《中国应用语言学(第34卷)(2011年第3期)》内容简介：Chinese Journal of Applied Linguistics is the journal of China English Language Education Association, the Chinese affiliate of AILA (International Association of Applied Linguistics). It is co-published quarterly by Foreign Language Teaching and Research Press Cultural and Education Section of the British Embassy.
CJAL is the only journal in China that publishes papers on theories and practice in foreign language education and other areas of applied linguistics written in English. It was first launched in 1978 as ELT Newsletter, and was later known as Teaching English in China. It was re-named Chinese Journal of Applied Linguistics in 2010.
CJAL focuses on the educational aspects of applied linguistics and its papers are mainly related to language teaching and learning. It includes papers in language teaching methodology, second language acquisition, teacher development, testing and evaluation, course desgin and material evaluation, English for specific purposes, research method, CALL and the application of other faciliating devices in language teaching and learning (such as dictionaries and corpora) as well as book reviews.
The target readers are teachers and researchers in universities and schools at home and abroad. The journal has been indexed or included with full texts in the following databases: MLA International Bibliography, EBSCO Host and CNKI. A new international edition of the journal started to be published by Walter de Gruyter GmbH Co. KG, Germany this year.
编辑推荐
《中国应用语言学(第34卷)(2011年第3期)》是中国英语教学研究会会刊?现代语言学会国际书目入选期刊?中国学术期刊网络出版总库入选期刊?EBSCO期刊全文数据库！ 目录
专辑前言
中国外语教育课堂研究专辑
中国英语专业本科生学术论文写作能力发展研究
中国背景下英语专业内容依托教学的效果研究
英语语言教学新模式——以汕头大学为例
促进讨论型课程中的学生参与：个案研究
活动理论之客体概念及其对课堂教学研究的启示——以高等师范英语语音课堂为例
支架式的师生互动话语：基于两个中国英语口语课堂的个案研究
中国环境下的课堂研究述评
测试与评估
句法知识和词汇广度对二语阅读理解测试成绩的预测
中文摘要 文摘
版权页：
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However, just as typical of a lot of classroom research, or characteristic of many practitioners, it is found that many of our teachers' creative pedagogical ideas and research inspirations are submerged under the vast ocean of everyday teachings.
These bright ideas are like beautiful shells on the beach, showing up from time to time when the tides recede, but most of the time, they are under water. It is often the case that teachers find it very hard to organize them into publishable papers. So, it was sad for us to have lost many authors and contributions during the process of preparation. The remaining six articles (not including the review) were largely a result of negations between the author, peer reviewers, and the editor.
All of them were set in the context of institutions of higher education although many teachers in the K-12 environment have also brilliant ideas and workable strategies. So these studies should not be mistaken as the entirety of Chinese teachers of English in our classroom research.
Even though these articles are rather narrow in their context, it may still require some knowledge of social cultural information to understand or interpret them. To help international readers understand these papers better, here is a list of general contextual clues.
First, English is almost the foreign language taught in China, which means whatever subject one takes as a college major, one must learn English in order to graduate. This makes it possible to make best of this system by conducting university-wide research. For example, the study A New Model in English Language Teaching in China: The Case of Shantou University, by Liu ]un and Xiao Liangrong, is not only based on a large pool of student population, but also as long as 8 years.
The second point concerns the debate on educational goals for English majors in Chinese tertiary institutions. In the current system of higher education, our English teaching falls into two broad categories, with separate national curriculums: the teaching of those majoring in English and that of those not majoring in it. The debate mainly concerns the first category, the teaching of English majors.
| ISBN | |
|---|---|
| 出版社 | 外语教学与研究出版社 |
| 作者 | 文秋芳 |
| 尺寸 | 16 |