For language instructors, class-observation seems to be of paramount importance because, on the one hand, we may selectthe essential and put them into practice during the observation. On the other hand, to attend and visit other lecturers' lessons maybroaden our horizons and make new friends. I once did the class-observation when I pursued the master's degree in the U.S.A.,and I learned a lot from it, such as visual aids, the method of small conferences, and in-class practices concerning the evaluation ofstudents' papers. This paper will minutely demonstrate the process and try to give fellow colleagues the benefits of my experienceand perhaps some advice on teaching English.
A learner’s stages of L2 development are connected by his or her L1 and culture.It is,accordingly,of paramount importance to understand the second language learners’culture and learning process and better assist them through this process in the way of teaching them English.Similarly,inter-language theory(IL)and contrastive rhetoric are affected by factors,such as learner’s L1,learning experiences,and culture.This paper talks about these two theory’s characteristics,constructs,and importance,so language instructors may better understand the L2 learning phenomena and think out better methods to help language learners improve their language skills.
A learner's stages of L2 development are connected by his or her L1 and culture. It is, accordingly, of paramount impor-tance to understand the second language learners' culture and learning process and better assist them through this process in theway of teaching them English writing.This essay has demonstrated several elements which affect learners' English writing throughmy own experiences, such as different cultures, reading and correct recognition of writing, and the writing process.
It has been a hot question on the ways of effectively teaching English to non-native language speakers, and as a postgraduate returned from the U.S.A., I once had the golden opportunity to co-teach the English course with an American professor, Mr. Cochran. Through the whole semester, I have learned a lot from his practices and ideas, such as visual-aids, the marriage between reading and writing, teaching writing as a process, organizing small conference meetings, and some other ingredients on how to best motivate learners to work diligently. This paper will demonstrate the techniques, and some of them may be beneficial to Englishteaching for language instructors in China.
It is acknowledged that teachers' instruction and guidance play an important role in students' improvements of schooling. A number of teachers, however, regard effectively responding to students' papers as a touchy issue. In order to address this problem, this essay will review some of the major studies on teachers' response to students' writing in a historical way and, from these studies, some beneficial methods will be suggested, such as a process approach, collaborative ways of writing and motivational techniques.
