 12 Language teaching methods throughout the history (3)Session 13: The practice of teaching (1) pronunciation, grammar, and vocabularySession 14: The practice of teaching (2) listening, speakingSession 15: The practice of teaching (3) reading and writingSession 16: Language testingEvaluationPresentation: (30%) This will be done either in the form of group work or individual work. Each student will prepare and present to theclass a 10 to 15 minutes summary of research findings related tothe topics covered in the course. After each presentation, therewill be 3 to 5 minutes for answering questions from the class.Teaching aids such as handouts, transparencies may be neededto make your presentation effective.Course paper: (60%) All the participants are required to complete two assignments: 1) A 3000-word literature review of the studies onany of the first eight topics stated in the syllabus. 2) Reflect onyour own English learning and teaching experiences, and makean description of the teaching methods you/your teachers used inthe classroom. This may include the description of the teachingcontext, the learners, the believes or theories that underpin thepractice. Then, drawing on what you have learned in the course,comment on those methods and make necessary revisions. Therational for the revision and classroom teaching procedures aresupposed to be included. (3000 words)The first assignment is due on 24th Nov., 2014. (Wednesday,14th week.) The second is due on 2rd March., 2015. (Friday, 19thweek)Attendance: (10%) The course will only be successful with your participation.It is essential that all participants arrive on time. If you accumulatemore than three unexcused absences, your final grade will belowered 15 points. If you have a problem with attendance, pleasesee me immediately.Requirements:Assigned readings must be done before each session. Readings are intended to provide information and raise your awareness on issues in ESL/EFL teaching. Readings also serve as a basis for class discussions to which each student is assumed to have something to contribute.Any late assignment will be considered in terms of the following criteria: no work accepted after due date. With prior consent, your grade for late work will be reduced by 5 points for each day after the date agreed. Late work without prior consent from the instructor will not be accepted.It is the student's responsibility to retain a copy of his or her assignments. Should the original be lost, the student will be expected to submit the copy.Plagiarism will not be tolerated in this class. Any act of plagiarism carries an automatic grade of F in this class. (Any quotations or paraphrases from sources must be properly acknowledged. Failure of acknowledgment constitutes plagiarism. )Textbooks and references:1．Stern, H. H. 1999. Fundamental Concepts of Language Teaching. Shanghai: Shanghai Foreign Language Education Press.2．Brown, H. D. 2002. Principles of language Learning and Teaching.Beijing: Foreign Language Teaching and Research Press.3．Kumaravadivelu, B. 2006. Understanding Language Teaching: From method to postmethod. London: Lawrence Erlbaum Associates.4．Brown, H. D. 1991 Teaching by principles: An interactive approach to language pedagogy. New Jersey: Prentice Hall.5．Cook, V. 1996 Second language learning and language teaching. London: Arnold6．Ellis, Rod. 1999 The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Languages Education Press.7．Harmer, J. 2000 How to Teaching English.Beijing: Foreign Languages Teaching and Research Press.8．Harmer, Jeremy 1991 The practice of English language teaching. London: Longman9．Howatt, AP. R. 1984 A history of English language teaching. Oxford: Oxford University Press10．Johnson，Keith. 2002. An Introduction to Foreign Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press. 11．Larsen-Freeman, D. & M. L. Long, 1991 An introduction to Second Language Acquisition Research. London: Longman.12．Lightbrown, P. M & Spada, N. 1995. How Languages are learned. Oxford: Oxford University Press13．Littlewood, W. 2000. Communicative Language Teaching. Beijing: Foreign Language Teaching and Research Press.14．Martin, W. Liu Ruiqing，Language Teaching & Learning from Theory to Practice.Beijing: Higher Education Press.15．Mills, G.E. 2000. Action research: A guide for the teacher researcher.Upper Saddle River, NJ: Prentice-Hall16．Nunan, D. 2002 The Learner-Centered Curriculum: A Study in Second Language Teaching.Shanghai: Shanghai Foreign Language Education Press.17．Nunan, D. (1991) Language teaching methodology: A textbook for teachers.New York: Prentice Hall18．Nunan, D. 2004 Practical English Language Teaching. Beijing: Higher Education Press.19．Richards, J. C. & T. S. Rodgers, 2000. Approaches and Methods in Language Teaching. Beijing: Foreign Language Teaching and Research Press.20．Richards, J. C. 1985, The Context of Language Teaching. Cambridge: Cambridge University Press21．Ur, P. 2001. A Course in Language Teaching: Practice and Theory.Beijing: Foreign Language Teaching and Research Press.Wallace, M.(1998) Action research for language teachers. Cambridge: Cambridge University Press22．Willis, J. 1996 A Framework for Task-Based Learning. London: Longman 23．胡壮麟. «语言学教程»(修订版) 北京: 北京大学出版社 2002.24．束定芳, 庄智象. «现代外语教学--- 理论、实践与方法»上海:上海外语教育出版社1996. 25．王立菲， «现代外语教学论»上海：上海外语教育出版社，2000.26．王蔷，«英语教学法教程»，高等教育出版社，2000.27．杨永林，杨芳，杨莉«英语论文写作研究»北京：中央广播电视大学出版社，2002.28．章兼中， «国外外语教学法主要流派»上海：华东师范大学出版社，1983.29．张正东, «外语立体化教学法的原理与模式»北京: 科技出版社，1999. 30．左焕琪. «外语教育展望»上海：华东师范大学出版社，2002. Journals:Modern Language Journal Applied LinguisticsTESOL Quarterly Language Learning English Language Teaching Language Teaching Language Testing«外语教学与研究»«外语学刊»«现代外语»«外语教学»«外语教学理论与实践»«外国语»«外语界»«中小学外语教学»«中小学外语教学与研究»ELT Journals & Magazines On-line/eltj (ELT Journal) (Etp Journal)/applij (Applied Linguistics)/ (American Language Review)/ (Language Learning and Technology Journal)http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/index.html (Language Teacher) /pubs/articles/index.html (TESOL Matters)http://www.swets.nl/sps/journals/callabs.html(Computer Assisted Language Learning)/pubs/magz/tj/index.html (TESOL Journal)/pubs/magz/tq/index.html (TESOL Quarterly)/ (English Language Gazette)/lexico/contents/ (International Journal of Lexicography) / (ELT Newsletter).hk/ajelt/vol10/contents.htm (Asian Journal of ELT) (ESL Magazine) (EFL Magazine)Useful sites on the web:(Metacrawler)http://www. (Copernic agent)(Findpapers) ( Linguistics)/teslac.html (activities and exercises for ESL students) / (listening resources)/ (listening broadcasts)/ (a website for English Learners)/ (online forum for ELT –resources, books, games, news, culture)。
英语教学法术语
英语教学法术语The Terms of English Language Teaching Methodology英语教学法术语Aachievement test 成绩测试acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法，听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空coach 辅导cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法，交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语EGP 通用英语ELT 英语教学English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD（English as a Second Dialect）英语作为第二方言WSL（English as a Second Language）英语作为第二语言ESL Programme（English as a Second Language Programme）英语（第二语言）教程ESP（English for Special Purposes）专用英语EST（English for Science and Technology）科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲word 功能词Ggeneral linguistics 普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院（或学校）junior year 大学三年级Kkey words 基本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体（一种辨音练习）model 模型modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法，口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画phasement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看，重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review（revise）and check up 复习检查review（revision）lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背Sscanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法，静授法simplification 简写simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读，快读speelling 正字法spiral approach 螺旋式教学法，螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音，重读structuralism 结构主义（语言学）structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法，综合法synthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语（外语）教学TESL 英语（第二语言）教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习，单词学习video 电视，影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制Wword association 词际联想word list 词表word study 词的研究word frequency 词汇重复率written language 书面语。
论文目录3--RELC--A Journal of Language Teaching and Research
RELC--A Journal of Language Teaching and ResearchTable of ContentsJune 2000Lindsay Miller and Deborah AldredStudent Teachers' Perceptions About Communicative Language Teaching MethodsAntonia ChandrasegaranAn Analysis of Obliqueness in Student WritingJosephine F MiradorA Move Analysis of Written Feedback in Higher EducationZhang MeisuoCohesive Features in the Expository Writing of Undergraduates in Two Chinese UniversitiesTan Bee TinWriting, Knowledge Construction and Idea FramingJohn Flowerdew, Lindsay Miller, and David C S LiChinese Lecturers' Perceptions, Problems and Strategies in Lecturing in English To Chinese- Speaking StudentsPeter BurdenThe Use of 'Only English' in a Learner-Centred University Classroom in JapanYolanda BehCurrent Research in Southeast AsiaCoursedesmond AllisonBook ReviewsDecember 2000Taeko KamimuraIntegration of Process and Product Orientations in Efl Writing InstructionR.L. Fountain and I.S.P. NationA Vocabulary- Based Graded Dictation TestAyisha H. Mohamed and Majzoub R. OmerTexture and Culture: Cohesion as a Marker of Rhetorical Organisation in Arabic and English Narrative TextsPeter F. CullipText Technology: the Power-Tool of Grammatical MetaphorMay FanHow Big Is the Gap and How To Narrow It? an Investigation Into the Active and Passive VocabularyKnowledge of L2 LearnersAnthony BrutonWhat Exactly Are Positive and Negative Evidence in Sla?Raja Ram MehrotraDecolonizing English Teaching in IndiaYolanda BehCurrent Research in Southeast AsiaBook Reviews : GRAMMAR FOR ENGLISH LANGUAGE TEACHERS MARTIN PARROTT Cambridge: Cambridge University Press, 2000, 514 pp Reviewed by CHRISTOPHER WARDBook Reviews : ABOUT LANGUAGE - TASKS FOR TEACHERS OF ENGLISH SCOTT THORNBURY Cambridge: Cambridge University Press, 1997, xviii, 269 pp Reviewed by PATRICK GALLOBook Reviews : LONGMAN GRAMMAR OF SPOKEN AND WRITTEN ENGLISH DOUGLAS BIBER, STIG JOHANSSON, GEOFFREY LEECH, SUSAN CONRAD AND EDWARD FINEGAN Harlow, UK: Pearson Education Limited, 1999, xxviii, 1204 pp Reviewed by CHRISTOPHER WARDJune 2001Craig P. LambertThe Viability of Learners' Beliefs and Opinions as Input for Second Language Course DesignWang Mao-jinThe Cultural Characteristics of Chinese Students: a Study of Basic Attitudes and Approaches To Their English StudiesTsai-Yu ChenTesting Chinese Learners of English for Language Learning Difficulties By the Linguistic Coding Deficit/Difference HypothesisDesmond Allison and Wu Siew MeiAcademic Writing: Whose Expectations?Lawrence Jun ZhangExploring Variability in Language Anxiety: Two Groups of Prc Students Learning Esl in SingaporeChristine C. M. GohDiscourse Intonation of English in Malaysia and Singapore: Implications for Wider Communication and TeachingDan Lu and Richard JulienThe Delivery of Eap Courses Within the Changing Linguistic Landscape of Hong Kong: a Time for ReassessmentYolanda BehCurrent Research in Southeast AsiaJeremy HarmerBook Review : The Practice of English Language Teaching-------------------------------------------------------------------------------------------------------------------------------------------December 2001Jackie F. K. LeeTeachers' Attitudes Towards Disputable UsagesBarbara NealeThe Quantifier System: One of the Largest and Least Known Parts of EnglishThomas S. C. FarrellConcept Maps To Trace Conceptual Change in Pre Service English TeachersAzim S. AssafPalestinian Students' Attitudes Towards Modern Standard Arabic and Palestinian City ArabicLai-kwan Lai and Liz Hamp-LyonsDifferent Learning Patterns in Self-AccessMary SprattThe Value of Finding Out What Classroom Activities Students LikeN. StorchComparing Esl Learners' Attention To Grammar On Three Different Classroom TasksAbdel Rahman Mohammed YeddiLanguage Policy in SudanYolanda BehCurrent Research in Southeast AsiaZhang MeisuoBook Review : Language Policies and Language Education: the Impact in East Asian Countries in the Next Decade: Edited by Ho Wah Kam & Ruth Y.L. Wong Singapore: Times Academic Press. 2000. ISBN 981 210 149 7. 342 pp. PaperbackJune 2002Zhao Hong HanRethinking the Role of Corrective Feedback in Communicative Language TeachingYongqi GuGender, Academic Major, and Vocabulary Learning Strategies of Chinese Efl LearnersHasan Ansary and Esmat BabaTopic Variable in Narrow-Scope Eap Short-Context Reading TestsTomoe WatanabeComputer-Assisted Phrase Reading for Japanese Efl LearnersSteven BrownIs Rereading more Effective than Prereading?Fahimeh MarefatThe Impact of Diary Analysis on Teaching/Learning WritingMarilyn Lewis and He AnpingVideo-Viewing Tasks for Language Teacher EducationSu-Hie TingIs English Needed in a Malay Workplace?Yolanda BehCurrent Research in Southeast AsiaMaurice Cogan Hauck, Kenneth MacDougall, and Karen FedderholdtBook Reviews : Twelve American Voices an Authentic Listening and Integrated-Skills TextbookSusanne Döpke and Gloria PoedjosoedarmoBook Reviews : Cross-Linguistic Structures in Simultaneous BilingualismJack C. Richards and Manel LacorteBook Reviews : Curriculum Development in Language TeachingSalikoko S. Mufwene and J.A. FoleyBook Reviews : The Ecology of Language EvolutionDecember 2002Jack C Richards30 Years of Tefl/Tesl: a Personal ReflectionIto HarumiA New Framework of Culture Teaching for Teaching English as a Global LanguageAnwei Feng and Michael ByramAuthenticity in College English Textbooks - an Intercultural PerspectiveAchara WongsothornCurriculum Development Research Using Amplified ObjectivesGregory HadleyAn Introduction To Data-Driven LearningReongudee SoonthornmaneeThe Effect of the Reciprocal Teaching Approach On the Reading Comprehension of Efl StudentsKyoko YamadaComparison of Two Summary/Text-Integration Writing Tasks Requiring Different Inferential ProcessesWilly RenandyaBook Reviews : Approaches and Methods in Language Teaching: JACK C RICHARDS AND THEODORE S RODGERS Cambridge: Cambridge University Press, 2001, ISBN 0 521 00843 3: ix, 270 ppBenedict LinBook Reviews : SHANTA NAIR-VENUGOPAL Bangi: Penerbit Kebangsaan Malaysia. 2002, ISBN 967-942-486-3: 269 ppB.R. Sundara RajanBook Reviews : Testcraft - a Teacher's Guide To Writing and Using Language Test Specifications: FRED DAVIDSON AND BRIAN K. LYNCH Yale University Press. 2002, ISBN 0-300-09006-4: x, 149 ppNilda Reyes SungaBook Reviews : Access To English: CATHERINE DE PELOUX MENAGE AND KRISTINE BROWN Sydney NSW: National Centre for English Language Teaching and Research Macquarie University. 2001. ISBN 1-86408-322-0. iv, 106 pp. + videotapeApril 2003;Joseph FoleyEditorialGeorge M. Jacobs and Thomas S. C. FarrellUnderstanding and Implementtng the Clt (Communicative Language Teaching) ParadigmSandra Lee McKayEil Curriculum DevelopmentHelen BasturkmenSpecificity and Esp Course DesignRod EllisDesigning a Task-Based SyllabusMa. Luz C. VilchesTask-Based Language Teaching: the Case of En 10Frances ChristieEnglish in AustraliaChristopher WardBook Reviews : CHOMSKY, Noam, On Nature and Language (Cambridge: Cambridge University Press, 2002), pp. x + 206. ISBN 0 521 01624 X (paperback)Joseph FoleyBook Reviews : MCDONOUGH, Steven, Applied Linguistics In Language Education (London: Arnold, 2002), pp. 178. ISBN 0 340 70622 8 (paperback)August 2003Beverly DerewiankaTrends and Issues in Genre-Based ApproachesKay L. O'HalloranSystemics 1.0: Software for Research and Teaching Systemic Functional LinguisticsBrian TomlinsonHelping Learners To Develop an Effective L2 Inner VoiceIan Isemonger and Chris SheppardLearning StylesBenedict LinEnglish in Singapore: an Insider's Perspective of Syllabus Renewal Through a Genre-Based ApproachWilliam Thomas MenzBook Reviews : BROWN, James Dean, and Theodore S. Rodgers, Doing Second Language Research (Oxford: Oxford University Press, 2002). ISBN 0-19-437174-3. pp. vi + 314Gloria PoedjosoedarmoBook Reviews : BOXER, Diana, Applying Sociolinguistics: Domains and Face-To-Face Interaction (Amsterdam: John Benjamins, 2002). ISBN 90 272 1851 X (Europe)/1 58811 198 9 (USA), pp. xii + 245, pbkBook Reviews : BROWN, Adam, English Language Myths: 30 Beliefs That Aren't Really True (Singa pore : McGraw-Hill Education, 2003). ISBN 0-07-120534-9. pp. xiii + 130, pbkDecember 2003Anne BurnsESL Curriculum Development in Australia: Recent Trends and DebatesLawrence Jun ZhangResearch Into Chinese Efl Learner Strategies: Methods, Findings and Instructional IssuesZheng Xinmin and Bob AdamsonThe Pedagogy of a Secondary School Teacher of English in the People's Republic of China: Challenginh the StereotypesGertrude Tinker Sachs, Christophe N. Candlin, and Kenneth R. RoseDeveloping Cooperative Learning in the Efl/Esl Secondary ClassroomDan LuEnglish in Hong Kong. Super Highway or Road To Nowhere? Reflections On Policy Changes in Language Education of Hong KongKaren FedderholdtBook Reviews : ROBINSON, Peter (ed.), Individual Differences and Instructed Language Learning (Amsterdam/Philadelphia: John Benjamins Publishing Company, 2002). ISBN 90-272 1694-0 (Europe)/1-58811 231-4 (US) (paperback), pp. 385B. R. Sundara RajanBook Reviews : INGRAM, David E., Their Roles, Functions and Management: Language Centres(Amsterdam/Philadelphia: John Benjamins, 2002). ISBN 90 272 1957 5 (hardback), pp. x + 242April 2004Jane CrawfordLanguage Choices in the Foreign Language Classroom: Target Language or the Learners' First Language?Peter BurdenAn Examination of Attitude Change Towards the Use of Japanese in a University English 'Conversation' ClassSongthama IntachakraContrastive Pragmatics and Language Teaching: Apologies and Thanks in English and Thai *TSetsuko MoriSignificant Motivational Predictors of the Amount of Reading By Efl Learners in JapanLinda ThompsonPolicy for Language Education in England: Does Less Mean More?Makiko Kanda and David BeglarApplying Pedagogical Principles To Grammar InstructionChristopher WardBook Reviews : MCPHERSON, Pam and Denise E. Murray, Communicating on the Net (Sydney, NSW: National Centre for English Language Teaching and Research, Macquarie University, 2003), pp. vi + 90. ISBN 1-86408-906-7 (pbk)Benedict LinBook Reviews : BLOCK, David, The Social Turn in Second Language Acquisition (Edinburgh: Edinburgh University Press, 2003), pp. 162. ISBN 0-7486-1552-0 (pbk)August 2004Sandra H. RogersEvaluating Textual Coherence: A Case Study of University Business Writing by Efl and Native English-Speaking Students in New ZealandT. Sima ParibakhtThe Role of Grammar in Second Language Lexical ProcessingSharimllah Devi Ramachandran and Hajar Abdul RahimMeaning Recall and Retention: The Impact of the Translation Method on Elementary LevelLearners’ Vocabulary LearningBeniko Mason and Stephen KrashenIs Form-Focused Vocabulary Instruction Worthwhile?Wai King TsangFeedback and Uptake in Teacher-Student Interaction: An Analysis of 18 English Lessons in Hong Kong Secondary ClassroomsNancy Lee and Yue Yuan HuangTo Be or Not To Be—The Variable Use of the Verb BE in the Interlanguage of Hong Kong Chinese ChildrenBernadette Foo and Cynthia RichardsEnglish in MalaysiaDesmond AllisonBook Review: Appraising Research in Second Language Learning: A Practical Approach to Critical Analysis of Quantitative ResearchAngi MalderezBook Review: Advising and Supporting Teachers: Cambridge Teacher Training and Development SeriesHilary NesiBook Review: Teaching Academic Writing: A Toolkit for Higher EducationMarilyn LewisBook Review: Response to Student Writing: Implications for Second Language StudentsDecember 2004Jane JacksonLanguage and Cultural Immersion: An Ethnographic Case StudyStephen F. Culhane and Chisako UmedaAuthentic Second Language Interaction in an Instructional Setting: Assessing an Inter-Class Exchange ProgrammeWilliam Baker and Kamonpan BoonkitLearning Strategies in Reading and Writing: EAP ContextsAlastair SharpStrategies and Predilections in Reading Expository Text: The Importance of Text PatternsIan McGrathThe Representation of People in Educational MaterialsGloria PoedjosoedarmoEnglish in Brunei Darussalam: Portrait of a Vital Language with an Elusive RoleMarilyn LewisBook Review: Response to Student Writing: Implications for Second Language StudentsBrian TomlinsonBook Review: Humanising your Coursebook: Activities to Bring your Classroom to LifeGlenn A. MartíBook Review: Folk LinguisticsJesús García LabBook Review: Using the Mother TongueVaidehi RamanathanBook Review: Academic Writing Programs—Case Studies in TESOL Practice SeriesApril 2005Qing GuIntercultural Experience and Teacher Professional DevelopmentNugrahenny T. ZachariasTeachers’ Beliefs about Internationally-Published Materials: A Survey of Tertiary English Teachers in IndonesiaWenli TsouThe Effects of Cultural Instruction on Foreign Language LearningDouglas Jarrell and Mark R. FreiermuthThe Motivational Power of Internet ChatThilagavathi ShanmuganathanEthics and the Observer’s ParadoxJack C. RichardsSecond Thoughts on Teaching ListeningWong Soon FenEnglish in MyanmarChristopher WardBook Review: Natural GrammarGloria PoedjosoedarmoBook Review: Pronouncing English: A Stress-Based Approach with CD-ROMGraeme CaneBook Review: The Cambridge Guide to English UsageCecilia KongBook Review: English in Singapore: An IntroductionAugust 2005Alan Waters and Ma. Luz C. VilchesManaging Innovation in Language Education: Acourse for ELT Change AgentsAntonia Chandrasegaran, Mary Ellis, and Gloria PoedjosoedarmoEssay Assist—Developing Software for Writing Skills Improvement in Partnership with StudentsPeter Crompton‘Where’, ‘In Which’, and ‘In That’: A Corpus-Based Approach to Error AnalysisKyoko YamadaLexical Patterns in the Eyes of Intermediate EFL ReadersRichard Watson Todd‘In An Aeroplane, Yes, In An Aeroplane’: Within-Unit Repetitions in Classroom DiscourseGi-Zen LiuThe Trend and Challenge for Teaching EFL at Taiwanese UniversitiesJoseph A. FoleyEnglish In…ThailandGraeme CaneBook Review: VocabularyGloria PoedjosoedarmoBook Review: A Comprehensive Indonesian-English DictionaryJ. A. FoleyBook Review: Filipino English and TaglishDecember 2005Mary Siew-Lian WongLanguage Learning Strategies and Language Self-Efficacy: Investigating the Relationship in MalaysiaHasan Ansary and Esmat BabaiiThe Generic Integrity of Newspaper Editorials: A Systemic Functional PerspectiveDebbie Guan Eng HoWhy Do Teachers Ask the Questions They Ask?Stephen A. BirdLanguage Learning Edutainment: Mixing Motives in Digital ResourcesMohammad Reza Hashemi and Farah GowdasiaeiAn Attribute-Treatment Interaction Study: Lexical-Set versus Semantically-Unrelated Vocabulary InstructionNobuyuki Honna and Yuko TakeshitaEnglish Language Teaching in Japan: Policy Plans and their ImplementationsGloria PoedjosoedarmoBook Review: Using the Web to Support Language LearningAli JahangardBook Review: Oxford Basics: Teaching GrammarJ. A. FoleyBook Review: An Introduction to Functional Grammar 3rd editionLim Beng SoonBook Review: Oxford Advanced Learner’s Dictionar yApril 2006Jack C. RichardsMaterials Development and Research—Making the ConnectionNicola Crozier and Robert C. KleinsasserHome Country Teachers’ Advice to Non-Home Country Teachers: Some Initial InsightsShigenori TanakaEnglish and Multiculturalism—from the Language User’s PerspectiveLi Jie and Qin XiaoqingLanguage Learning Styles and Learning Strategies of Tertiary-Level English Learners in ChinaRunyi Chen and Bernard Hird （祝捷）Group Work in the Efl Classroom in China: A Closer LookLe Pham Hoai Huong （祝捷）Learning Vocabulary in Group Work in VietnamJeong-Bae Son （刘芳）Using Online Discussion Groups in a CALL Teacher Training CourseApril 2007Joseph A. FoleyEnglish as a Global Language: My Two Satangs' WorthDavid D. QianAssessing University Students: Searching for an English Language Exit TestNugrahenny T. ZachariasTeacher and Student Attitudes toward Teacher FeedbackJames McCrostieInvestigating the Accuracy of Teachers' Word Frequency IntuitionsGuangwei HuDeveloping an EAP Writing Course for Chinese ESL StudentsZhi TanQuestioning in Chinese University EL Classrooms: What Lies beyond It?Truong Anh Tuan and Storch NeomyInvestigating Group Planning in Preparation for Oral Presentations in an EFL Class in VietnamJ. A. FoleyBook Review: World Englishes in Asian ContextsCarmelita C. BallesterosBook Review: Academic Culture: A Student's Guide to Studying at UniversityChan Yue WengBook Review: Oxford WordPower DictionaryAugust 2007Willy A. RenandyaThe Power of Extensive Reading （陈老师）Sy-ying LeeRevelations from Three Consecutive Studies on Extensive ReadingAlex Henry andRobert L. RoseberryLanguage Errors in the Genre-based Writing of Advanced Academic ESL StudentsAli S.M. Al-IssaThe Implications of Implementing a `Flexible' Syllabus for ESL Policy in the Sultanate of OmanYasemin KirkgozEnglish Language Teaching in Turkey: Policy Changes and their ImplementationsLubna Alsagoff andEe-Ling LowChallenges in Curriculum Development: A Singapore Model for EFL Tertiary Educators from ChinaGloria PoedjosoedarmoBook Review: CRUZ-FERREIRA, Madalena, and Sunita Anne Abraham, The Language of Language: Core Concepts in Linguistic Analysis (Singapore: Prentice Hall, 2nd edn, 2006), pp. xvii + 266. ISBN 981-06-7618-2 (pbk)Anne BurnsBook Review: PERRY, Fred L., Jr, Research in Applied Linguistics: Becoming a Discerning Consumer (Mahwah, NJ: Lawrence Erlbaum, 2005), pp. xi + 258. ISBN 0-8058-4685-9 (pbk)Virak ChanBook Review: CLAYTON, Thomas, Language Choice in a Nation under Transition: English Language Spread in Cambodia (USA: Springer Science & Business Media, 2006), pp. 313. ISBN 0-387-31193-9. US$ 99.00December 2007Cheung Yin Ling andGeorge BraineThe Attitudes of University Students towards Non-native Speakers English Teachers in Hong KongIan WalkinshawPower and Disagreement: Insights into Japanese Learners of EnglishAnnette BradfordMotivational Orientations in Under-researched FLL Contexts: Findings from IndonesiaDuong Thi Hoang OanhMeeting Students' Needs in Two EAP Programmes in Vietnam and New Zealand: A Comparative StudyRachel N. F. Lee andAnn-Marie BathmakerThe Use of English Textbooks for Teaching English to 'Vocational' Students in Singapore Secondary Schools: A Survey of Teachers' BeliefsAnna Ching-Shyang Chang andJohn ReadSupport for Foreign Language Listeners: Its Effectiveness and LimitationsMirosław PawlakBook Review: BORG, Simon, Teacher Cognition and Language Education: Research and Practice (London: Continuum, 2006), pp. 314. ISBN 0-8264-7728-3Sydney Gonzales-VillegasBook Review: HOLETT, Vicki, Business Objectives (Oxford: Oxford University Press, 2006), pp. 191. ISBN 0-19-457830-5Neil EnglandBook Review: Kumaravadivelu. B., Understanding Language Teaching: From Method to Post-method (Marwah, NJ: Lawrence Erlbaum Associates, 2006), pp. xviii + 258. ISBN 0-8058-5179-3 (hbk), 0-8058-5676-5 (pbk)Graeme CaneBook Review: HARDING, Keith, English for Specific Purposes (Oxford: Oxford University Press, 2007) pp. xiii + 170. ISBN-13 987 019 442575 9 (pbk)Lim Beng SoonBook Review: TSUI, Amy B.M., and James W. Tollefson (eds.), Language Policy, Culture, and Identity in Asian Contexts (Mahwah, NJ: Lawrence Erlbaum, 2007), pp. ix + 283. ISBN 0-8058-5694-3窗体底端April 2008Alan Waters and Ma. Luz C. VilchesFactors Affecting ELT Reforms: The Case of the Philippines Basic Education CurriculumRichard Watson Todd, Intisarn Chaiyasuk, and Nuantip TantisawetratA Functional Analysis of Teachers' InstructionsLawrence Jun Zhang and Suaini Bin AnualThe Role of Vocabulary in Reading Comprehension: The Case of Secondary School Students Learning English in SingaporeShiva Kaivanpanah and Mohammad AlaviDeriving Unknown Word Meaning from Context: Is it Reliable?Kostas Magos and Foteini PolitiThe Creative Second Language Lesson: The Contribution of the Role-play Technique to the Teaching of a Second Language in Immigrant ClassesSun Yu-ChihThe Toastmasters Approach: An Innovative Way to Teach Public Speaking to EFL Learners in TaiwanWill BakerA Critical Examination of ELT in Thailand: The Role of Cultural AwarenessAlvin LeongBook Review: DETERDING, David, Singapore English (Edinburgh: Edinburgh University Press, 2007), pp. vii + 135. ISBN-13 978-07486-2545-1 (pbk)August 2008Jack C. 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4. B. Chap 2. First language acquisition 5. B. Chap 3. Age and acquisition 6. B. Chap 4. Human learning
（biological） （biological） （cognitive）
7. B. Chap 5. Styles and strategies 8. B. Chap 6. Personality factors 9. B. Chap 7 Sociocultural factors
17. M & M. Chap 7. Sociocultural perspectives on second language learning
18. M & M. Chap 8. Sociolinguistic perspectives
19. M & M. Chap 9. Conclusion
Description of the Course: Teaching is the most complicated human undertaking, and teaching ESL is more so because it
Order of Presentations:
1. B. Chap 1. Language, learning, and teaching
2. M & M. Chap 1. Second language learning: key concepts and issues
3. M & M. Chap 2. The recent history of second language learning research
involves almost all the disciplines of human study that one can think of—linguistics, pragmatics, philosophy, psychology, cognition, culture, sociology, communication, education, and so on. Therefore, English teachers and English graduate students must assume a rational approach, secure a solid foundation in the rationales of all related theoretical models, and study and research the nature and characteristics of English learning and teaching so as to eliminate all irrationality, intuition, and recklessness in their teaching practices. (英语教学专业的研究生和英语教师必 须具有这些相关学科和英语教学的理论知识，研究、了解和掌握英语教与学的性质、特点和 规律，从而避免非理性、直觉性和盲目性，科学地指导英语教与学的实践。)
SYLLABUS
Course: Theoretical Foundations of ESL 二语习得与教学研究 Instructor: Dr Xiaoguang Cheng Time: Fall of 2010
Course Materials: Brown, H. D. 2007 (Fifth Edition). Principles of language learning and teaching. NY: Pearson.. Mitchell, R. and F. Myles. 2004. (Second Edition). Second language learning theories. London: Arnold.
This course will explore various factors of ESL, basing the investigations on SLL research in varied fields and involving a variety of disciplinary perspectives. The approach we will adopt will be “pluralist,” taking selections from across the range of SLL studies and offering theoretical positions which are most active and significant up till now. Hopefully, this course will provide a somewhat panoramic picture of what ESL involves and what goes on in this profession. Participants will be encouraged, on the basis of this overview, to keep track of the emerging trends in the new century and look towards the future of SLL research.
Format of the Course: Lecture and discussion. Requirements include: (1) A powerpoint class presentation. Participants will register voluntarily for one of the scheduled readings above for presentation and class discussions and will be responsible for submitting their courseware to both the class mailbox at liaoshi_esl@ and to me at xiaoguangcheng@ right after their presentation for sharing and evaluation purposes. A presentation will count as two reading journal entries. （ There will be a penalty in the case of late submission）. (2) A reading journal. Participants will complete a reading journal on topics of their own choice on the reading assignments on a weekly basis and post all their entries (totaling 6) in the class mailbox for peer responses in Week 15. (There will be penalties on plagiarism.) Another part of this assignment will require each participant to respond to another participant’s journal randomly assigned to him/her and submit his/her responses electronically to the class mailbox for sharing in Week 17. (Responses can take the form of either terminal comments or marginal ones, in which case they should be printed in red.) (3) A final exam. For names of all the files to be posted in the class mailbox, please type XXX (your Chinese name) XXX (name of the chapter in English) for class presentations e.g. 成晓光 Language, Learning, and Teaching XXX (your Chinese name) journal for journal entries e.g. 成晓光journals XXX (your Chinese name) –XXX (the Chinese name of the writer of the journal you respond to) 成晓光-光晓成
14. M & M. Chap 4. Cognitive approaches to second language learning
15. M & M. Chap 5. Functional/pragmatic es on second language learning
16. M & M. Chap 6. Input and interaction in second language learning
The goals of this course are to develop an integrated understanding of the theoretical aspects of learning and teaching English as a second language, a rational activity which must be placed under the guidance of contemporary educational theories. Learning and teaching are two inseparable parts of the same process, with teaching serving learning and learning informing teaching. Contemporary English education aims at developing independent learners and problem-solvers. Participants in this course, therefore, are expected and encouraged to combine theories with their ESL practices and become conscious problem-solvers and teacher researchers. (本课程旨在全面了解英语作为外语教学全过程的诸方面。 学习和研究英语教学理论，从而 加深对英语教学这一认知活动的理性认识，体现现代英语教育的原则，即，教是为学服务的， 学是教的目的，现代英语教育的最终目标是培养有独立解决问题能力的学习者。Participants 还要理论联系实际，提高英语教学的科研能力，提高运用理论探讨和解决英语教学问题的能 力，成为自觉的 problem solvers and teacher researchers。)