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科研方法与学术论文写作考试卷Examquestion:Followtheinstructionsbelowandwritealiteraturereviewwithnolessthan2000words.1) Choosearesearchtopicbasedonyourownteachingexperience,whatyouhavereadinEnglishteachingjournals,oryourowninterests.2) Findatleast20booksandjournalarticlesonthetopic.Thereshouldbeatleast1empiricalstudiesinthelistofliteraturethatyoufind.3) Readtheliteraturecriticallyandmakereadingcardsifnecessary.4) OrganizetheliteraturebasedonwhatyouhavelearnedinModules2,9and10.5) Findoutaboutwhatneedstobedoneaboutthistopicinthefuture.6) Writeanoutlinefortheliteraturereview.7) Writetheliteraturereview.8) Providealistofreferencesattheendofyourliteraturereview.Forexample,ifyouareinterestedinusingportfolioasawayofassessingstudents’learningoutcome,youshouldsearchtheinternet,thelibraryorothersourcestofindbooksthattalkaboutdifferentwaysofassessment,andempiricalstudiesonusingportfolioinESL/EFLassessment.Readthepreviousresearchinthisareacritically.Findoutwhathasbeendoneinthisareaandwhatneedstobedoneinthefuture.Writeanoutlineforyourliteraturereviewandthenwriteit.OnHowtoTeachEnglishinLargeClasses[Abstract]:ItiswidelyadmittedthatteachingEnglishtoalargeclasshascertaindisadvantagesoverasmallclass.ButinmostprimaryandsecondaryschoolsinChina,largeclassteachingisstillacommonpractice.SomelatestresearchshowsthatEnglishteachersinmanyschoolsinChinaoftenhavetofacespecialdifficultiesinachievingtheaimssetbythenewEnglishCurriculumStandardforPrimaryandSecondarySchools.Therefore,itisnecessaryforthoseteacherstounderstandthemainprinciplesandlearnsomebasicstrategiesforlargeclassEnglishteachinginordertoimprovetheirteaching.Thispaperaimstoanalyzecommonfactorsandspecialdifficultiesinlargeclasssituation,followedbysomeguidelinesforlargeclassEFLteachers,witheachguidelineunderpinnedbycertaineducationaltheoryandprinciples.Theargumentationwillbestatedinsevenaspects:(i)Teacher’sgoodunderstandingofindividuallearners;(ii)Clarifyinglearninggoalstoinspirethemotivationandinterestofthelearners;(iii)Differentlearningmaterialsandassessmentcriteriafordifferentlearnersaccordingtotheirlevels;(iv)Useofgroupworkandcollaborativelearning;(v)ImprovingdrillingtechniquestoacceleratethetransformationofEnglishknowledgetolanguagecompetence;(vi).Fosterthestudents’independentlearningabilitiesandreducetheirdependenceonteacher,and(vii)Personalcommunicationbetweenteachersandstudents.[Keywords]:EFLteaching bigclassteaching teachingstrategies newCurriculumStandard ThemaincharacteristicsoftheContextofCurriculumStandardcanbesummarizedintwopropositions.Oneismoreimportancebeingattachedtothelearningprocessandlearningstrategiesoflearnersinsteadofonlyjustfocusingonresultsoflearning.Theotheristransformationfromteacher-centredtraditiontothelearner-centredlearning,i.e.,moreattentiontotheindividualityoflearners,suchastheirself-discipline,theirself-dependence,andtheirself-determination.Ontheotherhand,sinceinmostpartofChinalargeclassedarestillarealityandtheyposesparticularchallengesforEFLteachersinthecourseoffulfillingoftheirdutiessuggestedintheCurriculumStandard.Therefore,itisnecessarytosuggestwaysforlargeclassEFLteacherstocopewiththespecialproblemsinlargeclassEnglishteachinginorderhelpthemimprovetheirteaching.InspiteofmanychallengesthatlargeclassEFLteachersmayencounterintheirwork,italsohassomeadvantagescomparedwithsmallclassteaching.1.Theycansharemanydifferentideasandinterestinglifeexperiences.2.Theycandiscussandlearnfromeachother.3.Theycanlearntoshareresponsibilitiesandhelpeachotherwhendoinggroupwork.4.Morestudentscanmakesthegroupworkandcollaborativelearningmoreeffective,.5.Morestudentsmaybringupvarietyandspeedsupthework,etc.Therefore,itisnotthenumberofstudentsthatisthedeterminantofsuccessinEFLteaching.Teachers’managementandadministrationoftheclassroomactivitiesisofkeyimportance.InthefollowingpartsIwillgivesomesuggestionstolargeclassEFLteachers.1.GoodunderstandingofindividuallearnersinlargeclassEnglishteachingGoodunderstandingofeverystudentinalargeclassistheverybeginningofasuccessfulteaching.Thefeelingofbeingcaredbyteachermayleadtointerestandpassioninlearning,whilethefeelingofbeingneglectedmaydepressthelearnersfromthebeginning.Inalargeclasssituation,astheopportunityforcontactbetweenstudentsandteacherissignificantlyreduced,whichresultsinlessindividualattentionforthestudents,Onlybyknowingtheindividualstudentbettercanitbepossiblefortheteachertoservespecifichelpforthemintheirlanguagelearningandthusmaketheteachingmorepertinent.Usefulskillsforteacherstogetbetterunderstandingoftheirstudentsinclude:1.Trytoknowmoreaboutthestudents'personalities.2.Gettoknowasmuchaspossibleaboutthestudents'learningexperience.3.Gettoknowsomethingaboutthestudents'hobbies,andtheirspecialtalents.4.Givethestudentsawell-preparedlanguagetesttoknowtheirEnglishlevels.5.Trytoknowmoreaboutthestudents'gradeofothersubjects. 2.ClarifyinglearninggoalstoinspirethemotivationandinterestofthestudentsKnowingclearlywhattodoandwhytodoitisalwayshelpfulforstudentslearninganysubject.ItisalsothecaseinlargeclassEnglishteaching.Tostimulateandsustainthestudents'interestinlearningisapriorityinlargeclassteaching.StudentswhohavemoreinterestsinEnglishlearningareoftenreadytotakegreatereffortintheirstudyandthusgetabetterunderstandingofthelanguagetheylearn.Studyshowsthatthosewhohavemoreclearstructureandsetofgoalstoguidetheirlearninginclassoftengetbetterresultsthantheirfellowclassmate.Beingawareofthegoalstheyareexpectedtoachievealsohelpsthestudentstomonitortheirownlearningandchecktheirunderstandingagainstthestatedobjects.Asaresultofallthis,learners'whohasinterestsandpassioninEnglishlearningcanalwayssavemuchoftheteacher'seffort.SoitisimportantfortheteacherinlargeclassEnglishteachingtoclarifylearninggoalsforthestudents.Understandingofthecommonnegativefactorsthataffectthequalityoflearningmayhelpteachersinprotectingstudents'interests.Thefollowingarecommonlyusedstrategiesforthispurpose:1.Givethestudentsaclear,detailedsyllabusandrefertoitfrequently.2.Helpthestudentstoidentifythekeyconceptstobetaughtineachclass,illustratingeachmainpoint.3.Askthestudentstowritedownthemainpointsattheendofeachlesson.4.Improveclassroomactivitiestograspthestudents'attention.5.Usemodelstoarousethestudents'intimation.3.DifferentlearningmaterialsandassessmentcriteriafordifferentlearnersaccordingtotheirlevelsTheexplanationofthetextandgrammar,thepracticeoftheconversation,thedifferenttraininginlistening,speaking,reading,andwritingareallneedtoclassifiedintodifferentlevelstosuitthestudentsinhi/herclass.Assignmentandassessmentarealsoneedtocarryoutatdifferentlevels.Whenplanningagroupwork,teachersshouldknowclearlywhatthestudentsaresupposedtoachieveandoutlineexpectationandprovideguidanceonhowtocoordinatethegroupobject.Otherpointsforteacherstoknowwhencarryingoutagroupworkarelistedbelow.1.Decidewhatkindofgroupthestudentswillform,mixed-abilitygrouporsame-abilitygroup.3.Setthelanguagegoalsforeachgroup.3.Listeachmemberineachgroup.4.Choosethefaster,moreableoneasthegroupleader5.Makesureeachoneinthegroupcancontributetothefulfilmentofthetask. 6.Movearoundtheclassroomtoseewhatprogresslearnersaremakingandwhatproblemsarecomingup.7.Assesseachgroup'sworkwithproposals.5.ImprovingthedrillingtechniquestoacceleratethetransformationofEnglishknowledgetolanguagecompetenceIfteacherscanputmoreattentiontothefollowingdetails,theymaygetabetterresultintheirlargeclassteaching.1.Planagroupprojectinwhicheachgroupmemberwillhavetheirownspecialtaskthatisconnectedtotheothers.2.Eachgroupmembersignacontractinwhichtheyeachagreetodotheirowntaskandfinishit.3.Checkthatthepairworkandgroupworkhavespecifictarget.4.Makeproperusesometraditionalactivities,suchasdictation,readingingroups,reciting6.Fosterthestudents'independentlearningabilitiesandreducetheirdependenceonteacherOncetheyhaveformedtheirownlearningsystem,thestudentswillbelessdependentontheirteachers,andreducesrelianceonteacherastheonlysourceofinformation.ThefollowingaresomegoodqualitiesthatgoodEnglishlearnershave.TeacherscantakemeasurestocultivatethesequalitiesthatwillhelpthelargeclassEnglishlearnersby:1.Givemini-lecturesonsuchtopicashowtostudyEnglish,howtoimproveyourreading,etc;2.morelearningresources,suchaspictures,photos,newspapers,magazines,storybooksandotherEnglishreadingorrecordingsfromradioandTVprogrammes3.Usecomputersandinternet4.Organizeafter-classactivities,suchasEnglishcorner,Englishparty,Englishwallpaper,andreadingclubs,ReferencesEllis,R.1994.Thestudyofsecondlanguageacquisition[M].Oxford:OxfordUniversityPress.JeremyHarmer.2003.ThepracticeofEnglishLanguageTeaching.3rd.[M].Longman.MichaelJ.Wallace.1998.ActionResearchforLanguageTeachers[M].CambridgeUniversityPress.Monk,G.Stephen.StudentEngagementandTeacherPowerinLargeClasses:LearninginGroups.[A].InClarkBoutonandRussellY.Garth.(Ed.),NewDirectionsforTeachingandLeaning.No.14.[C].SanFrancisco:Jossey-Bass. Nolasco,RandArthur,L.1988.TeachingLargeClass.[M].Macmillan.ShiLiangfang2001TheoryofLearning[M]Beijing:People'sEducationPress.《生命列车》TheTrainOfLife1.不久以前，我读了一本书。书中把人生比作一次旅行。2.人生一世，就好比是一次搭车旅行，要经历无数次上车、下车;时常有事故发生;有时是意外惊喜，有时却是刻骨铭心的悲伤……3.降生人世，我们就坐上了生命列车。我们以为我们最先见到的那两个人------我们的父母，会在人生旅途中一直陪伴着我们。4.很遗憾，事实并非如此。他们会在某个车站下车，留下我们，孤独无助。他们的爱、他们的情、他们不可替代的陪伴，再也无从寻找。5.尽管如此，还会有其他人上车。他们当中的一些人将对我们有着特殊的意义。6.他们之中有我们的兄弟姐妹,有我们的亲朋好友。我们还将会体验千古不朽的爱情故事。1.Notlongago,Ireadabook,inwhichaman’slifewascomparedtoajourney.2.Thelifeofamanisjustlikeahitchhiking，duringwhichmanytimeswegoupanddown.Nowandthenthingswillhappenaccidently,someofwhicharetobeunexpectedexcitement，whilesomeheart-breakingsorrows.3.Whenfirstembracedtheworld，wearealreadyonthetrainoflife.Wetakeitforgrantedthatthefirsttwopersons,ourparents,whomweareencounteredwith,willaccompanyusalltheway.4.Sadly，thingsdonotgoonaswethought.Ourparentswillgetoffthetrainatacertainstation，leavingus,bereftandhelpless.Theirloveandemotiontousandtheirirreplaceablecompanycanbefoundinnowhere.5.However，therewillbesomebodyelsewhowillgetonthetrain.Someofthemwillhavespecialmeaningtous.6.Someofthemmaybeoursiblings,relativesandfriends,andwewillalsoexpereincetheimperishablelove.7.Someofourtravellingcompanionsarequitelight-heartedontheway. 1.坐同一班车的人当中，有的轻松旅行。2.有的却带着深深的悲哀……还有的,在列车上四处奔忙，随时准备帮助有需要的人…… 3.很多人下车后，其他旅客对他们的回忆历久弥新……但是，也有一些人，当他们离开座位时，却没有人察觉。4.有时候，对你来说情深义重的旅伴却坐到了另一节车厢。你只得远离他，继续你的旅程。5.当然，在旅途中，你也可以摇摇晃晃地穿过自己的车厢，去别的车厢找他……6.可惜，你再也无法坐在他身旁，因为这个位置已经让别人给占了…...7.没关系。旅途充满挑战、梦想、希望、离别……就是不能回头。因此，尽量使旅途愉快吧！8.善待旅途上遇见的所有旅客，找出人们身上的闪光点。9.永远记住，在某一段旅程中，有人会犹豫彷徨，因为我们自己也会犹豫彷徨。1.Whilesomemaybearimmensesorrow.Stillsome,backandforth,arereadytoholdouttheirhandsforotherswhoneedhelp.2.Somepeoplealightoffthetrain,yettheyarestillkeptinthemindoftheotherpassengersforlong;some,totheopposite,leavetheirseatswithoutbeingnoticed.3.Sometimes,theone,whoisdeartoyourheart,hashuddledintoanothercarriage.Nothingbutoneyoucandoisjusttokeepongoing,farawayfromhim.4.Ofcourse,duringthejourney,youmaystaggertoanothercarriagetolookforhim.5.It’sapitythatyouwillneverseatyourselfbesidehimbecausetheseathasbeenengagedbyothers.6.Nevermind.Thejourneyisfullofchallenges,dreams,hopesanddepartures---butonlyonethingisthatyoucan’tturnback.So,haveagoodjourneywithheartandsoul.7.Showyourgood-willtoallthepassengersyouareencounteredwith,andfindthemeritsoftheirs.8.Remeberthatsomeonemayoscillatejustaswedointhejourney.9.Weshouldunderstandothersjustasweneedothers’understanding.10.Theenigmaoflifeis：Whereshallwegetoffthetrainoflife?Andhowaboutthe 1.我们要理解他人，因为我们需要他人的理解。2.生命之谜就是：我们在什么地方下车？坐在身旁的伴侣在什么地方下车？我们的朋友在什么地方下车？我们无从知晓……3.我时常这样想：到我该下车的时候，我会留恋吗？我想我还是会的。和我的朋友分离，我会痛苦。让我的孩子孤独地前行，我会悲伤。我执著地希望在我们大家都要到达的那个终点站，我们还会相聚……4.我的孩子们上车时没有什么行李，如果我能在他们的行囊中留下美好的回忆，我会感到幸福。5.我下车后，和我同行的旅客都还能记得我，想念我，我将感到快慰。6.献给你,我生命列车上的同行者,祝您旅途愉快!companionsbesideus?Andourfriends?Wedon’tknow.1.SometimesIthink：Whenmytimecomestogetoffthetrain，shallImissit？IthinkIwill.ItisasufferingwhenIpartwithmyfriends.Iwillbesorryforleavingmykidsgoingalone.Ifirmlyholdthatwhenwegettotheterminal，wewillhaveanotherreunion.2.Whenmykidsgetonthetrainoflife,theyhaveonlylittleluggageintheirtravellingbags.However,ifIcanleavethebeautifulmemoryinthem,Iwillbehappy.3.Aftergettingoffthetrainoflife,Iwillbecontentifmyfellowpassengerswillremembermeandmissme.4.Toyou,thecompanionsonmytrainoflife.Mayyouhaveagoodjourney!
