Effective and Efficient English Education

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Effective and Efficient English Education

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Going global

• The future of English lies in the hands of the
  Chinese and Indians.
• English Next-David
  Gradoll
• ---English as an international language, as a
  lingua Franca,the implicationmore learners,more
  varieties,learning for international
  communication, not to become native
• ---information era has made English one of the
  basic skills for social and personal development

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• From E-learning to I Learning
• Integration,
• Interaction,
• Internalization,
• Independence,
• Intelligence

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Beliefs

• Learning foreign languages helps learners to know
  better of the other culture, to understand better
  of their own
• Learning a foreign language can enable people to
  become more open minded and to overcome barriers
  of communication
• English is important for China to implement
  opening door policy
• English can help to enhance, strengthen national
  soft power

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Knowledge expands

• Aristotle knows 90 knowledge of his time
• Newton 60 knowledge
• De Vinci 30
• Darwin 10
• We in the 21st century?.

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• 0.002 to 0.004,
• And the figure is decreasing, as the amount of
  knowledge is increasing at high speed.

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The amount of new technical information is
doubling every 2 years.
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Its predicted to double every 72 hours by 2010.
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• It is IMPORTANT TO LEARN AND BE ABLE TO USE AN
  INTERNATIONAL LANGUAGE IN THE INFORMATION AGE

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• From Knowledge to Knowledge
• Nowledge
• To create your own
• knowledge

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Learning English means more than knowing the
rules and words, it means to learn to use the
language TO GET INFORMATION AND FOR
COMMUNICATION To think creatively,develop
your mind and intelligence
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• Effectiveness, Efficiency

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Some interesting concepts

• Communicative competence
• 1.grammatical competence (the use of appropriate
  grammar, vocab and pronun)
• 2 sociolinguistic competence( the use of
  style,register and intonation in appropriate
  context and setting)
• 3 discourse competence (cohesion in form and
  coherence in thought)
• 4 strategic competence (the use of verbal and
  non-verbal communication stra)

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Input-INTAKE-output

• Input processing
• Patten(1993)
• 1. Present one thing at a time
• 2. Keep meaning in focus
• 3. Move form sentence to connected discourse
• 4. Use both oral and written input
• 5. Have the learner do something with the
  input
• 6. Keep the learners processing strategies
  in mind

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General Language abilities

• In order to achieve the aim, students need to
  learn and develop
• language knowledge and communicative functions
• language skills
• learning strategies(learning how to learn)
• cultural awareness
• positive attitude to learning (affect)

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EFFECTIVE,EFFICIENT

• Who is learning the language?
• What do they want to learn?
• Where are they learning it?
• How are they learning?( ???????)

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• Interesting ??
• Entertaining ??
• Informative ???
• Cross-cultural ???
• Learners personal experience requirement
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• Suitable lexical and Structural level ??????
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• Suitable for exploitation ??????????

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• Elision
• Schwa
• Sound stress Word stress Stress in sentences
• Intonation in questions and exclamations
  Intonation of mood and feeling Intonation of
  question tags
• Liaison Linking sounds in connected Speech
• Sense groups
• Rhythm
• Accents

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• Descriptive or prescriptive grammar?
• Functional or structural grammar?
• From formal to functional to humanistic view on
  grammar learning--- why bother to learn grammar?
• --- to know English better
• --- to express the ideas for communication
• --- to communicate with other people

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• GRAMMAR DIMENSIONS

FORM
MEANING
USE
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Discovery approach a learning process of the
students with the teachers help
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Why study skills?

• Focus on skill development
• Skill(s) use with purpose (Why do I have to use a
  special skill for the activity?)
• Questions to check
• Is it useful ?
• Did it work?
• Did the students behave as I expected?
• What can I do to make it more effective?

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Something can be done

• Introduction and implementation of basic
  education reform demands study and active
  practice of the rationale, concepts and
  requirements coded in the National English
  Curriculum Standard
• With all the challenges, it is better to adopt
  the more realistic and positive attitude to do
  research to find a way out
• Examination, verification, exemplification and
  integration of learning approaches and learning
  models

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Research funding of China BFLE

• To encourage teachers to do work /job related
  research
• To support serious effort and attempt to improve
  language teaching in Chinese schools
• To clarify on points and issues of relevance for
  ELT
• To develop scientific spirit and atmosphere among
  teachers and researchers
• To promote research ability and develop overall
  quality of the Chinese teachers of English

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Areas of research

• 1 basic foreign language education---policy and
  decision making
• 2 National English Curriculum --- implementation
  issues
• 3 syllabus and curriculum management
• 4 learning psychology and learning strategy

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• 5 Language assessment and testing
• 6 Teacher development
• 7 Effectiveness of teaching methods and skills
• 8 Other languages

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Conditions for application

• Read the introduction

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Priority list

• Study on the practicality and suitability of the
  National English Curriculum Standard
• Effective and efficient classroom practice
• Learners and learning variables
• Context and creation of favourable learning
  situation
• Validity and practicality of task based approach

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• Process vs product oriented language learning
• Active and passive vocabulary
• Grammar and grammaring, a more functional view
• Teacher development along with Implementation of
  new curriculum

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• Testing and assessment general designing
  principles and techniques
• More open and subjective test against multiple
  choice type of objective test
• Proficiency vs achievement testing
• Material development and integration of
  multi-media resources in language learning
• Online learning, to supplement, support or to
  replace, to provide new channel for learning

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The one dragon project

• One dragon?---- the systematic design and
  delivery of English learning resources in
  Chinese school context
• Prof Chens dialectic approach of language
  learning
• Theoretical, conceptual study
• Learning mechanism
• Resource development

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• Making connections--- joining efforts to make the
  whole learning process more effective and to the
  developmental needs of the learners---interfacing
  the levels
• Assessment and testing (progressive)
• Teacher development
• Reading proficiency development(for details, see
  the docu)

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