scholarly journals The Research on the Application of Situational Teaching in College English Teaching

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Qiong Mei
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Classroom Teaching ◽  
Dominant Position ◽  
College English ◽  
English Class ◽  
English Classroom ◽  
The Times

In order to adapt to the development of the times, College English classroom teaching should also keep pace with the times, and teaching methods need to be constantly reformed and innovated. The application of situational teaching method in College English classroom teaching is to create specific and vivid direct or indirect situations according to different themes in class, so that students can learn English easily and happily in interactive situations. With the rational use of situational teaching method, the students’ imagination is enriched, the students’ interest in learning English is stimulated, and the students’ dominant position in College English class is respected. Through which we guide the students to use multiple senses in English language learning, which reflects the trend of quality education in College English class, and enables students to learn and apply English in the process of teaching in fun.

College Business English teaching in the context of multimedia network

2021 ◽  
pp. 002072092110077
Author(s):  
Yan Liang
Keyword(s):  
Language Learning ◽  
English Education ◽  
Classroom Teaching ◽  
Business English ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Multimedia Network ◽  
English Classroom ◽  
Reform Model

With the advent of the Internet age, network information technology is rapidly entering college English classes, which fundamentally changes the mode of college English teaching. In college English classroom teaching mode, as a brand teaching form, College English multimedia network teaching environment has brought advantages to classroom teaching, but also brought about impacts on teaching concepts, teaching models, teaching methods and other aspects. There are some phenomena that are inconsistent with the reform model at the students, teachers and the environment. The balance of traditional English classroom teaching has been broken, which has affected the smooth progress of college business English classroom teaching mode reform. It is very important to analyze and resolve these imbalances and find ecological methods for optimizing university English education. In this context, the advent of multimedia-assisted education technology has provided better conditions for the implementation of Business English classroom education in universities. Multimedia-powered business English education allows teachers to create a better language learning environment in class more conveniently and quickly, helping students acquire grammar knowledge and achieve their educational objectives.

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

2014 ◽  
Vol 10 (2) ◽  
pp. 50-61 ◽  
Author(s):  
Yu Zhonggen ◽  
Chang Liu
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Classroom Teaching ◽  
Future Research ◽  
College English ◽  
English Class ◽  
English Classroom

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research.

scholarly journals The Application of Case Teaching Method in Computer English Teaching under OBE Mode——Taking College English Blending Teaching of Hetao College as An Example

2020 ◽  
Vol 218 ◽  
pp. 04003
Author(s):  
Congsen Li ◽  
Yunfei Gu
Keyword(s):  
Teaching Method ◽  
Learning Task ◽  
Current Situation ◽  
Assessment System ◽  
Learning Ability ◽  
Classroom Teaching ◽  
College English ◽  
English Teaching ◽  
Teaching Cases ◽  
English Classroom

This article takes college English blending teaching in Hetao College as an example to analyze the concept of case teaching method under OBE mode. The author combines the application value of the case teaching method under the OBE mode and the current research on the current situation of computer English teaching to decompose the learning task. This article studies how to choose suitable teaching cases, how to guide students do well teamwork, how to improve the comprehensiveness of the assessment system, and how to reverse design the curriculum system. The author’s purpose is to enhance the effectiveness of college English classroom teaching and enhance students’ comprehensive learning ability.

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

2017 ◽  
pp. 158-171 ◽  
Author(s):  
Yu Zhonggen
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Classroom Teaching ◽  
Future Research ◽  
College English ◽  
English Class ◽  
English Classroom

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research.

scholarly journals Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Yan Chen ◽  
Lingzhi Xu
Keyword(s):  
Professional Competence ◽  
English Teachers ◽  
Classroom Teaching ◽  
Direct Impact ◽  
College English ◽  
Teaching Objectives ◽  
English Class ◽  
Teaching Design ◽  
Teaching Goal ◽  
English Classroom

The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives,analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.

scholarly journals A Study on Classroom Feedback and Effectiveness in College English Teaching

2020 ◽  
Vol 8 (4) ◽  
pp. p25
Author(s):  
Na Lyu
Keyword(s):  
English Teachers ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
English Class ◽  
Comprehensible Input ◽  
English Classroom ◽  
Different Characteristics ◽  
Language Output

The classroom feedback of English teachers plays an important role in classroom teaching. It is part of the comprehensible input of students and also effectively promotes the language output of students. With the continuous promotion of mixed teaching mode, college English classroom feedback has different characteristics from the original teaching feedback. How to make good use of the feedback of college English class under the mixed teaching mode and improve its effectiveness is a subject that needs to be studied seriously.

scholarly journals Effective English Teaching for Young Learners Classrooms

2020 ◽  
Vol 3 (2) ◽  
pp. 79
Author(s):  
Syafryadin Syafryadin
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teachers ◽  
Good Teacher ◽  
Learning Achievement ◽  
Young Learners ◽  
English Language Teachers ◽  
English Classroom ◽  
Definition Of

Being a good teacher is a challenging thing. There are a lot of responsibilities that should be taken into account. The professional teacher requires continuous development; therefore, how to teach effectively so that the students can reach maximum learning achievement should be put as the highest priority for the teachers. However, it is assumed that it is not all teachers hold the principle. Some teachers just do the teaching as their routine or their job without any effort for developing their professionalism. It was discovered that most of English language teachers in Asia use grammatical-translation method as his or her teaching method (Paul, 2003). The teachers seemingly do not care much about the purpose of language learning itself and there is no real interaction in the classroom. It is assumed that the definition of a good teacher itself is still not clear and internalized well enough by the teacher since it seems every teacher has his or her own believes and perspectives to define what they are all about. There are many terms that tell what a good teacher is e.g. ‘the successful teacher’, the teacher I like best’, ‘the teacher I learn most from’, and the like. Each of the terms delivers different meanings and tastes. In a more formal setting, simply, it can be argued that be a good teacher means be a good facilitator in the classroom, who plans, organizes, manages the instruction that is based on students’ needs and characteristics so that the students can reach maximum learning achievement. In brief, this conceptual paper intended to identify effective teaching is weighed in the English classroom for young learners.

scholarly journals Problems in Setting Teaching Objectives and Countermeasures to Work out Teaching Objectives in College English Class

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Yan Chen ◽  
Lingzhi Xu
Keyword(s):  
Professional Competence ◽  
English Teachers ◽  
Classroom Teaching ◽  
Direct Impact ◽  
College English ◽  
Teaching Objectives ◽  
English Class ◽  
Teaching Design ◽  
Teaching Goal ◽  
English Classroom

The professional competence of college English teachers in setting teaching goal has a direct impact on their teaching design level. Enhancing college teachers’ ability in setting classroom teaching goal facilitates the improvement of their design level. By combining with the teaching design scheme of normal class, this paper defines the meaning of College English classroom teaching objectives, analyzes the problems that the college English teachers have in setting teaching objectives, and puts forward corresponding countermeasures to develop the college English teachers’ capability of setting teaching objectives, which are expected to promote college English teachers’ ability to design the activities for their class.

scholarly journals Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

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