This paper is written as a research proposal on the" Good Practices in Teaching and Learning English for Specific Purposes in Chinese Universities” topic. The main aim of this research is to find out suitable methods to teach and learn English at a Chinese university. …
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“Language learning activities are representative of the diverse social and cultural background knowledge and experience of learners. Language learning activities provide learners the opportunities to assess and negotiate knowledge, concepts and ideas in the light of their own socio-cultural backgrounds” (Ajayi, p.8) The above facts forced non-native English speaking nations to encourage the learning of English by implementing it in their curriculum. “The need for a common international language with the expansion of a global communication network has made the English the language of choice” (TESOL& Dang, p.9)
Postgraduate classes from grades 2001 to 2004 at Capital University of Medical Sciences in Beijing were assigned to study English for Technical Communication, a course that integrated the concepts of technical communication into English for specific purposes. In the survey of Grade 2004, over 96% of the graduates claimed that it was necessary for them to study English for Technical Communication; more than 90% of the students confirmed that the course was practical, and 90% of them claimed that the course had significantly improved their abilities in technical communication. Therefore, introducing technical communication in English for specific purposes would be a feasible way to develop the teaching of technical communication in China. (Duan et al)
Even communist China started to encourage the learning of English. They have realized the limitations of the Chinese language at the international level and realized the importance of English for smooth communication purposes at the international level. English learning is not easy for non-native English speakers. Proper teaching strategies are essential for Learning English for Specific Purposes (ESP) especially in China like non-native English speaking countries.
Social, cultural and economic factors can affect the teaching and learning of English for Specific Purposes (ESP).
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...Using graphic organizers for learning and teachingpurposes Introduction Graphic organizers (GOs) are visual and spatialdisplays constructing relationships between facts and concepts more clear and apparent (Gajria et al., 2007). Students having learning difficulties face the learning problems; in order to promote meaningful learning and understanding, the use of graphic organizers has been developed in the recent educational history. In the subsequent parts of this essay, first thesis statement is mentioned and it is followed by three evaluation arguments with each having its own proof and supporting material. Thesis statement Graphic...
...SpecificPurposes Of Intelligence Control
The history of intelligence testing reveals crude beginnings with limited application, progresses through the development of additional instrumentation with both specialized versions and more specificpurposes, and lands at the contemporary proliferation of options for both testing and theoretically grasping intelligence in all of its forms. The present study examines the foundations of intelligence testing and makes recommendations about what such testing should really measure.
The Foundation of Intelligence Testing
The foundation of intelligence testing dates back to the earliest pioneers of the practice,...
...? Language Learning and Teaching Autobiography English 694: Observation of TeachingEnglish Dr. Gloria Park Language Learning and Teaching Autobiography Educators and people who have pursued higher education could perceive writing an autobiography as a simple and straightforward endeavor. It is simply a narrative story of oneself. But if I use this definition to write my language learning and teaching autobiography, it would be as dry and lifeless as a brown leaf about to fall from a barren tree. I think of my journey into language learning and teaching as a dynamic and multifaceted experience. Therefore, in writing my autobiography on these perspectives, I use the definition of autobiography as provided by Lejeune (1982), to wit... : “a...
..., whilst the teacher facilitates by asking questions regarding the presentation. Conclusion TeachingEnglish to foreign language speakers present a lot of challenges. TEFL students have limited opportunity to speak and practice the language, making acquisition and learning much slower. Likewise, they have limited access to reading and listening materials for their level. Unless provided by the school, the students will have less opportunity to read and listen to the target language. Therefore, TEFL teachers should be resourceful and creative in designing lessons for students. In the lessons provided, the teacher ensured that the activities maximise opportunities for...
...and meaningful practice of language, then they must be regarded as central to a teacher's repertoire. They are thus not for use solely on wet days and at the end of term!" (Wright et al, 1984). Therefore, the significance of language games in the learning of vocabulary is remarkable.
There are various reasons to consider the use of games as effective and advantageous tool for learning and teaching vocabulary which is one of the inevitable aspects of English language learning. "First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve...
The term "specific" in ESP refers to the specificpurpose for learningEnglish. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and...
...Teaching Speaking Target Level: Grades 2-3 Number 20-25 Time durations: 45 min hour Materials: Picture of a man with thought bubbles
In this lesson, the students should be able to:
1. Enrich vocabulary with the use of different/alternative terms to express a thought
2. Express themselves freely
3. Develop socio-linguistic competence by constructing relevant sentences to describe a picture
The teacher starts by asking students what they want to be when they grow up. Each student briefly says “I want to be a _________.”
The teacher relates the activity to the lesson by explaining that each person has dreams or wishes. She shows students the picture of a...
...GoodTeachingPractices Briggs described a theory on the general structure of teaching process. The brigs theory for goodteachingpractices describes some essential factors for selecting the particular teaching methods.
According to Biggs there are generally two categories of students broadly differentiated by their interest and enthusiasm in learning. The first group of students is those who have very keen interest in the study material and want to know more beyond the actual course. They can be characterized by their frequent questions as they tend to do huge homework about the...
...Phonological Aspect of EnglishTeaching and Learning This research will investigate into phonological aspect of Englishteaching and learning for Arabic speakers who are non-native English speakers. There are discussions on the topic how and which English to teach, consequently, there are different language classifications and approaches to it as a subject taught. Some linguists analyze it from the point of view of ELF and EIF, that is, English as Lingua Franca or English as International Language (Young & Walsh, 2010). There are also present such interpretations as NS and NNS levels, that is, native speaker and non-native speaker. (Zoghbor, 2014, Rampton, 1990). In teaching process much depends on a teacher of foreign language... ...
...to make observations about discourse in general (Widdowson, 1978).
Typical teaching materials using the discourse approach were instrumental in teaching students how to recognize textual patterns and textual markers mainly through text-diagramming exercises (see below p. 36) The English in Focus series (OUP) is a good example of this approach.
3. Target Situation Analysis
This stage contributed nothing new to the range of existing knowledge on ESP. However, the major aim at this stage was to use the existing knowledge at a scientific level by establishing procedures for relating language analysis to the learners’ reasons for learning. Given that the...
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