Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagog...Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagogy, as it is discussed, will improve the teaching of English reading to some extent.展开更多
The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some cu...The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.展开更多
In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By e...In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.展开更多
The genre-base pedagogy is based on genre and genre analysis theories. It provides a new direction to improve the teaching effect of College English reading and writing. This paper analyzes the notion of genre, highli...The genre-base pedagogy is based on genre and genre analysis theories. It provides a new direction to improve the teaching effect of College English reading and writing. This paper analyzes the notion of genre, highlights genre analysis and genre-based pedagogy for its advantages in language teaching, clearifies the relationship between reading and writing, and then presents a sample class which adopts genre-based pedagogy to textbook-based College English reading and writing instruction.展开更多
Studies investigated the effects of peer-response on Second Language Writing revision and indicated its benefits on Second Language Writing.However,the effectiveness of peer review in ESL writing classroom has been qu...Studies investigated the effects of peer-response on Second Language Writing revision and indicated its benefits on Second Language Writing.However,the effectiveness of peer review in ESL writing classroom has been questioned with regard to the insufficient ability of language learners and their negative attitude toward peer review activity.This research was inspired by a view of Porter's pedagogy of charity,and promoted an effective training should be given to help writers do peer review in a positive way.展开更多
Postmethod pedagogy of B. Kumaravadivelu can bring a new hope for English teaching of secondary vocational schools. This new research has gained some inspiration for English teaching from the perspective of teachers, ...Postmethod pedagogy of B. Kumaravadivelu can bring a new hope for English teaching of secondary vocational schools. This new research has gained some inspiration for English teaching from the perspective of teachers, students, teacher educators and so on based on postmethod pedagogy.展开更多
Taking China and the United States as examples to analyze feminist pedagogy and its development, special attention will be paid to its actual significance in tow different cultures. Feminist pedagogy has been used in ...Taking China and the United States as examples to analyze feminist pedagogy and its development, special attention will be paid to its actual significance in tow different cultures. Feminist pedagogy has been used in America for many years; while in China, it is a relatively new teaching method introduced in the 1980s. Despite its fast development, there are still some problems to be solved as to the construction of local feminist pedagogy in China.展开更多
Based on the multiliteracies framework proposed by New London Group,this paper puts forwards a 90-minute lesson plan for An Integrated English course which includes situated practice,overt instruction,critical framing...Based on the multiliteracies framework proposed by New London Group,this paper puts forwards a 90-minute lesson plan for An Integrated English course which includes situated practice,overt instruction,critical framing and transformed practice,aiming to provide teachers with a new perspective to design lesson plans with multiliteracies pedagogy in this new era of media English language teaching.展开更多
By presenting a contrastive approach in teaching syntax to learners of Chinese/English as a foreign language via the aid of translation,the paper illustrates that translation can be effectively utilized to raise stude...By presenting a contrastive approach in teaching syntax to learners of Chinese/English as a foreign language via the aid of translation,the paper illustrates that translation can be effectively utilized to raise students' awareness of the similarities and differences between L1 and L2,and to promote 'positive transfer' and minimize 'negative transfer'.展开更多
William Littlewood in Communicative and Task-based Language Teaching in East Asian Classrooms(2007) points out the problems in implementing CLT and TBLT in the East Asian classrooms,Then he gives his ideas "how t...William Littlewood in Communicative and Task-based Language Teaching in East Asian Classrooms(2007) points out the problems in implementing CLT and TBLT in the East Asian classrooms,Then he gives his ideas "how teachers adapt rather than adopt". Later he puts forward some conceptual uncertainties. Finally he comes to the conclusion. The article is well written,and delicately structured. Littlewood has carried out profound research and survey in East Asian countries,however,he didn't give us some measures to solve the problems. Also his conclusion is only a framework and no supporting details,quite general and vague. What I can do is to add some measures to solve the problems in CLT and TBLT in classrooms esp. in China.展开更多
people used to be negative on the use of code-switching in English foreign language classroom.However,more and moreresearches begin to argue that code-switching does have its practical significance.Some basic concepts...people used to be negative on the use of code-switching in English foreign language classroom.However,more and moreresearches begin to argue that code-switching does have its practical significance.Some basic concepts of code-switching will first-ly be introduced in the article.Then,there is a literature review of the previous studies on the code-switching in English foreignlanguage class.By exposing detailed researches on it,some implications for teaching pedagogy will be explicated.From differentperspectives of the use of code-switching,this article aims to explore the necessity of code-switching in a context of foreign lan-guage teaching classroom by presenting some latest researches on it and reviewing different views on the use of code-switching inEnglish Foreign Language class.展开更多
It is hard for China to cultivate creative thinkers the present Chinese society needs,so the educational system has to reform.The paper analyses the dilemma in Chinese education,Dewey’s pedagogical ideas,and how Chin...It is hard for China to cultivate creative thinkers the present Chinese society needs,so the educational system has to reform.The paper analyses the dilemma in Chinese education,Dewey’s pedagogical ideas,and how Chinese educators can learn from Dewey’s ideas.Chinese higher education system and the examination system for admission to colleges and universities especially liberal arts colleges need to apply Dewey’s pedagogical ideas and reform themselves in order to conform to the whole society.展开更多
Innovation in forestry education is needed to address changing contexts of the positionality of forests.This is particularly signifi cant in the Asia–Pacifi c region,where deforestation and degradation are high.Howev...Innovation in forestry education is needed to address changing contexts of the positionality of forests.This is particularly signifi cant in the Asia–Pacifi c region,where deforestation and degradation are high.However,the accessibility of high-quality forestry education to address changing regional and global contexts is lacking.A series of innovative sustainable forest management(SFM)open education resource(OER)courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality,curriculum,and research capacity of universities in the Asia-Pacifi c Region.To evaluate the SFM-OER program in terms of student experiences,this study investigated student achievement,perceived success of the pedagogical approach and instructional design,and perceived eff ectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020,including the global pandemic.This study revealed that the program attracted diverse student demographics,including a higher proportion of female students majoring in forestry,ecology,and other environmental studies.Their primary motivation to participate in the courses was to gain international experience,followed by the fl exibility of online learning,mandatory course requirements,and earning course credits.Students were satisfi ed with the Canvas learning management system.Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable.Students refl ected positively on various learning activities and assignments,such as watching lecture videos,taking quizzes,reading and summarizing,having discussions,and peer review writing.However,they did not clearly prefer specifi c learning activities,signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings.This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education,while repurposing existing OER courses in a post-Covid-19 era.展开更多
Web-based education has been enjoying greater popularity because of its undeniable advantages. It has been seen as a panacea by more and more people in educational field, including language teaching. Based on the real...Web-based education has been enjoying greater popularity because of its undeniable advantages. It has been seen as a panacea by more and more people in educational field, including language teaching. Based on the realization of the great potential brought by the development of technology, some viewpoints about the relationship among technology, teaching and pedagogy are put forward: firstly, technology is a tool, not a strategy; secondly, pedagogical concerns and theory should drive the way technology is used in education, not the other way around; thirdly, what matters more than technology is how the technology is used for learning, and how it is integrated into the daily classroom scheme so that active engagement in acquisition-oriented work take place; and finally, the change of learning environment inevitably calls for parallel changes in teaching and learning procedures. Available technologies can greatly enhance both student-teacher and student-student interaction and can afford students increased opportunities for self directed learning. To be most effective, technology must be used to support well-planned curricular goals and should involve carefully designed activities providing students with meaningful educational experiences.展开更多
Over the past decades,the research in ELT methods has already experienced an ongoing transition from method-based pedagogy to post-method pedagogy.With regard to various method-based pedagogy,which is the best and app...Over the past decades,the research in ELT methods has already experienced an ongoing transition from method-based pedagogy to post-method pedagogy.With regard to various method-based pedagogy,which is the best and appropriate method for TEFL in China has been still a controversial and vital issue.By the reflection and critical analysis of my own experience as an EFL learner and of teaching methods and principles in ELT class as a college teacher,this paper mainly demonstrates there is no one so called‘best’or‘right’teaching methods for all from the perspective of Post-method framework which reflects a theoretical construct for teachers to effectively develop a systematic,and coherent pedagogy in their teaching context,aims to provide more instructive reference for ELT and English teachers’development in China.展开更多
Malcolm Shepherd Knowles(August 24,1913-November 27,1997) was an American Adult Educator,famous for the adoption of the theory of Andragogy.He is regarded as the first educator who contributes greatly to the foundatio...Malcolm Shepherd Knowles(August 24,1913-November 27,1997) was an American Adult Educator,famous for the adoption of the theory of Andragogy.He is regarded as the first educator who contributes greatly to the foundation of adult education theoretical system in western world.He has contributed much to the development of the education field of the whole world.Thus,it becomes a vital issue to research Knowles's works as an adult educater.展开更多
While studies in peer feedback in second language writing have covered a wide scope of areas,there is a paucity of research looking at individual peer reviewers and their specific views about peer feedback.Low-level s...While studies in peer feedback in second language writing have covered a wide scope of areas,there is a paucity of research looking at individual peer reviewers and their specific views about peer feedback.Low-level students,in particular,have always been a group of students that receive a modicum of attention in peer feedback research.This study looks at how four lowlevel students participated in peer feedback sessions and explores the reasons of different kinds of student participations.Data collection methods are composed of classroom observation,analysis of students’writing assignments,and student interviews.The findings of this study indicate that among the four participants there are four kinds of participations in peer feedback sessions,and the possible reasons include individual personalities,past traumatic experiences,low language proficiency,and poor sense of self-awareness.It is suggested that peer feedback in second language writing is a complicated issue whereby students’views,cognitive and affective needs should be taken into consideration,and writing teachers need to reconsider and redesign peer feedback sessions in second language writing classrooms according to specific teaching contexts.展开更多
Continuing education is one of the most important components of modern education. In continuing education, due to the aging and the constraints in foreign language proficiency, the second language acquisition(SLA) str...Continuing education is one of the most important components of modern education. In continuing education, due to the aging and the constraints in foreign language proficiency, the second language acquisition(SLA) strategies adopted by adult learners are distinguished from what of the college students. This case study explores adult learners' SLA strategies in order to find the most frequently used ones and manages to discover better teaching approaches for teachers and efficient learning skills for learners. The conclusions are drawn as follows:(i) the six strategies are adopted only at a medium level, which means that none of them reveals a conspicuous higher or lower preference. Even though, metacognitive, compensation, affective and social strategies are of higher averages. Metacognitive and compensation strategies, with lower standard deviations, are more commonly and widely employed by learners.(ii) to better orientate adult learners' learning habits, the cultural connotation pedagogy in vocabulary teaching, welcomed by students, has greatly intrigued the study interests and promoted teaching efficiency.展开更多
As English serves as an international language(or Lingua Franca),increasing attention is paid to English pedagogy of English as International Language(EIL).This essay maintains that international mutual intelligibilit...As English serves as an international language(or Lingua Franca),increasing attention is paid to English pedagogy of English as International Language(EIL).This essay maintains that international mutual intelligibility is a more practical and achievable goal in English pronunciation pedagogy,compared with native-like proficiency and various of standard English.Meanwhile,Jenkins(2000)’s Lingua Franca Core(LFC),a Phonological Core for EIL,is briefly introduced.展开更多
Globalization and digitisation have replaced traditional teaching methods gradually over the last 20 years. Teaching is no longer based on textbooks, but more on digital or visual media, such as MP4, TV & movie, a...Globalization and digitisation have replaced traditional teaching methods gradually over the last 20 years. Teaching is no longer based on textbooks, but more on digital or visual media, such as MP4, TV & movie, and the internet. These irrevocable trends provide students, especially L2 students, more opportunities to learn and cultivate new ideas. Pedagogy alteration in language and literacy education is a positive ideal for helping L2 learners better understanding their classes in a new teaching and learning context.展开更多
文摘Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagogy, as it is discussed, will improve the teaching of English reading to some extent.
文摘The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.
文摘In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.
文摘The genre-base pedagogy is based on genre and genre analysis theories. It provides a new direction to improve the teaching effect of College English reading and writing. This paper analyzes the notion of genre, highlights genre analysis and genre-based pedagogy for its advantages in language teaching, clearifies the relationship between reading and writing, and then presents a sample class which adopts genre-based pedagogy to textbook-based College English reading and writing instruction.
文摘Studies investigated the effects of peer-response on Second Language Writing revision and indicated its benefits on Second Language Writing.However,the effectiveness of peer review in ESL writing classroom has been questioned with regard to the insufficient ability of language learners and their negative attitude toward peer review activity.This research was inspired by a view of Porter's pedagogy of charity,and promoted an effective training should be given to help writers do peer review in a positive way.
文摘Postmethod pedagogy of B. Kumaravadivelu can bring a new hope for English teaching of secondary vocational schools. This new research has gained some inspiration for English teaching from the perspective of teachers, students, teacher educators and so on based on postmethod pedagogy.
文摘Taking China and the United States as examples to analyze feminist pedagogy and its development, special attention will be paid to its actual significance in tow different cultures. Feminist pedagogy has been used in America for many years; while in China, it is a relatively new teaching method introduced in the 1980s. Despite its fast development, there are still some problems to be solved as to the construction of local feminist pedagogy in China.
基金This project is supported by Shanghai Foreign Language Education Pressresearch funds under grant(No.SK2018A1166)。
文摘Based on the multiliteracies framework proposed by New London Group,this paper puts forwards a 90-minute lesson plan for An Integrated English course which includes situated practice,overt instruction,critical framing and transformed practice,aiming to provide teachers with a new perspective to design lesson plans with multiliteracies pedagogy in this new era of media English language teaching.
文摘By presenting a contrastive approach in teaching syntax to learners of Chinese/English as a foreign language via the aid of translation,the paper illustrates that translation can be effectively utilized to raise students' awareness of the similarities and differences between L1 and L2,and to promote 'positive transfer' and minimize 'negative transfer'.
文摘William Littlewood in Communicative and Task-based Language Teaching in East Asian Classrooms(2007) points out the problems in implementing CLT and TBLT in the East Asian classrooms,Then he gives his ideas "how teachers adapt rather than adopt". Later he puts forward some conceptual uncertainties. Finally he comes to the conclusion. The article is well written,and delicately structured. Littlewood has carried out profound research and survey in East Asian countries,however,he didn't give us some measures to solve the problems. Also his conclusion is only a framework and no supporting details,quite general and vague. What I can do is to add some measures to solve the problems in CLT and TBLT in classrooms esp. in China.
文摘people used to be negative on the use of code-switching in English foreign language classroom.However,more and moreresearches begin to argue that code-switching does have its practical significance.Some basic concepts of code-switching will first-ly be introduced in the article.Then,there is a literature review of the previous studies on the code-switching in English foreignlanguage class.By exposing detailed researches on it,some implications for teaching pedagogy will be explicated.From differentperspectives of the use of code-switching,this article aims to explore the necessity of code-switching in a context of foreign lan-guage teaching classroom by presenting some latest researches on it and reviewing different views on the use of code-switching inEnglish Foreign Language class.
文摘It is hard for China to cultivate creative thinkers the present Chinese society needs,so the educational system has to reform.The paper analyses the dilemma in Chinese education,Dewey’s pedagogical ideas,and how Chinese educators can learn from Dewey’s ideas.Chinese higher education system and the examination system for admission to colleges and universities especially liberal arts colleges need to apply Dewey’s pedagogical ideas and reform themselves in order to conform to the whole society.
基金Asia-Pacifi c Network for Sustainable Forest Management and Rehabilitation SFM-ORE-2018。
文摘Innovation in forestry education is needed to address changing contexts of the positionality of forests.This is particularly signifi cant in the Asia–Pacifi c region,where deforestation and degradation are high.However,the accessibility of high-quality forestry education to address changing regional and global contexts is lacking.A series of innovative sustainable forest management(SFM)open education resource(OER)courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality,curriculum,and research capacity of universities in the Asia-Pacifi c Region.To evaluate the SFM-OER program in terms of student experiences,this study investigated student achievement,perceived success of the pedagogical approach and instructional design,and perceived eff ectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020,including the global pandemic.This study revealed that the program attracted diverse student demographics,including a higher proportion of female students majoring in forestry,ecology,and other environmental studies.Their primary motivation to participate in the courses was to gain international experience,followed by the fl exibility of online learning,mandatory course requirements,and earning course credits.Students were satisfi ed with the Canvas learning management system.Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable.Students refl ected positively on various learning activities and assignments,such as watching lecture videos,taking quizzes,reading and summarizing,having discussions,and peer review writing.However,they did not clearly prefer specifi c learning activities,signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings.This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education,while repurposing existing OER courses in a post-Covid-19 era.
文摘Web-based education has been enjoying greater popularity because of its undeniable advantages. It has been seen as a panacea by more and more people in educational field, including language teaching. Based on the realization of the great potential brought by the development of technology, some viewpoints about the relationship among technology, teaching and pedagogy are put forward: firstly, technology is a tool, not a strategy; secondly, pedagogical concerns and theory should drive the way technology is used in education, not the other way around; thirdly, what matters more than technology is how the technology is used for learning, and how it is integrated into the daily classroom scheme so that active engagement in acquisition-oriented work take place; and finally, the change of learning environment inevitably calls for parallel changes in teaching and learning procedures. Available technologies can greatly enhance both student-teacher and student-student interaction and can afford students increased opportunities for self directed learning. To be most effective, technology must be used to support well-planned curricular goals and should involve carefully designed activities providing students with meaningful educational experiences.
文摘Over the past decades,the research in ELT methods has already experienced an ongoing transition from method-based pedagogy to post-method pedagogy.With regard to various method-based pedagogy,which is the best and appropriate method for TEFL in China has been still a controversial and vital issue.By the reflection and critical analysis of my own experience as an EFL learner and of teaching methods and principles in ELT class as a college teacher,this paper mainly demonstrates there is no one so called‘best’or‘right’teaching methods for all from the perspective of Post-method framework which reflects a theoretical construct for teachers to effectively develop a systematic,and coherent pedagogy in their teaching context,aims to provide more instructive reference for ELT and English teachers’development in China.
文摘Malcolm Shepherd Knowles(August 24,1913-November 27,1997) was an American Adult Educator,famous for the adoption of the theory of Andragogy.He is regarded as the first educator who contributes greatly to the foundation of adult education theoretical system in western world.He has contributed much to the development of the education field of the whole world.Thus,it becomes a vital issue to research Knowles's works as an adult educater.
文摘While studies in peer feedback in second language writing have covered a wide scope of areas,there is a paucity of research looking at individual peer reviewers and their specific views about peer feedback.Low-level students,in particular,have always been a group of students that receive a modicum of attention in peer feedback research.This study looks at how four lowlevel students participated in peer feedback sessions and explores the reasons of different kinds of student participations.Data collection methods are composed of classroom observation,analysis of students’writing assignments,and student interviews.The findings of this study indicate that among the four participants there are four kinds of participations in peer feedback sessions,and the possible reasons include individual personalities,past traumatic experiences,low language proficiency,and poor sense of self-awareness.It is suggested that peer feedback in second language writing is a complicated issue whereby students’views,cognitive and affective needs should be taken into consideration,and writing teachers need to reconsider and redesign peer feedback sessions in second language writing classrooms according to specific teaching contexts.
文摘Continuing education is one of the most important components of modern education. In continuing education, due to the aging and the constraints in foreign language proficiency, the second language acquisition(SLA) strategies adopted by adult learners are distinguished from what of the college students. This case study explores adult learners' SLA strategies in order to find the most frequently used ones and manages to discover better teaching approaches for teachers and efficient learning skills for learners. The conclusions are drawn as follows:(i) the six strategies are adopted only at a medium level, which means that none of them reveals a conspicuous higher or lower preference. Even though, metacognitive, compensation, affective and social strategies are of higher averages. Metacognitive and compensation strategies, with lower standard deviations, are more commonly and widely employed by learners.(ii) to better orientate adult learners' learning habits, the cultural connotation pedagogy in vocabulary teaching, welcomed by students, has greatly intrigued the study interests and promoted teaching efficiency.
文摘As English serves as an international language(or Lingua Franca),increasing attention is paid to English pedagogy of English as International Language(EIL).This essay maintains that international mutual intelligibility is a more practical and achievable goal in English pronunciation pedagogy,compared with native-like proficiency and various of standard English.Meanwhile,Jenkins(2000)’s Lingua Franca Core(LFC),a Phonological Core for EIL,is briefly introduced.
文摘Globalization and digitisation have replaced traditional teaching methods gradually over the last 20 years. Teaching is no longer based on textbooks, but more on digital or visual media, such as MP4, TV & movie, and the internet. These irrevocable trends provide students, especially L2 students, more opportunities to learn and cultivate new ideas. Pedagogy alteration in language and literacy education is a positive ideal for helping L2 learners better understanding their classes in a new teaching and learning context.
