Volume 34, Issue 2

This paper attempts to reveal and solve problems in language teaching after discussing the issues of language change. It first discusses different models of English in the context of globalization. With detailed analysis of their theoretical backgrounds, development and foundations, this paper classifies these models into three groups: dualism (i.e., dualic model), trinalism (trinalic model) and monism (monic model). Through comparison, Yoneoka's English Umbrella Theory is found to be more comprehensive and is improved into a practical Revised English Umbrella (REU) with the notion of English as an International Language (EIL). Second, the changing models in English education are briefly reviewed. Attention is paid to the Computer and Classroom-Based (CCB) Model of College English education because of new requirements for College English education. Students' competence in cross-cultural communication is becoming more and more important in the EIL context. Finally, a modified CCB model is promoted with the REU, combining EIL and English Umbrella elements. 本文旨在通过讨论语言的问题提出并解决语言教学的问题。首先，将英语系统各模型按照发展脉络、观点的理论共同点分成三类：英语系统的三分模型、二分模型和整体一分模型。这体现出了全球化背景下英语在国际交流中的角色变化，即各变体的重要性逐渐均衡，国际通用语（EIL）的功能更加突显。在分析比较各模型的基础上，借鉴Yoneoka “英语伞” 理论将EIL要素细分成语言要素、文化要素和交际要素，形成相对更全面的整体一分模型——伞型国际英语模型（REU）。其次，大学英语从传统课堂教学模式转变成基于计算机和课堂（CCB）的新教学模式，体现出全球化的发展引起了英语理论和英语教学方式的发展。在EIL情境下，中国学生未来的交际对象可能来自不同国家，学生的跨文化交际能力应该在教学中得到更多的重视。最后，结合CCB模式，将REU与之相结合，形成 “改进的CCB模式” 的框架设想。

The present study verified the effect and efficiency of repeated reading (RR) on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective technique to enhance oral reading and thus speaking fluency. Fifty-one freshman students from Tamkang University in Taiwan participated in this study. They had eight 30-minute instructions during the intervention period. SPSS 11.0 was adopted to do the quantitative analysis (paired sample t-test, effect size, regression analysis). The results indicated that there was a significant improvement in oral reading speed after the intervention (130-211 words correct per minute) regardless of the following factors: (1) gender, (2) native language, (3) time using/learning English outside of training, and (4) pre-test performance. Responses from post-test questionnaires indicated a high acceptability of RR among subject groups. Accordingly, RR appears to be a highly promising technique for automaticity development, speed training, and fluency in oral teaching. 本论文目的在于探讨在指导之下的重复阅读是否能增进学生英文口读速度的效果，进而增进口语流畅度，并研究不同的背景条件是否影响重复阅读的效果。本研究以淡江大学大一学生为研究对象，共计八周，并且接受前、后测及填写前、后测问卷。本论文挑选完全参与前、后测，并出席五次以上的学生为有效研究对象，总计51名。本研究的结果如下：1.重复阅读能够显著影响学生的口读速度。2. 即使是在一个英语为外国语言的学习环境，重复阅读也能帮助学生提升口读速度。3. 对于字汇重复率低的文章，学生在练习过程中所累积进步的口读速度也可以转移到新的文章中，此现象并不局限于英语为母语或第一语言的学习环境中，在英语为外国语言的学习环境也可以成立。4. 重复阅读能够显著提高学生的口读速度，不论他们的性别、母语、参与实验学习或使用英文的时间和前测成绩。本研究并发现，重复阅读对于发音有困难的和落后的同学有显著帮助。而对于程度较优秀的学生，其学习效果则更甚于程度一般学生。5. 重复阅读的训练重点应是速度，而非重复。重复的目的只是为了要使速度更快，唯有当速度快到达到自动化程度时，重复阅读才会展现显著的效果。总之，本论文证明，在指导之下的重复快速口读，的确可以在短期内有效地提升学生口读的流畅度。

The WebQuest is a process involving students using the Web to learn about a topic or solve a problem. The WebQuest as an instructional tool has gained popularity in the education field across subjects and settings, and is generally well received by both teachers and students. This paper presents an instructional design integrating WebQuests into teaching English reading to graduate students (non-English majors) in a Chinese university in attempt to examine the efficacy of this particular design, that is, to examine whether using WebQuests facilitates task-based English reading instruction for graduate students. This instructional design was implemented in a setting where the task-based teaching method was adopted through the entire course. After three months' implementation, a survey was conducted on students' responses to WebQuests utilization. Results indicate that students' perception is that WebQuests facilitates their learning. The interview with the instructor also reveals alignment with the students' responses. WebQuest（网络主题探究）是指学生们使用网络来学习某个主题或解决问题的过程。WebQuest作为一种教学手段在各种教学环境下和不同学科的教学中都受到欢迎，得到老师和学生的广泛认可。本篇论文介绍了一项将WebQuest融入中国大学研究生（非英语专业）英语阅读教学的教学设计，并检验这项设计能否促进任务式研究生英语阅读教学。在这项教学设计的实施环境中，任务式教学法贯穿整个课程。教学设计实施了三个月后，对学生们的问卷调查结果显示学生们感觉WebQuest促进了他们的学习，对教师的访问结果与学生们的反馈一致。

This paper reports communicative language teaching (CLT) in a university context in China. It examines the classroom observations of five English language teacher participants to reveal how CLT is applied in their English classes. Two of the five participants, Ms. Lan and Ms. Shan, who claim to be strong supporters of the CLT approach, and who teach the same Comprehensive English Reading Course with the same textbooks, are selected in particular for detailed comparison and analysis in order to show similarities and differences between them in line with the principles of the CLT approach. The findings of this study show that the gap between what the teachers claim to be doing and what they actually do reflects not only their misconceptions about CLT, but also manifests the various challenges confronting them in adopting CLT in their English classes. 本文探讨了交际式教学法在我国一所综合性大学的实际应用现状及教师对此教学法的态度。作者通过课堂观摩收集到第一手资料，研究对象为大学英语专业教师，作者分别对2名担任同类课程的英语专业课教师进行了连续课堂听课，对她们的课堂教学活动安排和实施做了详尽的描述和分析。本文运用交际式教学法的相关理论对这2名教师的教学方法进行剖析和评介。本项研究结果说明，不少教师对交际式教学法存在一定误区，在教学中真正有效实施交际式教学法仍面临着不少挑战。

This paper investigated the oral reading process of an EFL learner through the use of miscue analysis. It was aimed to explore miscue features, the influence of text type on miscues and the contributory factors to miscue production. Sources of data included questionnaire responses, oral reading of texts, stimulated recalls and written summaries. The results showed that the participant, in the process of meaning construction, utilized grapho-phonic, syntactic and semantic cues as well as cognitive strategies such as sampling, predicting and correcting. It was found that miscues with syntactic acceptability and high grapho-phonic similarity were more frequently produced than those with semantic acceptability. In addition, it was revealed that more miscues per hundred words were produced in the expository essay than in the narrative story. The results also indicated that linguistic and cognitive factors were two major contributors to miscue production. This paper concluded that the dynamic miscue-reflected EFL reading process is able to reveal learners' strengths and weaknesses in text processing. Pedagogical implications for EFL reading instruction were finally discussed. 本文从误读分析的角度研究了一位英语学习者的诵读过程，旨在探讨误读特征、文本类型对误读的影响以及引发误读产生的因素。研究数据包括问卷反馈、文本诵读、刺激回忆和书面摘要。结果表明，研究对象在意义创建过程中使用了音形、句法和语义等语言线索以及抽样、预测和修正等认知策略。具有句法可接受性的误读和音形相似度较高的误读出现频率高于具有语义可接受性的误读。此外，说明文的误读频率高于记叙文，表明文本类型对误读产生的影响作用。研究还发现语言和认知因素是引发误读产生的主要因素。本文认为，误读观照下的动态阅读过程能有效揭示学习者在文本加工中的优势与不足，对英语阅读教学具有启示意义。

According to Noticing Hypothesis, focus on form instruction is in nature an efficient approach to redirecting learner attention during input processing to linguistic elements both within and across utterances. This study examined the relationship between three teachers' stated beliefs about focus on form and their classroom practice in intermediate EFL classes through classroom observations and interviews. The findings suggest that a tenuous relationship between the teachers' stated beliefs and classroom practice regarding focus on form, which is implicational to EFL teacher professional development. 注意假设理论认为， “聚焦于形” 教学本质上就是一种引导学生在语篇层面上注意语言输入信息的有效方式。基于这一观点，本研究采用课堂观察与访谈，研究从事大学英语专业中级水平阶段教学任务的教师关于 “聚焦于形” 信念与教学实践之间的关系。调查结果表明，教师关于 “聚焦于形” 的信念与其教学实践之间存在复杂的对应与不对应关系，探究这些复杂关系对促进教师专业发展具有重要启发意义。

This paper reports on a series of Consciousness-Raising (C-R) activities focusing on prefabricated verbs chunks and verb patterns. An 18-week experiment was carried out incorporating the C-R activities into a Comprehensive English Course. A writing task and semi-structured interviews were administered after the experiment. Results indicated that (1) the frequency and accuracy of verb patterns used by Experimental Group (EG) were higher than those in the Control Group (CG); (2) C-R activities promoted the use of the students' reference material and their ability to notice gaps in meaning, enhanced their interest and confidence in learning English, and guided their personal learning of vocabulary; (3) the EG generally liked the activities. 本研究设计了一系列针对动词词块和动词词汇型式的意识提高活动，并将它们纳入120名英语专业学生的综合英语教学中，进行了为期18周的实验，最后实施了写作测试和半开放式访谈。实验结果表明：(1)实验组在作文中使用动词型式的频率和准确度高于控制组；(2)实验组对活动基本上持支持态度；(3)意识提高活动促使学生使用参考资料，帮助他们认识到自己与本族语者的语言使用差异，增强学生学习英语的兴趣和信心，并指导其自主学习。

Transfer has been a controversial issue in the study of second language acquisition. This study concerns language transfer at the lexical level and focuses on the transfer phenomena existing in Chinese college students' acquisition of English light verb + noun collocations. The paper introduces the light verb systems in Mandarin Chinese and English respectively, analyzes the different situations of light verb use in collocations between Chinese and English, and classifies these different situations into seven types. Then it uses three collocation tests as the experimental materials to examine the L1 influence on the students' acquisition of English light verb + noun collocations in relation to these seven types of situations. At last, the paper stresses the importance of transfer in SLA and presents some pedagogical implications for language teaching and learning and some suggestions for further study. 语言迁移理论是应用语言学领域一个较有争议的话题。本研究试图从词汇搭配层面出发，观察中国大学非英语专业学生在习得英语轻动词+名词搭配过程中的母语迁移现象。本文首先介绍了汉语和英语中的轻动词系统，并对汉语和英语两种语言中使用轻动词来构成轻动词+名词搭配的不同情况做了对比分析，并对其进行分类，总结为七种类别。然后通过三套搭配测试题, 分析了受试在习得英语轻动词+名词搭配时所受到的母语影响的程度，并对研究最初提出的几个具体问题做出了解答。最后本文重申了第一语言迁移现象的重要性，并就此对外语教学以及今后进一步研究的方向提出了几点建议。