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1 
Đinh Thị Bích; TS. Trần Thị Thanh Thanh (hướng dẫn), Trường ĐHSP Tp. HCM., 2015. application/octet-stream, 0 kB.

2 
Võ Minh Tập; PGS.TS. Ngô Minh Oanh (hướng dẫn), Trường ĐHSP Tp. HCM, 2012. application/octet-stream, 0 kB.

3 
Võ Văn Nam; PTS. Phạm Khắc Chương (hướng dẫn), Trường ĐHSP Hà Nội, 1999. application/octet-stream, 0 kB.

4 
Huanan Zhang; Dr. Holbrook Mahn (Chairperson), Dr. Lois Meyer, Dr. Ruth Trinidad Galvan,... (Member), Dissertation Publishing, 2013. application/octet-stream, 0 kB.
  The government of China requires that the Communicative Language Teaching Approach (CLT) should be applied in primary and secondary school English education by issuing the New Curriculum early in 2001 to develop learners’ competence of using the language; however, implementation of CLT is still a big challenge confronting pre-service Chinese EFL teachers who experienced the traditional teaching approach over an extensive period of time. I conducted a case study research on the perceptions about CLT of twelve pre-service EFL teachers from Liaoning Province, China, to explore: a) what are pre-service Chinese EFL teachers’ perceptions about CLT and its implementation in the Chinese context? b) What are the important factors that affect their perceptions about CLT and its implementation? Vygotsky’s sociocultural theory was applied as the framework to examine the process of the participants’ perceptions. The study indicates that these pre-service EFL teachers considered CLT as an ineffective teaching approach for transferring linguistic knowledge, but they suggested implementing a small amount of communicative iv activities to relieve the repressed feelings of learners who learn English under the traditional teaching approach. The examination system, the previous English learning experience, the internalized Chinese culture of learning, and the pre-existing beliefs of teaching are the important factors influencing how these pre-service teachers were aware of, understood, interpreted, and emotionally related to English teaching using a communicative approach. These pre-service EFL teachers developed new beliefs of teaching in the process of training; however, lack of role models in the local educational realities prevented them from applying and creating communicative methods. Therefore, I suggest that teacher educators incorporate reflective discussions and demonstrate various implementations of CLT in EFL teacher-training programs.

5 
Đinh Vũ Thùy Trang; PGS.TS. Hồ Sỹ Hiệp (hướng dẫn), Trường ĐHSP Tp. HCM., 2010. application/octet-stream, 0 kB.

6 
Phạm Phúc Vĩnh; PGS.TS. Ngô Minh Oanh (hướng dẫn), Trường ĐHSP Tp. HCM., 2010. application/octet-stream, 0 kB.

7 
Albert Keidel, Carnegie Endowment for International Peace, 2007. application/octet-stream, 0 kB.

8 
TS. Hồ Sĩ Hiệp, Trường ĐHSP Tp. HCM, 1999. application/octet-stream, 0 kB.

9 
Phạm Vũ Lan Anh; PGS. Trần Xuân Đề (hướng dẫn), Trường ĐHSP Tp. HCM, 2009. application/octet-stream, 0 kB.

10 
Châu Thanh Phương; PGS.TS. Nguyễn Cảnh Huệ (hướng dẫn)., Trường ĐHSP Tp. HCM, 2014. application/octet-stream, 0 kB.

11 
Nguyễn Hoàng Long; GS. Lương Duy Thứ (hướng dẫn), Trường ĐHSP Tp. HCM, 2000. application/octet-stream, 0 kB.

12 
Thích Đồng Văn (Nguyễn Thành Danh); PGS. Trần Xuân Đề, PGS.TS. Phùng Quý Nhâm (hướng dẫn), Trường ĐHSP Tp. HCM, 2004. application/octet-stream, 0 kB.

13 
Martin Stuart-Fox, Allen & Unwin, 2003. application/octet-stream, 0 kB.

14 
Lê Đình Khanh; GS. Trần Xuân Đề (hướng dẫn), Trường ĐHSP Tp. HCM, 2005. application/octet-stream, 0 kB.

15 
Hồ Sĩ Hiệp, Trường Đại học Sư phạm TP.HCM, 2007. application/octet-stream, 0 kB.

16 
Đỗ Thị Minh Trang; PGS.TS. Ngô Minh Oanh (hướng dẫn), Trường ĐHSP Tp. HCM, 2012. application/octet-stream, 0 kB.

17 
Nguyễn Thị Trúc Linh; PGS.TS. Ngô Minh Oanh (hướng dẫn), Trường ĐHSP Tp. HCM., 2014. application/octet-stream, 0 kB.

18 
Jerry Lee Ruth; Dr. Richard L. Starcher (Chair), Dr. Rhonda M. McEwen, Dr. Stephanie T. Chan (Member), Dissertation Publishing, 2013. application/octet-stream, 0 kB.
  Teachers who come to China from the West quickly discover that the interactive teaching methods they are accustomed to in their home countries fall flat in Chinese classrooms. Questions posed to the class at large are met with awkward silence, requests for a show of hands (e.g. “Raise your hand if you like watching television”) gather no response, and attempts to get students to talk with each other in English are frustratingly futile. This seeming unwillingness to engage interactively is especially problematic for English instructors attempting to use communicative language teaching (CLT), which relies upon communicative activities to build language skills. The problem of Chinese students’ reticence in an English as a foreign language (EFL) classroom has been well researched, and the literature points to a number of factors contributing to reticence: fear of losing face, high power-distance culture, and educational practices, to name just a few. What is not known, however, is why some students are not reticent. While the rest of their classmates sit silently, these few students speak up and answer the teacher’s questions. When other small groups are speaking in Chinese, or not saying anything at all, these two or three students are chatting merrily in English. The current study used qualitative methods to explore the experiences of Chinese college students in order to answer the question, what factors contribute to Chinese EFL learners embracing CLT? Interviews with 30 students were conducted, and the data was analyzed using grounded-theory methodology. A theory called Appreciating English was developed, which explains that students who appreciate their language skills are the ones most willing to engage interactively in their English classes. This central theory is comprised of three key elements: Learning Before College, Enjoying Western Culture, and Developing Oral Skills. These elements describe how students’ prior experiences learning English, their use of English-language media during their free time, and their plans to use English in their future, all contribute to their valuing communicative language skills.

19 
Ping-Chung Leung, Harry Fong (eds), World Scientific, 2007. application/octet-stream, 0 kB.

20 
Giovanni Maciocia; Zhou Zhong Ying (foreword), Churchill Livingstone, 1994. application/octet-stream, 0 kB.