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简介：InChina,thereisnotoneschoolthatdoesnottakeEnglishteachingseriously.Thereisnotonestu-dentwhodoesnotwanttolearnEnglishwell.How-ever,notmanylearnerswhosucceedinEnglishlearning,communicatefluentlyinbothoralorwrit-tenEnglish,andmuchfewerreachahighlevelinhighschoolyears.Therefore,whenweencounteredahighschoolEnglishloverwhoreachedaveryhighlevelofEnglish,ourinterestinknowinghernatural-lygrew.

简介：Inrecentyears,althoughcollegestudentshaveacquiredahighlevelofproficiencyinEnglishreading,theyhavemadeverylittleadvancementinEnglishwriting.ThisisduetothefactthatinadequateimportanceisattachedtowritingintheteachingofEnglish,andthatstudentshaverathervagueideasabouttheroleofwritinginforeignlanguagelearningandaboutthediffer-entdiscoursepatternsexistingbetweenEnglishandChinese.Thus,thispapersuggeststhat,inordertoimprovestudents’writingability,twowaysbeadoptedtoraisestudents’awarenessoflearningtowrite:1)integratingtheproduct-orientedap-proachwiththeprocess-orientedapproach;2)usingstudents’readingasawritingsource.

简介：委婉语常用来间接表达令人敏感的事物以达到美化事实的效果,被广泛用于社会生活的各个领域。学校也不例外。按照学习的好坏,学生大体可分为三类:好学生(topstudent),一般的学生(averagestudent)和差生(backwardstudent)。由于“差生”在学习上落后于他人,直接表述(Callingaspadeaspade)有伤其体面和自尊,因此,一些委婉表达方法便应运而生。

简介：OneobjectofthecurrentroundofreformstotheEnglishcurriculumistodevelopstudents’positiveattitudes,thinkingskills,practicalabilities,culturalawarenessandautonomythroughthelanguagelearningprocess.Inthisarticlethewritermentionsthepresentrealsituationsincethereformsinthisaspect,reflectsherownunderstandingofstudentlearningindependenceandofferssomepossiblepracticalwaystosolvethisproblem.

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简介：TeachingEnglishasacompulsorysubjectinCenderawasihUniversityhasalwaysbeenachallengingone.ThesituationandconditionfacedbythelecturerswhoarefromEnglisheducationprogramarecomplex.TheyhavetoteachEnglishinthefirstyear,sometimesuntilsecondyearfornon-Englishmajorstudentsfromdifferentprograms.Atthesametime,theydealwithbigclassesfromallprograms.Issuesintheteachingandlearningprocessintheclassroommayincludetotalnumberofstudents,students’backgroundknowledgeoflearningEnglish,learningconditions,andteachingandlearningstyle.Sincetheseissueshavehappenedthroughouttheyears,severalelementsfromKrashenhypothesiscanbeconsideredtohelptocreateabetterlanguagelearningenvironment.Thisstudyfocusesonthoseelementsofcomprehensibleinput,reducedanxietylevel,andactiveparticipation.TheseelementscanbeurgentlysuggestedtoEnglishteachingandlearningprocessatuniversitylevel,particularlytoteachEFL(Englishasaforeignlanguage)tomixed-levelnon-Englishmajoruniversitystudentstoproduceaneffectivelanguagelearningenvironment.