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Thematic Operational Approach and the Writing Teaching of College English  [cached]
Suzhen Ren,Yongjing Cao,Yuanyuan Gao,Qing Li
Asian Social Science , 2009, DOI: 10.5539/ass.v5n11p141
Abstract: Thematic structure, an important factor for textual metafunction, plays a significant role in inspecting and promoting the textual coherence. With a theoretical statement of Thematic theory and TP patterns, this paper proposes the feasibility of the Thematic Operational Approach in the teaching of college English writing. This approach is proved to not only strengthen students’ application awareness of TP patterns, but also promote the coherence of the whole text. It might be a good trial in college English writing teaching.
Finding a Place for Critical Thinking and Self-voice in College English as a Foreign Language Writing Classrooms  [cached]
Osman Barnawi
English Language Teaching , 2011, DOI: 10.5539/elt.v4n2p190
Abstract: Although the concepts of critical thinking and self-voice have been extensively discussed in a second language writing, little attention has been given, on the pedagogical level, to critical thinking and self-voice in college EFL writing instruction. To fill such a void, this paper attempts to propose some pedagogical tasks namely: persuasive writing tasks, draft workshops one-on-one mentoring approaches for finding a place for critical thinking and self-voice in EFL classrooms. In doing so, this paper provides the operational definitions of critical thinking and self-voice concepts. It then discusses how these two concepts are closely related to complement EFL writing learning. In what follows, it presents the rationale for finding a place for critical thinking and self-voice in EFL writing. It then touches on some pedagogical practices for developing critical thinking and self-voice in classrooms. Lastly, it addresses some challenges related to implementing critical thinking and self-voice tasks in EFL classrooms.
A Study of College English Writing Classes through Consciousness-raising  [cached]
Runjiang Xu,Qi Pan
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.2.467-470
Abstract: By consciousness-raising we mean the deliberate attempt to draw the learner’s attention specifically to the formal properties of the target language. It focuses its attention on teaching process and students’ activeness, so it can be well applied to teaching of college English writing. This study indicates that consciousness-raising provides a guideline for improving teaching of college English writing and plays a significant role in enhancing students’ writing ability.
Improving Non-English-Majored College Students’ Writing Skills: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Writing Strategy Instruction and Internet-Based Language Laboratory Support  [PDF]
Yougen Lou, Liansong Wu, Honglian Liu, Liyou Chen
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.48005
Abstract: This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching writings kills with the know-want-learn (KWL) plus model to second-year non-English-majored college students from Yangtze University. Subjects in this study consisted of 92 non-English-majored college students in the control group (CG) and 91 non-English-majored college students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory with KWL plus model of meta-cognitive writing strategy instruction for EG did a better job in enhancing students’ writing skills; 2) there were significant differences between males in CG and EG, and females in CG and EG; 3) students in EG held the positive response for the combined instruction.
Teaching Methods on Writing English in Chinese College  [cached]
Ling XIANG
Cross-Cultural Communication , 2006, DOI: 10.3968/587
Abstract: As we know college English writing for the non-English majors is difficult to teach and it’s also hard to improve the study level of the students. The paper summarizes the achievements in teaching college English writing by the college English teachers in China and expounds the various teaching methods used in the classroom, including their advantages and disadvantages. The final aim of the paper is to discuss and work out a suitable teaching method for the Chinese students to improve their writing ability. Keywords: college English writing, the teaching of writing, teaching method of writing Résumé Actuellement, il est difficile d’enseigner la composition en anglais dans les universités et les étudiants ont du mal à améliorer leur niveau de composition. Vu cette situation, en synthétisant les fruits de recherche dans l’enseignement de composition des professeurs universitaires depuis ces dix dernières années, cet essai expose en détail les différentes méthodes d’enseignement de la composition en anglais dans les universités chinoises et analyse leurs avantages et inconvénients dans le but de trouver un modèle d’enseignement de la composition en anglais qui pourrait bel et bien élever le niveau de composition de nos étudiants et qui s’adapte à la situation nationale de notre pays. Mots-clés : composition en anglais universitaire, enseignement de la composition, méthodologie de la composition 摘 要 針對中國大學生英語寫作難教、大學生寫作水準難提高的現狀,本文綜合整理中國近十年來高校教師的寫作教學研究成果,詳細闡述了在中國大學英語課堂所採用的各種不同的寫作教學法,分析了他們的長處和不足之處,旨在探討真正能夠提高我國大學生的寫作水準、適合中國國情的大學英語寫作教學模式。 關鍵詞:大學英語寫作,寫作教學,寫作教學法
Negative Transfer of Chinese to College Students English Writing
Zhiliang Liu
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.5.1061-1068
Abstract: In China, in the process of college students’ foreign language learning, English writing is the reflection of their integrating skills and it is also the process of rewriting based on gaining English knowledge. Meanwhile, Chinese college students’ English writing is a cross-language and cross-cultural communicative behavior, and also a behavior of the transformation of thinking and cultural model. However, in the process of English writing, the negative transfer of Chinese influences students’ writing. Here, according to the research to the students’ writing and the relative questionnaire survey in Beihai College of Beihang University, this paper is a systematic and objective analysis on the negative transfer of Chinese to college students’ English writing at the levels of lexis, sentence structure and discourse.
A Feasibility Study of Task-based Teaching of College English Writing in Chinese EFL Context  [cached]
Linying Cao
English Language Teaching , 2012, DOI: 10.5539/elt.v5n10p80
Abstract: In this study the author draws on Jane Willis’ TBL framework and examines its effects on the improvement of EFL learners’ writing competence when such a framework is applied to college writing classrooms in Chinese EFL settings, and thus tentatively explores the feasibility of the task-based approach to the teaching of EFL writing. Results of this study are derived from discussion concerned with qualitative data and quantitative data yielded from a quasi-experiment designed for this research, and reveal that the application of Willis’ framework for TBL to Chinese writing classrooms will have some positive influences upon college EFL learners’ understanding of a good piece of English writing, greatly help them to solve some problems related to composing, and thereby significantly improve their writing competence. This study attempts to provide the teaching of EFL writing or even the discipline of teaching writing a feasible and effective approach.
College English Writing on Scaffolding Theory
Yuanying WANG
Studies in Literature and Language , 2011, DOI: 10.3968/2136
Abstract: Based on theories of zones of proximal development and scaffolding instruction, the author manages to combine the two theories and attempts to put it to the practice of college English writing in class on peer composition tutoring. Divided into different groups, students are required to give instructions and suggestion after reviewing their peer’s composition. Key words: Scaffolding; Zone of Proximal Development; Peer review
Teaching Style and the College Writing Class  [cached]
St. Rose, Marjorie
College Forum , 1997,
Abstract: This review questions the efficiency of the lecture method with particular reference to the teaching of English at the College of The Bahamas. Research studies and articles about current practice in college writing suggest that while the lecture method remains useful in subject areas dominated by transfer of large amounts of factual information, teaching methods in the English language arts have moved from product to process pedagogy, with a corresponding change from didactic to cooperative styles of teaching and learning. The writer recommends that college English classes utilize cooperative strategies.
On Cultivation of Cross-cultural Awareness in College English Teaching:Take Integrated Skills of English as an Example  [cached]
Ying YANG
Canadian Social Science , 2011,
Abstract: : Language is an indispensable part of culture. To understand language means knowing about culture first. Culture teaching plays an essential role in English language teaching. The cultural orientation in language communication should be highly valued and the relevant cultural background should be led in where necessary. This paper discusses the training of cross-cultural awareness in college English teaching by taking Integrated Skills of English as an example. Besides teaching language, English teaching is to cultivate the students’ cross-cultural awareness and transform their linguistic competence into communicative competence in an effective way. Key words: Culture teaching; Cross-cultural awareness; Communicative competence; Integrated Skills of English Résumé: La langue est un élément indispensable de la culture. Afin de comprendre une langue, il faut conna tre la culture d'abord. L’enseignement de la culture joue un r le essentiel dans l'enseignement de la langue anglaise. L'orientation culturelle dans la communication linguistique devrait être mise en valeur et le fond culturel approprié doit être introduit dans le cas échéant. Cet article discute la formation de sensibilisation interculturelle dans l'enseignement de l’anglais au collège en prenant des compétences intégrées en anglais comme un exemple. Outre l'enseignement de la langue, l’enseignement de l'anglais est de former la sensibilisation interculturelle des élèves et de transformer leurs compétences linguistiques en compétence communicative de manière efficace. Mots clés: Enseignement de la culture; Sensibilisation interculturelle; Compétence communicative; Compétences intégrées en anglais
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