This paper makes in-depth reflections on the writer＇s first year experience as an ESL writing teacher at a Chinese college. In this paper, the author reflects on four popular presumptions about ESL writing teaching h...This paper makes in-depth reflections on the writer＇s first year experience as an ESL writing teacher at a Chinese college. In this paper, the author reflects on four popular presumptions about ESL writing teaching he held at the outset of the course and the problems he encountered during the course, and critically points out fallacies and dangers rooted in the presumptions, arguing that without conscious understanding of them, inexperienced writing teachers could be trapped and end up in a failure of teaching. The author therefore highlights some new developments of ESL writing and their significance for the situation in China, and proposes an integrated approach for the green ESL teachers to create leaner-centered L2 writing ：classes in their own classroom practice.展开更多
Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students' learning styles?Is it feasible for...Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students' learning styles?Is it feasible for the teachers to match their teaching styles to every individual student's learning styles?Because of the incompatible learning and teaching styles, suggestions on how to deal with the difficulties in the matching of these two styles will be given.展开更多
Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguis...Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.展开更多
Teaching writing to Arab EFL learners in general, and to students who have never been exposed to an Anglo-Saxon foreign language in particular in institutions of higher education, through incorporating culturally mean...Teaching writing to Arab EFL learners in general, and to students who have never been exposed to an Anglo-Saxon foreign language in particular in institutions of higher education, through incorporating culturally meaningful learning materials, can actually be enjoyable and fruitful. However, it can also be very challenging given the sociocultural and linguistic background of the learners as well as other factors related to the nature of the imported teaching materials from overseas. The challenge then is identifying and selecting materials for each particular class, as well as how to get students motivated and successfully engaged in the process of writing. This paper enlightens educators and language programs managers and planners about the mechanism of the writing process while incorporating the cultural components relevant to the learner, as well as drawing their attention to the benefits of engaging students in the actual process of writing and boosting their motivation via a meaningful socioculturally based approach.展开更多
To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify...To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify the relationship between these different approaches and the different writing levels. The results are the ＂product approach＂ is more helpful to the learners with lower writing level; whereas, the ＂process approach＂ is more effective to ones with higher level. Furthermore, the teaching approach itself cannot affirm the superiority and inferiority, and it would not be at work unless is applied for corresponding learners.展开更多
This paper concerns study of learning strategies from language learners. In the light of the types and models of strategies found in the study of ESL （English as a Second Language） learners＇ strategies abroad, the ...This paper concerns study of learning strategies from language learners. In the light of the types and models of strategies found in the study of ESL （English as a Second Language） learners＇ strategies abroad, the authors have summed up and induced 3 group learners＇ writing strategies stated in their reports, with which they have designed the surveying tool by using factor analysis. And then, the authors use descriptive and 1-way ANOVA （Analysis of Variance） analysis of SPSS16.0 （Statistical Program for Social Science） to examine the differences of strategies used by EFL （English as a Foreign Language） learners in China, overseas Chinese ESL learners in Northern Americas and Northern American ENL （English as a Native Language） learners. It is concluded by he results of the study that ENL and ESL learners are good at using various writing strategies. And there are significant differences in using writing strategies between ENL/ESL learners and EFL learners. The authors also conclude that the differences between ESL group and ENL group are not significant, much less than the ones between ESL group and EFL group. The authors make comparative analysis on the causes to the findings on the aspects of class teaching approaches and language learning surroundings, which bring out implications for teaching of English writing in China.展开更多
Writing learning has a vital role in learning a foreign language.As a result,the way teaching writing is approached is also of great value.Moreover,the role of context in teaching writing is of significance when it co...Writing learning has a vital role in learning a foreign language.As a result,the way teaching writing is approached is also of great value.Moreover,the role of context in teaching writing is of significance when it comes to public and private teachers.Thus,the present study carried out to investigate the differences between second language(L2)writing teaching self-perceived beliefs(SPB)and self-perceived practices(SPP)of public and private English as a Foreign Language(EFL)teachers.Firstly,a questionnaire about EFL teachers’beliefs and practices of teaching writing and type of university was launched on Google using Google Form.Secondly,a group of universities teachers were sent the link of the questionnaire to fill it out.The results indicated that there was no significant difference between the total scores of beliefs and practices of teachers in terms of L2 writing teaching.However,there were significant differences between the majority of item scores of SPB and SPP.The results also revealed that public and private teachers did not differ significantly in terms of their SPP and SPB total and item scores.The important implications of the findings for EFL teachers’beliefs and practices research and writing pedagogy are discussed.展开更多
Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore,...Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore, by reviewing and synthesizing empirical studies on writing strategies, this paper tries to map out the theoretical bases of previous taxonomies and to identify inherent methodological problems in past studies, so as to arrive at a better and fuller understanding of the nature and categories of writing strategies and to come up with feasible suggestions for classroom writing instructions.展开更多
This paper aims to examine whether peer response is effective in ESL/EFL writing to provide a theoretical foundation as well as some adaptable suggestions from teachers/researchers to enhance peer response activities ...This paper aims to examine whether peer response is effective in ESL/EFL writing to provide a theoretical foundation as well as some adaptable suggestions from teachers/researchers to enhance peer response activities in teaching context. Firstly,the literature review is conducted,exploring research addressing characteristics of peer response and relationship among peer response and student attitude,student revision and writing quality improvement. Secondly,pedagogical implications (implementation of peer response) are demonstrated.展开更多
This paper traces the development of language teaching through the years--from the Grammar Translation Method to the Multiple Intelligences Approach, and it illustrates the theories of second language acquisition/lear...This paper traces the development of language teaching through the years--from the Grammar Translation Method to the Multiple Intelligences Approach, and it illustrates the theories of second language acquisition/learning that support these methods/approaches. It also discusses the appropriate methods that are relevant for grade school, high school, or college learners.展开更多
文摘This paper makes in-depth reflections on the writer＇s first year experience as an ESL writing teacher at a Chinese college. In this paper, the author reflects on four popular presumptions about ESL writing teaching he held at the outset of the course and the problems he encountered during the course, and critically points out fallacies and dangers rooted in the presumptions, arguing that without conscious understanding of them, inexperienced writing teachers could be trapped and end up in a failure of teaching. The author therefore highlights some new developments of ESL writing and their significance for the situation in China, and proposes an integrated approach for the green ESL teachers to create leaner-centered L2 writing ：classes in their own classroom practice.
文摘Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students' learning styles?Is it feasible for the teachers to match their teaching styles to every individual student's learning styles?Because of the incompatible learning and teaching styles, suggestions on how to deal with the difficulties in the matching of these two styles will be given.
文摘Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.
文摘Teaching writing to Arab EFL learners in general, and to students who have never been exposed to an Anglo-Saxon foreign language in particular in institutions of higher education, through incorporating culturally meaningful learning materials, can actually be enjoyable and fruitful. However, it can also be very challenging given the sociocultural and linguistic background of the learners as well as other factors related to the nature of the imported teaching materials from overseas. The challenge then is identifying and selecting materials for each particular class, as well as how to get students motivated and successfully engaged in the process of writing. This paper enlightens educators and language programs managers and planners about the mechanism of the writing process while incorporating the cultural components relevant to the learner, as well as drawing their attention to the benefits of engaging students in the actual process of writing and boosting their motivation via a meaningful socioculturally based approach.
文摘To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify the relationship between these different approaches and the different writing levels. The results are the ＂product approach＂ is more helpful to the learners with lower writing level; whereas, the ＂process approach＂ is more effective to ones with higher level. Furthermore, the teaching approach itself cannot affirm the superiority and inferiority, and it would not be at work unless is applied for corresponding learners.
文摘This paper concerns study of learning strategies from language learners. In the light of the types and models of strategies found in the study of ESL （English as a Second Language） learners＇ strategies abroad, the authors have summed up and induced 3 group learners＇ writing strategies stated in their reports, with which they have designed the surveying tool by using factor analysis. And then, the authors use descriptive and 1-way ANOVA （Analysis of Variance） analysis of SPSS16.0 （Statistical Program for Social Science） to examine the differences of strategies used by EFL （English as a Foreign Language） learners in China, overseas Chinese ESL learners in Northern Americas and Northern American ENL （English as a Native Language） learners. It is concluded by he results of the study that ENL and ESL learners are good at using various writing strategies. And there are significant differences in using writing strategies between ENL/ESL learners and EFL learners. The authors also conclude that the differences between ESL group and ENL group are not significant, much less than the ones between ESL group and EFL group. The authors make comparative analysis on the causes to the findings on the aspects of class teaching approaches and language learning surroundings, which bring out implications for teaching of English writing in China.
文摘Writing learning has a vital role in learning a foreign language.As a result,the way teaching writing is approached is also of great value.Moreover,the role of context in teaching writing is of significance when it comes to public and private teachers.Thus,the present study carried out to investigate the differences between second language(L2)writing teaching self-perceived beliefs(SPB)and self-perceived practices(SPP)of public and private English as a Foreign Language(EFL)teachers.Firstly,a questionnaire about EFL teachers’beliefs and practices of teaching writing and type of university was launched on Google using Google Form.Secondly,a group of universities teachers were sent the link of the questionnaire to fill it out.The results indicated that there was no significant difference between the total scores of beliefs and practices of teachers in terms of L2 writing teaching.However,there were significant differences between the majority of item scores of SPB and SPP.The results also revealed that public and private teachers did not differ significantly in terms of their SPP and SPB total and item scores.The important implications of the findings for EFL teachers’beliefs and practices research and writing pedagogy are discussed.
文摘Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore, by reviewing and synthesizing empirical studies on writing strategies, this paper tries to map out the theoretical bases of previous taxonomies and to identify inherent methodological problems in past studies, so as to arrive at a better and fuller understanding of the nature and categories of writing strategies and to come up with feasible suggestions for classroom writing instructions.
文摘This paper aims to examine whether peer response is effective in ESL/EFL writing to provide a theoretical foundation as well as some adaptable suggestions from teachers/researchers to enhance peer response activities in teaching context. Firstly,the literature review is conducted,exploring research addressing characteristics of peer response and relationship among peer response and student attitude,student revision and writing quality improvement. Secondly,pedagogical implications (implementation of peer response) are demonstrated.
文摘This paper traces the development of language teaching through the years--from the Grammar Translation Method to the Multiple Intelligences Approach, and it illustrates the theories of second language acquisition/learning that support these methods/approaches. It also discusses the appropriate methods that are relevant for grade school, high school, or college learners.
