目前日期文章:201012 (33)

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黃春騰博士 簡歷 

國立彰化師範大學兒童英語研究所、英語系、英研所 

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EFL Learner’s Speech Preparation and Performance Checklist

 

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Storytelling Skills

Dr. Chuen-Teng Huang

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95-97
學年度英語系黃春騰個人資料新增部分簡表 

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高中英文寫作教學的模式介紹

 

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影響英語口語表達能力的重要因素與學習方式

彰化師大英語系/哈佛大學教育研究學院黃春騰

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克服外語教學的困境:情境因素

彰化師大英語系 黃春騰教授

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為什麼學生的英文程度總是這麼差?

彰化師大英語系    黃春騰教授

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EFL Learners’ Backward Writing Skill Transfer (ETA 2010 Conference paper)

 

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The Concept of Wholeness in Language Testing

Chuen-Teng Huang & Phillip Charlier

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    Electronic Journal of English Education 編輯室

 

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The Effect of Using the Minimal Context Approach

to Develop EFL Learners’ Pragmatic Competence

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I. English Communicative Competence

l  Oral Proficiency

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Knowing Yourself

● I don’t mind if people laugh when I speak English

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Abstract

        The purpose of this paper is to explore the issue of teaching EFL students with low proficiency and learning motivation. The instruction of such students has been frustrating hundreds of English teachers in Taiwan for a long time. It is indicated that EFL teaches’ misconceptions about the nature of teaching such students are the major cause of the long existing and widespread problem they experience in their teaching. Although many teachers believe that the problem is the students themselves, the author argues that the key to the solution of the problem is the decision-making teachers, not students. He also argues that no learner’s English proficiency is too low to learn from the point of view of SLA. Students with whatever English proficiency can learn effectively if they are provided with the teaching and learning materials that match their proficiency levels, and if they are trained to be independent learners. Almost all English teaching in the local elementary and high schools relies on a single set of textbooks. Nevertheless, research literature from SLA supports the idea that a fine-tuned text alone is not sufficient for a group of learners with various proficiency levels to develop their interlanguage. Extensive learning or reading materials are also critical for successful teaching. The misconception of the relationship between curriculum goals and student-centered teaching held by many local English teachers is also clarified. Based on empirical evidence from the English program of a local bilingual elementary school and an experimental study in a high school, it is suggested that in contrast to uniform textbooks for each grade level, multiple-leveled textbooks based on students’ proficiency levels, an array of leveled learning materials, and task-based teaching activities, which lead to the promotion of independent learning, are necessary for efficient EFL teaching in Taiwan.

 

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l Rationale and Purpose

u    Major effects of using standardized textbooks:

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Keywords: Teaching English pragmatics, pragmatic competence, communicative competence

 

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Table of Contents

n  Rationales for the need of such a model

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國內ㄧ所英語教學的典範學校:個案研究[1]

黃春騰 劉凌嫻

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