Focus on Form in College English Teaching

如何在大学里养成良好的学习习惯英语作文全文共5篇示例，供读者参考篇1How to Be a Great Student in CollegeHi there! My name is Timmy and I'm going to tell you all about how to be an awesome student when you get to college. College is really fun, but it's also a lot of hard work. If you want to get good grades and learn a ton, you've got to have good study habits. Don't worry though, I'll explain everything!The first thing you need to do is go to every single class. I know it can be really tempting to skip, especially if you feel like sleeping in or the class is super boring. But you have to go! The professors teach you all the important stuff you need to know for tests and assignments. If you miss too many classes, you'll get really behind and confused.When you're in class, pay close attention and take good notes. Don't just write down word-for-word what the professor says. That's a waste of time! Instead, listen carefully and write down the main ideas and key points in your own words. That way the information will stick in your brain better. If you don'tunderstand something, ask questions! Don't be shy – asking for clarification will really help you learn.After class, go back to your dorm room or the library and rewrite your notes while everything is still fresh in your mind. Make sure your notes are neat and organized by topic. You can use colored pens and highlighters to make the important stuff stand out. Drawing diagrams and charts can help too!Study a little bit every single day, rather than trying to cram everything in at the last minute before a test. That's a recipie for stress and forgetting everything you studied. Set aside a regular time each day, even if it's just 30 minutes, to review your notes and readings from class. Getting into this daily habit will keep the material fresh and make studying for tests wayyyy easier.Speaking of tests, start preparing for them at least a week in advance. Don't wait until the last minute! Go through all your notes and materials, rereading anything you're fuzzy on. Make outlines, flashcards, or summary sheets of all the key concepts. Teach the material to a friend or even a stuffed animal – the more ways you go over it, the better you'll understand it.When it's finally time for the test, get a good night's sleep and have a healthy breakfast with protein to keep you fueled and focused. During the test, read every question super carefully andmake sure you understand what it's asking. Show all your work, even for math problems you get right away. Those little steps can earn you partial credit if you make a mistake. If you get stuck, take a deep breath and move on to the next question. Dont fixate on the ones you're unsure about.For writing assignments like essays and papers, don't procrastinate! Start brainstorming and researching as soon as you get the prompt. Make an outline to organize all your thoughts and sources before you start writing the draft. When you do sit down to write, find a quiet spot where you can concentrate without distractions like TV or your phone buzzing. Build in plenty of time to revise and edit your rough draft too.College also involves a lot of reading for your courses –textbook chapters, articles, novels, and more. Don't just skim through and assume you've got it! Here are some tips for active reading that will lock the material into your brain:Review any study questions or prompts before starting so you know what to focus onTake notes in the margins or on sticky notes as you readStop after each section and summarize the main point out loud in your own wordsLook up words, concepts, or references you don't understandConnect what you're reading to things you've learned in class or from other readingsHaving good study buddies can be a huge help in college too! Form a friend group in each of your classes so you can review notes together, quiz each other before tests, and keep each other motivated. Just be sure to actually study together rather than getting too distracted and going off-topic.Don't forget to take breaks while studying! Nobody can concentrate for hours on end. Give your brain a 5-10 minute break every hour to recharge. Get up, stretch, have a healthy snack, play with a pet, or just close your eyes and breathe deeply. Taking little pauses like this will help you stay focused when you return to studying.The last tip I have for you is to ask for help whenever you need it! If you're confused about something in class, struggling with an assignment, or having trouble managing your time, don't just suffer in silence. Talk to your professor during office hours, visit the writing center or tutoring labs on campus, or even look for a student mentor or study group. Getting help is notembarrassing at all – it's smart! The professors and staff want you to succeed and are there to support you.Phew, that's a lot of advice! I know it might seem like a lot of work to have such good study habits. But trust me, putting in the effort will pay off big time. You'll learn so much, get fantastic grades, and set yourself up for an amazing future career. Just take it one step at a time, and always remember – you've got this! Let me know if you need any other tips. Study hard and good luck in college!篇2Title: Becoming a Super Smart College Student!Hi friends! Today I want to talk to you about how to be a really really good student when you go to college. College is where the really big kids go to learn after they finish high school. My older brother just started college last year, and he's told me all about the cool things you get to do and learn there. But he also said it's much harder than being in elementary school! You have to study and work a lot more on your own without teachers reminding you all the time.If you want to be a super smart and successful college student, there are some important habits you need to develop.Habits means the things you regularly practice and get good at over time. Developing good study habits in college is really important so you can get good grades and learn as much as possible!The first habit is to always go to class! This one is really important. In college, you have a lot more freedom to skip classes if you want to. But you definitely shouldn't do that very often! Going to every lecture and class is crucial. The professors teach you so much important information during class time. If you miss too many classes, you'll get really behind and confused. My brother said he had a few friends who skipped class a lot and they ended up failing because they didn't understand anything!The second habit is to take great notes during your lectures. This was really hard for my brother at first because his professors talk super fast and there's so much to write down. But he got better at it over time. You have to practice your note-taking skills! Write down anything the professor says that seems really important or interesting. And don't just copy downword-for-word what they say - learn to rephrase things in your own words to help you understand it better. Having good notes makes studying so much easier later!Okay, third good habit - don't procrastinate! Procrastinate means putting things off until the very last minute. A lot of college students are guilty of this. They wait until the night before a big assignment is due to get started on it. That's a terrible idea! You'll end up feeling super stressed and the work you hand in won't be your best. Instead, you need to work on assignments a little bit at a time, starting way before the due date. My brother always says "The key is to NEVER procrastinate!"Fourth habit is to find a good place to study. In college, you have to study a lot more on your own outside of classes. So it's important to discover study spots that work best for you - whether that's your dorm room, the library, a quiet cafe, or somewhere else. Some people need it to be totally silent, while others prefer having a little background noise. My brother's favorite place is one of the big reading rooms in the main library. Experiment to see what works for you!Habit number five is to take breaks while you're studying. This one might sound a little silly, but it's actually really important! You can't just power through and study for hours and hours without taking any breaks. Experts say you should take a short 10-15 minute break at least once every 90 minutes. Usethat time to stretch, grab a snack, check your phone, or whatever. That short break will re-energize you so you can focus much better when you start studying again. If you never take breaks, your brain will just get tired and you'll have trouble concentrating.My sixth suggestion for a good habit is to get enough sleep!I know college students love staying up late, but you have to be disciplined about getting 7-8 hours of sleep each night. If you're constantly sleep deprived, you won't be able to focus during classes or retain what you're studying. Plus lack of sleep can make you sick more often. My brother had to learn that the hard way his first semester when he was only sleeping 4-5 hours per night. He got run down and caught a bad cold right before finals!The last habit I'll recommend is to go to your professors' office hours. This is something a lot of college students don't take advantage of enough! Professors set aside certain times where you can go to their office and ask them questionsone-on-one about anything you're struggling with. They can explain concepts you didn't fully understand from the lectures or give you guidance on assignments. My brother says getting to know his professors and visiting them during office hours has been a huge key to his success.Well, those are the top habits I think all college students should focus on developing! Going to class, taking great notes, avoiding procrastination, finding your best study spots, taking breaks, getting enough sleep, and visiting office hours. If you can master all of those, you'll be an incredibly productive and successful student!I know getting into good routines isn't always easy, especially when you're in a brand new college environment with so much freedom. But you have to be disciplined about it from the very start. Building those habits will make your life so much easier. You'll learn way more, get better grades, and have an overall way more enjoyable college experience.Okay, I'll wrap this up now since I've gone on long enough! The bottom line is - college requires a lot of hard work and discipline, but if you develop good study habits, you'll be totally set up for success. You got this!篇3Title: The Super Secrets to Being a Great College StudentHi there! My name is Tommy and I'm going to tell you all about how to be a really awesome student when you go to college. I know, I know, college seems like a million years awayright now. But trust me, it'll be here before you know it! And when it comes, you're gonna want to be prepared with some amazing study skills.The first big secret is to go to every single class. Yep, that's right - you gotta show up! In college, professors don't really care if you miss their lectures. They figure you're a grown-up and can decide for yourself if you want to learn or not. But here's the thing: their lectures are where you'll get all the most important information for passing the exams. Sure, you could try to learn everything from just reading the textbooks. But those books are So. Incredibly. Boring. Much better to hear the professors explain it in a fun and interesting way!Another key to success is taking great notes. This was always my biggest struggle in school. I'd be sitting there, frantically trying to write down every word the teacher said, and my hands just couldn't move fast enough. By the end of class, my notes looked like crazy chicken scratch! In college, you've got to find a smarter way. Some students like recording the lectures so they can replay them later. Personally, I prefer writing shorthand notes, using abbreviations and symbols. That way, you just jot down the key points and can fill in the details from the textbook afterwards.Speaking of textbooks, you'd better get ready to read...a LOT. College textbooks are like epic novels - kept, you think you're finally done, but then you realize there's a whole second book! Crazy, right? The good news is, you don't have to read every single word. Look for bolded headings and summary sections that give you the main ideas. Then you can skim the rest for exam prep.Of course, reading and notes aren't enough on their own. You also need to seriously master the arts of time management and self-discipline. One of the awesomest things about college is that there's no one constantly breathing down your neck, forcing you to study or do homework. You're completely free to make your own choices! ...Which is also one of the biggest pitfalls, because choosing video games or hanging with friends over schoolwork is always wayyyy more tempting.That's why successful students build strict schedules and routines for themselves. Maybe you set aside the same few hours every night for studying, no exceptions. Or you go to the library right after your morning classes end so you have no chance to procrastinate. Having a plan makes it much easier to develop self-discipline. It's like building up a good study habit muscle!Last but not least, ask questions! Ask questions in class if you're feeling confused. Approach your professors during their office hours for extra help. Heck, ask anyone and everyone for study advice. The students who think they know everything and never need assistance...well, let's just say they usually struggle a lot more than those who speak up.There you have it - the secrets to slaying it in college, straight from me, your friendly neighborhood elementary scholar. Follow these tips, and you'll be scoring straight A's while all your friends wonder how you became such a super star student. The answer, of course, is through hard work, discipline, and wicked awesome study habits. Got it? Good! Now get out there and be amazing!篇4How to Be a Great College StudentHi everyone! My name is Timmy and I'm going to tell you all about how to be a really good student when you go to college one day. College is where kids go after they finish high school to learn even more stuff and get super smart. My big brother Tommy just started college last year, and he's told me all aboutwhat it's like. It's definitely not the same as being in elementary school!The first really important thing is to go to every single class and pay attention the whole time. Don't be like some kids who skip classes because they think it's no big deal. It is a big deal! The professors are the teachers in college, and they're even smarter than your teachers now. You have to listen super carefully to everything they say so you don't miss anything important. Take lots of good notes too, just like you do now in class.Another key thing is to not wait until the last minute to do your homework and assignments. College assignments are way harder than the homework you get now, so you need to start working on them as soon as you get them. Don't procrastinate or put them off until the night before they're due. My brother says some kids do that and then they have to stay up basically all night to finish everything. That's no fun at all! Get your work done early so you're not stressed.You'll also have to take tests in college, just like you do now. But the tests are much harder, so you really need to study a ton for them. Don't just look over your notes for a little bit the night before. You have to read all your textbooks and notes over andover again days or weeks before the test. Making flashcards and quizzing yourself can help a lot too. Tests are a huge part of your grade, so you have to take them super seriously.Reading is really important for doing well in college too. You'll have to read lots of long, difficult books and articles for your classes. My brother says some of the books are hundreds of pages long! I know that sounds really boring, but you just have to power through and read every single word carefully. Don't skim or skip around or you'll miss crucial information that you'll need to know. Reading out loud can sometimes help you focus better too.Time management is another big skill you'll need when you're a college student. You can't just goof off and play video games all day anymore. You'll have classes at different times, lots of homework and studying, maybe a job too, and still needing time for fun activities with friends. Writing out a weekly schedule where you plan out every hour can really help ensure you get everything done. My brother has his schedule written on a big calendar on his wall that he follows strictly.Speaking of friends, it's still important to make time to hang out with your college buddies sometimes. All work and no play can make you super duper stressed out! Going out once in awhile – maybe to a party, a sports game, or just getting food together – gives your brain a nice break. Just don't go too crazy or you'll end up failing all your classes. Everything in moderation!Getting enough sleep is crucial as well for being a successful college student. I know it's tempting to stay up late every night, but that's a bad idea. Your body and brain need at least 8 hours of sleep each night to have enough energy to pay attention in class and don't struggle staying awake. My brother tried pulling too many all-nighters his first semester and said it was a disaster. Go to bed at a reasonable hour!Those are the biggest tips I can give you guys about how to develop good habits in college from what my brother has told me. It's definitely not easy, but if you work hard and are disciplined, you can get amazing grades. Just take it one day at a time and don't get overwhelmed. Before you know it, you'll have your college degree and be ready for an awesome career! Let me know if you need any other studying advice when you get older. Good luck!篇5How to Develop Good Study Habits in CollegeHi there! My name is Tommy and I'm going to tell you all about how to be a great student in college. College is really fun but it's also a lot of hard work. If you want to get good grades, you need to have good study habits. Here are my top tips!First up, you gotta go to class! I know it can be super tempting to sleep in and skip those 8am lectures, but showing up is really important. The professors share lots of key info in class that you need to know for tests and assignments. If you miss too many classes, you'll get lost and confused. Set lots of alarms to wake you up on time!When you get to class, pay close attention and take good notes. Bring a notebook and some pens or pencils. Write down anything the professor says that seems important. If they put stuff on the board or show PowerPoint slides, copy that down too. Taking good notes helps you remember what was taught better than just listening alone.After class, go back over your notes while the material is still fresh in your mind. Fill in any gaps, mark anything you're unsure about, and summarize the main points. This helps reinforce what you learned so it really sticks.In addition to going to class and taking notes, you've got to do all the readings too. I know textbooks can be super boring,but that's where a lot of the knowledge comes from. Get into a routine of doing the readings before each class so you're familiar with the topics ahead of time. That helps you understand the lectures better.When you're reading, highlight or underline key points and make notes in the margins about things you think are important or have questions about. That makes it easier to study from the book later on.Once you've gone to class, taken notes, and done the readings, it's time to really study! Don't leave everything until the last minute before a test. Start reviewing your notes and materials at least a week or two ahead of time.One of the best ways to study is by rewriting your notes or summarizing the main ideas in your own words. This helps you digest and understand the concepts better than just re-reading the same material over and over.You can also make flashcards for things like vocabulary words, formulas, or definitions you need to memorize. Go through the flashcards frequently - quiz yourself or get a friend to quiz you. Keep practicing until you know it all backwards and forwards!Another great technique is to pretend you're teaching the material to someone else. Grab a stuffed animal or your little sibling and explain all the key topics out loud like you're the professor. Having to put things in your own words forces you to really understand it.If you're studying something like history or literature, try to connect things you're learning to real life examples and experiences you've had. Making those personal connections makes abstract ideas easier to grasp and remember.And don't forget to take breaks while studying! Your brain can only focus for so long before it gets tired. Take 10-15 minute breaks every hour or so to re-energize. Go for a short walk, grab a snack, or just close your eyes and relax. Then you can dive back in feeling refreshed.On test day, get a good night's sleep and have a healthy breakfast to keep your energy and concentration up. Do a quick review before walking into the exam room. Take some deep breaths - you've got this!The most important thing is to apply all these good study habits consistently throughout the whole semester. It's not just a one-time thing you do right before finals. Staying on top of it from day one makes your life so much easier.It takes some hard work and discipline to build good study habits, but it's so worth it. You'll learn way more, get wayyyyy better grades, and set yourself up for success in the future. Plus studying is a lot less stressful when you're doing it bit-by-bit instead of cramming at the last second.So there you have it - my full guide to being an awesome college student! It'll take some practice getting used to it all, but if you follow these tips I know you'll do great. Work hard, study smart, and you're gonna rock it! Let me know if you need any other advice.。

如何成为英语老师汉语作文800字初一全文共10篇示例，供读者参考篇1How to Become an English TeacherHey guys, do you want to become an English teacher when you grow up? It's a cool job and you get to help others learn a new language. Here are some tips on how to become an English teacher!First of all, you need to be good at English. Pay attention in English class and practice your reading, writing, speaking, and listening skills. Try to read English books, watch English movies, and listen to English songs to improve your language abilities.Next, you should study hard in school and get good grades. To become a teacher, you'll need to go to college and earn a degree in education or English. Make sure to work hard and focus on your studies so you can get into a good college.After graduating from college, you'll need to get a teaching license. This involves taking exams and completing a teachingprogram. Make sure to follow all the requirements and regulations to become a certified English teacher.Once you have your license, you can start applying for teaching jobs at schools or language institutes. Practice your teaching skills and be patient with your students. Remember, teaching is all about helping others learn and grow.In conclusion, becoming an English teacher takes hard work and dedication. Keep practicing your English skills, studying hard, and never give up on your dream. Who knows, maybe one day you'll inspire others to learn English and become fluent speakers too! Good luck!篇2Title: How to Become an English TeacherHi everyone! Today, I want to share with you all about how to become an English teacher. Being an English teacher is a very cool and fun job because you get to help people learn a new language and communicate with others from all around the world.Firstly, to become an English teacher, you need to have a good understanding of the English language. This meansstudying hard in school and paying attention during English classes. Reading English books, watching English movies, and listening to English songs can also help you improve your language skills.Next, you should consider getting a degree in education or English language. This will give you the necessary qualifications to teach English in schools or language centers. You can also take additional courses or certifications to enhance your teaching skills.Another important step is to gain teaching experience. You can start by volunteering at local schools or tutoring students who need help with their English. This will help you develop your teaching style and become more confident in front of a class.Lastly, don't forget to stay updated with the latest teaching methods and resources. Attending workshops, conferences, and joining teaching communities can help you stay informed and connected with other English teachers.In conclusion, becoming an English teacher requires dedication, hard work, and a passion for teaching. By following these steps and never giving up on your dreams, you can achieve your goal of becoming a successful English teacher. Good luck!篇3Hello everyone, I'm going to tell you how to become an English teacher. Becoming an English teacher is a fun and exciting career that allows you to help others learn a new language. Here are some steps to help you become an English teacher:First, you need to study English really hard in school. Pay attention in your English classes and practice speaking and writing in English as much as you can. It's important to have a good understanding of grammar, vocabulary, and pronunciation.Next, consider getting a degree in English or education. Many schools require teachers to have a bachelor's degree in English or a related field. Some schools also require a teaching certificate or license.After you finish your education, you can start looking for teaching jobs. You can apply to schools in your area or consider teaching English online. There are also programs that allow you to teach English in other countries. It's important to be patient and persistent in your job search.Once you start teaching, you should continue to improve your skills. Attend workshops and conferences, collaborate withother teachers, and stay up to date on the latest teaching methods and technologies.Being an English teacher can be a rewarding career that allows you to make a difference in the lives of your students. So if you love English and enjoy helping others learn, consider becoming an English teacher. Good luck!篇4Sure! Here is a fun and informal guide on how to become an English teacher when you are in 7th grade:Hey everyone! Do you dream of becoming an English teacher in the future? Well, I'm here to tell you how you can make that dream come true! Being an English teacher is super cool because you get to help others learn a new language and have fun while doing it. So, here are some tips on how you can become an English teacher when you are in 7th grade:1. Study hard: The first step to becoming an English teacher is to study hard in school. Pay attention in your English classes, do your homework, and ask your teacher if you have any questions. The more you learn now, the better prepared you will be in the future.2. Read, read, read: Reading is super important for becoming an English teacher. Read books, magazines, newspapers, and anything else you can get your hands on. This will help you improve your vocabulary, grammar, and writing skills.3. Practice speaking English: To be a great English teacher, you need to be comfortable speaking English. Practice speaking with your friends, family, and even in front of the mirror. The more you practice, the more confident you will become.4. Volunteer to help others: One way to gain experience as an English teacher is to volunteer to help others learn English. You can tutor younger students, help out in an English class, or even start a language club at your school.5. Get a degree in Education: To become a certified English teacher, you will need to get a degree in Education. Start thinking about what colleges you want to attend and what courses you need to take to achieve your goal.6. Never give up: Becoming an English teacher may take time and hard work, but never give up on your dreams. Keep pushing yourself to be the best you can be and always believe in yourself.So, there you have it! Follow these tips and you will be on your way to becoming an awesome English teacher in no time. Good luck!篇5How to Become an English TeacherHi everyone! Today I want to talk about how to become an English teacher. Being an English teacher is super cool because you get to help people learn a new language and communicate with people from all over the world. Here are some tips on how to become an English teacher.First, you need to study hard in school and get good grades in English. Pay attention in class, do your homework, and ask your teacher for help if you don't understand something. The better you are at English, the better teacher you will be.Next, you should get a degree in education or English. You can go to college and study education or English literature to learn more about teaching techniques and English language. It's important to have a strong foundation in English before you can teach it to others.After you graduate, you can become certified to teach English as a second language (ESL). This certification will show that you are qualified to teach English to non-native speakers. You can also consider getting a teaching license to teach English in schools.Once you are certified, you can start looking for job opportunities as an English teacher. You can work in schools, language institutes, or even online. It's important to keep learning and improving your teaching skills to be the best English teacher you can be.In conclusion, becoming an English teacher takes hard work, dedication, and a love for the English language. If you follow these tips and work hard, you can become a great English teacher and help others learn and grow. Good luck on your journey to becoming an English teacher!篇6Title: How to become an English teacherHello everyone! Today I'm going to tell you how to become an English teacher. Being an English teacher is a cool job because you get to help other people learn a new language and improvetheir skills. It's like being a superhero who saves the day with words!Step 1: Study hard in schoolFirst of all, you need to do well in school. Pay attention in your English classes and try to learn as much as you can. Make sure to practice your reading, writing, speaking, and listening skills every day. The more you practice, the better you will get.Step 2: Get a degreeTo become an English teacher, you need to go to college and get a degree in education or English. This will help you learn all the important skills you need to be a great teacher. You can also take courses in teaching methods and classroom management to make sure you are prepared for the job.Step 3: Gain experienceAfter you graduate from college, you can start gaining experience by working as a tutor or teaching assistant. This will help you build your skills and learn how to work with students in a classroom setting. You can also volunteer to teach English to non-native speakers to gain more experience.Step 4: Get certifiedTo become a certified English teacher, you need to pass a teacher certification exam. This will show that you have the knowledge and skills to teach English effectively. Make sure to study hard and prepare for the exam so you can pass with flying colors.Step 5: Keep learningBeing an English teacher is a lifelong learning experience. You need to keep up with the latest teaching methods and trends in language education. Attend workshops and conferences to network with other teachers and learn new techniques to keep your students engaged.In conclusion, becoming an English teacher takes hard work and dedication, but it is a rewarding and fulfilling career. If you have a passion for English and love working with people, then this might be the perfect job for you. Good luck on your journey to becoming an English teacher!篇7How to become an English teacher?Hello everyone, today I want to talk about how to become an English teacher when you grow up. Being an English teacher isa really cool job because you get to help others learn a new language and have fun doing it. Here are some steps to help you become an English teacher:Step 1: Study hard in school. You need to do well in all your English classes and other subjects too. Being a good student will help you get into a good college or university later on.Step 2: Graduate from college. After you finish high school, you need to go to college and major in English or Education. This will give you the knowledge and skills you need to be a great English teacher.Step 3: Get certified. In order to be a teacher, you need to get certified by your state or country. This may involve taking some tests and completing some training programs.Step 4: Gain experience. Before becoming a full-time English teacher, you may need to gain some experience by doing internships or volunteer work. This will help you learn more about teaching and gain valuable skills.Step 5: Find a job. Once you are certified and have some experience, you can start looking for a job as an English teacher. You can work in schools, language institutes, or even online.Remember, being an English teacher is a fun and rewarding job, but it takes hard work and dedication to get there. Keep studying, practicing, and never give up on your dreams! Good luck!篇8Title: How to Become an English TeacherHi everyone, today I'm going to talk about how to become an English teacher when you grow up. Being an English teacher is super cool because you get to help others learn a new language and have fun at the same time. Here are some tips to help you reach your dream of becoming an English teacher:1. Study hard in school: Make sure you pay attention in English class and try your best on all your assignments. The better you are at English, the easier it will be to become a teacher.2. Read lots of books: Reading is a great way to improve your language skills and expand your vocabulary. Try to read different types of books to learn new words and phrases.3. Practice speaking: The more you speak English, the better you will become. Try practicing with your friends or familymembers, or even join a language club to meet new people and practice your speaking skills.4. Get a degree in Education: To become a teacher, you will need to get a degree in Education. This will teach you how to teach others and give you the skills you need to be a great teacher.5. Get some teaching experience: Before becoming afull-time English teacher, try to get some experience volunteering or working as a tutor. This will help you build your confidence and skills as a teacher.6. Stay current: Keep up with the latest trends and methods in teaching English. Attend workshops and conferences to learn new techniques and strategies for teaching.Remember, becoming an English teacher takes hard work and dedication, but it is definitely worth it in the end. Good luck on your journey to becoming a super awesome English teacher!篇9How to Become an English TeacherHey guys! Do you want to become an English teacher when you grow up? It's super cool to teach people how to speakEnglish, right? Well, here are some steps on how you can become an English teacher in the future!First of all, you need to love English. You should practice speaking, reading, and writing English every day. Try watching English movies, reading English books, and talking to your friends in English. The more you practice, the better you will become at English.Next, you need to study hard in school. Pay attention in your English classes and do your homework. You should also try to get good grades in all of your subjects. Being a good student will help you get into a good college or university later on.After high school, you can go to college and major in English or Education. You can also get a teaching certificate to become a certified teacher. There are different paths you can take to become an English teacher, so make sure to research the options available to you.Once you finish your education, you can start looking for a job as an English teacher. You can work at a school, a language institute, or even teach English online. You can also consider becoming a private tutor or starting your own English teaching business.Being an English teacher is a rewarding job that allows you to help others learn a new language. If you work hard and stay dedicated to your goal, you can definitely become a successful English teacher in the future. Good luck on your journey to becoming an English teacher!篇10How to Become an English TeacherHi everyone! Do you want to become an English teacher when you grow up? It's a really cool job because you get to help other people learn English and become better at it. Here are some tips on how you can become an English teacher:1. Study Hard in School: First things first, you need to study hard in school. English teachers need to have a good understanding of the English language, so make sure you pay attention in your English classes and do your homework.2. Get a Degree: To become an English teacher, you'll need to get a degree in English or Education. This means you'll have to go to college or university after high school. Make sure to get good grades and participate in extracurricular activities to make your application stand out.3. Gain Experience: While you're in college, try to gain experience working with kids or teaching English. You can volunteer at a school, tutor your classmates, or even start a language club. This will show future employers that you have experience working with students.4. Get Certified: Once you graduate from college, you'll need to get certified to teach English. This usually involves taking a certification exam and completing a teaching internship. Make sure to research the requirements in your country or state.5. Keep Learning: Even after you become an English teacher, it's important to keep learning and improving your skills. Attend workshops, conferences, and professional development courses to stay updated on the latest teaching methods and trends.So there you have it! If you follow these steps and work hard, you can become an English teacher and inspire others to love the English language. Good luck!。

(单选题)1: If a writing task is more general (for example, developing informal letter writing skills), then what is the best approch of correction?A: teacher-guided correctionB: group correctionC: focus correcting正确答案:(单选题)2: For most people the term ”curriculum” includes those act activities that education have devised for _ ,which are represented in the form of a written document . A: teachersB: designersC: learnersD: students正确答案:(单选题)3: How many steps are there to teach free writing?A: 3B: 4C: 5D: 6正确答案:(单选题)4: Repetition is belongs to what strategy?A: metacognitive strategyB: cognitive strategyC: social strategyD: affective strategy正确答案:(单选题)5: ()involves teachers identifying issues and problems relevant to their own classes.A: Literature reviewB: QuestionnaireC: Action researchD: lassroom observation正确答案:(单选题)6: ()research must be analyticA: experimentalB: descriptiveC: Action researchD: A case study正确答案:(单选题)7: Among speaking strategies, which involves using alternatives for words which you do not know?A: Tailoring message to competenceB: ParaphrasingC: Using fillers and hesitation devicesD: Appealing for help正确答案:(单选题)8: If we should not require native-like pronunciation, then what should be our realistic goal when we speak English in the classroom().A: consistencyB: intelligibilityC: communicative efficiencyD: above all正确答案:(单选题)9: The Audio-lingual Method was developed in the () during World War II. A: GermanB: ChinaC: FranceD: United States正确答案:(单选题)10: Who found a strong connection between aptitude and proficiency?A: GardnerB: KreshenC: TerrellD: Carroll正确答案:(单选题)11: In the language focus phase, language analysis activities also provide a focus on form through ()processes.A: teachers' instructionsB: language acquisitionC: peers' helpD: consciousness-raising正确答案:(单选题)12: () relates to the truthfulness of the data.A: validityB: reliabilitC: subjectD: object正确答案:(单选题)13: Which one of the charaters is not belongs to a good language learner? A: Be creative and experiment with languageB: learns to live with errors and learn from errorsC: recites words without understandingD: seeks out all opportunities to use the target language正确答案:(单选题)14: In your opinion, which one is the most typical macro planning (). A: unit planningB: half a semester planningC: one semester planningD: whole course planning正确答案:(单选题)15: The most common form of authority involved in developing language policy and planning is the ().A: governmentB: courtC: procuratorateD: Public Security Bureau正确答案:(单选题)16: ()involves the organization of learning and teaching in such a way that the traditional notion of the "average student" and "aiming for the middle "in teaching is abandoned.A: pair workB: group workC: teacher's helpD: individualization正确答案:(单选题)17: The biggest problem for group work is the selection of group members. Below are some possible ways to group students. Each of them is appropriate except ().A: group the students according to seating arrangementB: students select their own group members (risky)C: group the students by drawing lotsD: divide the strong students and the weak students into different groups正确答案:(单选题)18: Cognitive and interactional patterns cannot affect the way in which students?A: perceiveB: rememberC: thinkD: practice正确答案:(单选题)19: Which opinion of using English in the classroom is wrong?()A: teacher-guided correctionB: group correctionC: focus correcting正确答案:(单选题)20: Which expression is wrong about learning students' names?()A: Help show students that the teacher is interested in them.B: It shows the teacher is responsible.C: The teacher could ask individual students to assist with demonstrations.D: The teacher could ask individual students to assist with equipment in the class. 正确答案:(多选题)21: Which are cognitive strategies?A: resourcingB: translationC: elaborationD: delayed productionE: question for clarification正确答案:(多选题)22: In the language focus phase, learners could ()A: notice and reflect on language featuresB: recycle the task languageC: go back over the text or recording and investigate new itemsD: practice pronouncing useful phrases正确答案:(多选题)23: Research is considered to be a process built around three key features:() A: Research questions and hypotheses are clearly articulatedB: specification of appropriate research methods for addressing and answering C: therory of your resaerchD: specification of a research context for the questions正确答案:(多选题)24: What are the functions of teacher talk?()A: teachingB: socializationC: organizationD: managemant正确答案:(多选题)25: A typical class might be structured in the manner presented below(). A: introductionB: inputC: interactionD: evaluationE: integration正确答案:(多选题)26: For most cases, teachers have to search for and develop their own strategies to maintain discipline in their classroom. Which measures do you think are proper for indisciplined acts and badly behaving students().A: talk to students in the classB: stop the classC: change the activityD: rearrange the seatsE: putting them in the corridor正确答案:(多选题)27: Techniques of noting an error including().A: facial expressionB: sentence completionC: clarification requestD: explicit correction正确答案:(多选题)28: Which procedures are recommended in preparing self-report forms (Richards and Lockhart, 1996)A: identify in as much as possible the philosophy underlying the courseB: identify different kinds of teaching activities, proceduresC: prepare a lesson report formD: prepare videos正确答案:(多选题)29: Errors could be divided into three groups,they are().A: interference errorsB: intralingual errorsC: systematic errorsD: developmental errors正确答案:(多选题)30: For the public use of language(talking to the whole class) students willneed to focus on()as befits a public presentation.A: fluencyB: accuracyC: clarityD: organization正确答案:(判断题)31: If there is an immediate task at hand, such as taking a test, perhaps teacher-guided correction is the most effective solution.A: 错误B: 正确正确答案:(判断题)32: The aim at the controlled practice stage is simply to give students practice in forming or "manipulating" the structure.A: 错误B: 正确正确答案:(判断题)33: In Communicative Approach , the focus is on language form, rather than on meaning.A: 错误B: 正确正确答案:(判断题)34: English is described as a second language in countries such as Fiji, Singapore, Nigeria,America.A: 错误B: 正确正确答案:(判断题)35: Learners can correct but not explain systematic error.A: 错误B: 正确正确答案:(判断题)36: Students feel less anxiety when they are working “privately” than when they are “on show” in front of the whole class.A: 错误B: 正确正确答案:(判断题)37: Paraphrsing is a kind of common speaking strategy.A: 错误B: 正确正确答案:(判断题)38: A distinguishing characteristic of experimental research is that it adopts manipulation and control to measure internal and external validity.A: 错误B: 正确正确答案:(判断题)39: Inductive reasoning works from the more general to the more specific, and it is sometimes called a "top-down" approach.A: 错误B: 正确正确答案:(判断题)40: Curriculum and syllabus can represent the same theory of learning and can be realeased in various way.A: 错误B: 正确正确答案:(判断题)41: At the presentation stage the teacher introduces new language for students to learn. Here the teacher is in complete control and does almost all the talking.A: 错误B: 正确正确答案:(判断题)42: A normal role play can be called a task even if it does not contain a problem-solving element.A: 错误B: 正确正确答案:(判断题)43: It is the best to follow the order and pace of the course book.A: 错误B: 正确正确答案:(判断题)44: Fluency describes a level of proficiency in communication which includes the ability to produce written and/or spoken language with ease.A: 错误B: 正确正确答案:(判断题)45: The teacher has only one role to play in the classroom.A: 错误B: 正确正确答案:(判断题)46: Five elements of reflective teaching model are linear or sequential and always followed by the next element in the cycle.A: 错误B: 正确正确答案:(判断题)47: Intralingual errors originate with the structure of the native language itself.A: 错误B: 正确正确答案:(判断题)48: If nobody corrects leanrners' error, they will never learn good English. A: 错误B: 正确正确答案:(判断题)49: Errors can indicate the student's stage of language learning and acquistion.A: 错误B: 正确正确答案:(判断题)50: If teachers do not have enough time, they could finish abruptly or run on afte bell.A: 错误B: 正确正确答案:(单选题)1: If a writing task is more general (for example, developing informal letter writing skills), then what is the best approch of correction?A: teacher-guided correctionB: group correctionC: focus correcting正确答案:(单选题)2: For most people the term ”curriculum” includes those act activities that education have devised for _ ,which are represented in the form of a written document . A: teachersB: designersC: learnersD: students正确答案:(单选题)3: How many steps are there to teach free writing?A: 3B: 4C: 5D: 6正确答案:(单选题)4: Repetition is belongs to what strategy?A: metacognitive strategyB: cognitive strategyC: social strategyD: affective strategy正确答案:(单选题)5: ()involves teachers identifying issues and problems relevant to their own classes.A: Literature reviewB: QuestionnaireC: Action researchD: lassroom observation正确答案:(单选题)6: ()research must be analyticA: experimentalB: descriptiveC: Action researchD: A case study正确答案:(单选题)7: Among speaking strategies, which involves using alternatives for words which you do not know?A: Tailoring message to competenceB: ParaphrasingC: Using fillers and hesitation devicesD: Appealing for help正确答案:(单选题)8: If we should not require native-like pronunciation, then what should be our realistic goal when we speak English in the classroom().A: consistencyB: intelligibilityC: communicative efficiencyD: above all正确答案:(单选题)9: The Audio-lingual Method was developed in the () during World War II. A: GermanB: ChinaC: FranceD: United States正确答案:(单选题)10: Who found a strong connection between aptitude and proficiency?A: GardnerB: KreshenC: TerrellD: Carroll正确答案:(单选题)11: In the language focus phase, language analysis activities also provide a focus on form through ()processes.A: teachers' instructionsB: language acquisitionC: peers' helpD: consciousness-raising正确答案:(单选题)12: () relates to the truthfulness of the data.A: validityB: reliabilitC: subjectD: object正确答案:(单选题)13: Which one of the charaters is not belongs to a good language learner? A: Be creative and experiment with languageB: learns to live with errors and learn from errorsC: recites words without understandingD: seeks out all opportunities to use the target language正确答案:(单选题)14: In your opinion, which one is the most typical macro planning (). A: unit planningB: half a semester planningC: one semester planningD: whole course planning正确答案:(单选题)15: The most common form of authority involved in developing language policy and planning is the ().A: governmentB: courtC: procuratorateD: Public Security Bureau正确答案:(单选题)16: ()involves the organization of learning and teaching in such a way that the traditional notion of the "average student" and "aiming for the middle "in teaching is abandoned.A: pair workB: group workC: teacher's helpD: individualization正确答案:(单选题)17: The biggest problem for group work is the selection of group members. Below are some possible ways to group students. Each of them is appropriate except ().A: group the students according to seating arrangementB: students select their own group members (risky)C: group the students by drawing lotsD: divide the strong students and the weak students into different groups正确答案:(单选题)18: Cognitive and interactional patterns cannot affect the way in which students?A: perceiveB: rememberC: thinkD: practice正确答案:(单选题)19: Which opinion of using English in the classroom is wrong?()A: teacher-guided correctionB: group correctionC: focus correcting正确答案:(单选题)20: Which expression is wrong about learning students' names?()A: Help show students that the teacher is interested in them.B: It shows the teacher is responsible.C: The teacher could ask individual students to assist with demonstrations.D: The teacher could ask individual students to assist with equipment in the class. 正确答案:(多选题)21: Which are cognitive strategies?A: resourcingB: translationC: elaborationD: delayed productionE: question for clarification正确答案:(多选题)22: In the language focus phase, learners could ()A: notice and reflect on language featuresB: recycle the task languageC: go back over the text or recording and investigate new itemsD: practice pronouncing useful phrases正确答案:(多选题)23: Research is considered to be a process built around three key features:() A: Research questions and hypotheses are clearly articulatedB: specification of appropriate research methods for addressing and answering C: therory of your resaerchD: specification of a research context for the questions正确答案:(多选题)24: What are the functions of teacher talk?()A: teachingB: socializationC: organizationD: managemant正确答案:(多选题)25: A typical class might be structured in the manner presented below(). A: introductionB: inputC: interactionD: evaluationE: integration正确答案:(多选题)26: For most cases, teachers have to search for and develop their own strategies to maintain discipline in their classroom. Which measures do you think are proper for indisciplined acts and badly behaving students().A: talk to students in the classB: stop the classC: change the activityD: rearrange the seatsE: putting them in the corridor正确答案:(多选题)27: Techniques of noting an error including().A: facial expressionB: sentence completionC: clarification requestD: explicit correction正确答案:(多选题)28: Which procedures are recommended in preparing self-report forms (Richards and Lockhart, 1996)A: identify in as much as possible the philosophy underlying the courseB: identify different kinds of teaching activities, proceduresC: prepare a lesson report formD: prepare videos正确答案:(多选题)29: Errors could be divided into three groups,they are().A: interference errorsB: intralingual errorsC: systematic errorsD: developmental errors正确答案:(多选题)30: For the public use of language(talking to the whole class) students will need to focus on()as befits a public presentation.A: fluencyB: accuracyC: clarityD: organization正确答案:(判断题)31: If there is an immediate task at hand, such as taking a test, perhaps teacher-guided correction is the most effective solution.A: 错误B: 正确正确答案:(判断题)32: The aim at the controlled practice stage is simply to give students practice in forming or "manipulating" the structure.A: 错误B: 正确正确答案:(判断题)33: In Communicative Approach , the focus is on language form, rather than on meaning.A: 错误B: 正确正确答案:(判断题)34: English is described as a second language in countries such as Fiji, Singapore, Nigeria,America.A: 错误B: 正确正确答案:(判断题)35: Learners can correct but not explain systematic error.A: 错误B: 正确正确答案:(判断题)36: Students feel less anxiety when they are working “privately” than when they are “on show” in front of the whole class.A: 错误B: 正确正确答案:(判断题)37: Paraphrsing is a kind of common speaking strategy.A: 错误B: 正确正确答案:(判断题)38: A distinguishing characteristic of experimental research is that it adopts manipulation and control to measure internal and external validity.A: 错误B: 正确正确答案:(判断题)39: Inductive reasoning works from the more general to the more specific,and it is sometimes called a "top-down" approach.A: 错误B: 正确正确答案:(判断题)40: Curriculum and syllabus can represent the same theory of learning and can be realeased in various way.A: 错误B: 正确正确答案:(判断题)41: At the presentation stage the teacher introduces new language for students to learn. Here the teacher is in complete control and does almost all the talking.A: 错误B: 正确正确答案:(判断题)42: A normal role play can be called a task even if it does not contain a problem-solving element.A: 错误B: 正确正确答案:(判断题)43: It is the best to follow the order and pace of the course book.A: 错误B: 正确正确答案:(判断题)44: Fluency describes a level of proficiency in communication which includes the ability to produce written and/or spoken language with ease.A: 错误B: 正确正确答案:(判断题)45: The teacher has only one role to play in the classroom.A: 错误B: 正确正确答案:(判断题)46: Five elements of reflective teaching model are linear or sequential and always followed by the next element in the cycle.A: 错误B: 正确正确答案:(判断题)47: Intralingual errors originate with the structure of the native language itself.A: 错误B: 正确正确答案:(判断题)48: If nobody corrects leanrners' error, they will never learn good English. A: 错误B: 正确正确答案:(判断题)49: Errors can indicate the student's stage of language learning and acquistion.A: 错误B: 正确正确答案:(判断题)50: If teachers do not have enough time, they could finish abruptly or run on afte bell.A: 错误B: 正确正确答案:。

Focusing on form:student engagement withteacher feedbackFiona Hyland *Faculty of Education,University of Hong Kong,Pokfulam Road,Hong Kong,SAR,ChinaReceived 29August 2002;received in revised form 25November 2002;accepted 20January 2003AbstractThis paper explores the relationship between teacher feedback and student revision in two academic writing classes.The study adopts a case study approach and looks at all the feed-back given to six students over a complete ing data from teacher think aloud pro-tocols,teacher and student interviews and student texts,it examines the extent to which teachers focused on formal language concerns when they gave feedback and the use that stu-dents made of this feedback in their revisions.Findings suggest that despite the teachers’beliefs and teaching approaches,language accuracy was a very important focus for their feedback.While most of the students engaged with this feedback when revising their drafts,the extent to which they used it varied among the case study subjects.Two case studies who made consistent and sustained use of form-focused feedback are discussed in greater detail to examine student engagement with form-focused feedback over a complete course.#2003Elsevier Science Ltd.All rights reserved.Keywords:Feedback;Revision;Academic writing;Error correction;Case study1.IntroductionMost teachers hope their feedback will not only improve their students’current writing,but also help their writing and language development.The part that form-focused feedback plays in such development is,however,still an open question.This paper examines this issue by exploring the relationship between teacher written feedback and ESL students’revisions and writing development within an academic writing context.Basically it will consider three aspects of feedback and revision ina System 31(2003)217–230/locate/system0346-251X/03/$-see front matter #2003Elsevier Science Ltd.All rights reserved.doi:10.1016/S0346-251X(03)00021-6*Fax:+852-2858-5649.E-mail address:fhyland@hkucc.hku.hk (F.Hyland).218 F.Hyland/System31(2003)217–230specific context;(1)the extent to which teachers focused on form when they gave feedback,(2)the use that the students made of this form-focused feedback in their immediate revisions to drafts and(3)it will look at two case studies to examine student engagement with form-focused feedback over a complete course.1.1.Teacher feedbackWhile it is generally agreed that L2teacher feedback may need to address slightly different issues to L1feedback(Raimes,1987),there is still some debate about what these should be.Early L2writing research influenced by process theories argued against feedback which focused on grammar correction,viewing it as both dis-couraging and unhelpful.Zamel urged teachers to‘‘hold in abeyance’’their‘‘reflex-like reactions to surface level concerns and give priority to meaning’’(1985:96). Such a position was backed up by research which suggested that error correction had few positive effects on student writing(Hendericksen,1978;Kepner,1991; Semke,1984;Lalande,1982;Robb et al.,1986).More recently Truscott(1996)has argued that language correction is often ineffective because teachers lack the skills to analyse and explain students’problems,while the students lack the skills to under-stand and use such feedback.According to Truscott(1999),teachers have reinforced student beliefs in the benefits of language correction and so it is their responsibility to change student attitudes by adopting a‘‘correction-free approach’’in their class-rooms.However teachers may be reluctant to do this since research on student attitudes towards feedback has found that many students do want errors in their writing corrected and may be frustrated if this does not happen(Radeki and Swales,1988; Leki,1991).ESL students in academic contexts place a particularly high value on form-focused feedback(Leki,1991;Hedgcock and Lefkowitz,1994,1996;Ferris, 1995)and see having error-free work as highly desirable(Cumming,1995).In addi-tion,it has been argued that form-focused feedback can be effective,when accom-panied by classroom instruction(Master,1995).Ferris(1999)argued that students could improve their language accuracy through feedback on form if they were taught the rules governing their frequent errors,but considered that only errors which were ruled governed such as agreement and article problems were‘treatable’in this way through feedback,while other more idiosyncratic errors such as word choice and word order might need a more directive feedback strategy such as refor-mulation or complete ter research(Ferris and Roberts,2001)suggests that the situation may be more complex and that indirect feedback techniques,such as locating the type of error and asking students to correct it themselves,may be helpful for untreatable errors in some cases.The quality of revision after feedback on error has also been examined and it has been suggested that feedback on error can improve students’writing in the short-term.A study by Ferris(1997)found that73%of grammar-focused teacher com-ments(including both notes in the margin and end notes)resulted in successful revisions while Ferris and Roberts(2001)found that of two groups of students offered different types of feedback,one group was able to successfully revise60%ofF.Hyland/System31(2003)217–230219 their grammatical errors when they were merely underlined,while another group was able to revise64%of such errors when they were both underlined and coded, but not corrected through feedback.In contrast a group which revised without feedback was able to self correct only18%of their errors.Studies which measure student improvement longitudinally after error correction in terms of accuracy also suggest that students who receive error feedback over a period of time do improve their language accuracy(Polio et al,1998).While it is unlikely that feedback alone is responsible for language accuracy improvement over a complete course,Ferris(2002:18)argues that it is likely to be one important factor.One problem with making direct comparisons between thefindings of the studies discussed earlier is that the research settings and the subjects varied greatly.Experi-enced teachers often tailor their feedback to suit each student,considering con-textual factors including the task,and the audience(Ferris et al.,1997).They may also consider the individual writer’s needs,ability,personality and culture(Hyland, 1998),and it may be that what is effective feedback for one student in one setting,is less so in another.In order to look more closely at the relationship between feedback and student learning,this research examines the effects of written teacher feedback on individual ESL students and their texts over a complete course.Case study methodology is used to provide in-depth information about the individual responses of students to teacher feedback.This helps us to gain a better understanding of student perspec-tives and uses of feedback.Basically the research seeks to answer the following questions:1.What proportion of the teachers’feedback focused on form?2.How did students engage with this form-focused feedback?3.Did students make any progress in areas addressed by the feedback?2.MethodThe research investigated the effects of teacher written feedback on the revisions and writing products of six ESL writers on a full-time14week English proficiency programme course at a university in New Zealand.Two classes were observed:one class preparing students for undergraduate studies(Class A)and one class preparing them for postgraduate studies(Class B).Based on placement tests given at the beginning of the course,the students in Class A were classified as low to mid inter-mediate level,while the students in Class B were higher intermediate towards advanced level.Each class had3h of writing classes and workshops each week The two class teachers,Joan(Class A)and Nadia(Class B)agreed to be observed in their writing workshops,interviewed and have their feedback collected.Six students (three from each class)also agreed to participate in the case study part of the research.These were selected to include students from a variety of different back-grounds and language levels.220 F.Hyland/System31(2003)217–2302.1.Data collectionThis was a naturalistic study,so teachers were asked to teach writing and give feedback exactly as they would have if the researcher had not been present.Writing workshops in the two classes were observed each week and all writing done by the case study subjects and feedback related to it was collected.The writing included both test writing done in class,and assignment writing which was usually worked on in writing workshops and then completed at home.Students were interviewed three times;in thefirst week,around week seven,and at the end of the course.Interviews with teachers were also carried out in thefirst week and they were asked to conduct think aloud protocols as they gave written feedback to the draft of one piece of writing for each case study participant.Retrospective interviews with the students were then carried out,within a day of their revising of these drafts,focusing on their revision strategies and their responses to the written feedback.2.2.Data analysisThe written data consisted of student writing(drafts andfinal versions)and related feedback.There were two major writing tasks related to the students’own academic interests.In addition students worked on shorter pieces of thematically based writing in class and at home.The genres covered included descriptive,argu-mentative and research essays.In Class A students received teacher feedback on ten pieces of writing,and in Class B they received feedback on seven pieces of writing.Each piece of writing wasfirst examined to identify all the separate written inter-ventions made by the teacher on each student text.Any comment,underlining or correction made on the student text by the teacher was considered as a written intervention.Each written intervention was then categorized as a‘feedback point’and the total number of feedback points for each piece of writing was calculated. The students in this study suggested that when they revised,they dealt with each issue as it appeared on their texts and did not differentiate different types of feed-back.The teacher protocols also revealed that teachers gave feedback on both meaning and form-related issues as they occurred and did not consider them sepa-rately.For this reason,all written interventions werefirst identified as feedback points,whether they focused on grammar,content or genre related issues.The feedback points that focused on form and error correction were then identified and counted.Both teachers used a set of codes for showing form-related problems,but they often supplemented this with comments in the margin,complete corrections and generalized comments at the end of the essay.The range of interventions varied from simple circling or underlining of mistakes:When a library buy CD Roms,to indications of the area of error:F.Hyland/System31(2003)217–230221TThese orphans have stress since they were born.to complete corrections of errors:theThe company should consider how they can increase sales in^present market.In addition,in cases where simple correction was difficult,the teachers reformulated whole phrases and sentences.For example the sentence‘To express theflow-chart which staffs deal with one case’was crossed out and the following reformulation was written above it‘The followingflow-chart shows the sequence in which staffdeal with each case’.Some longer comments were also given to the students either on a summary sheet, at the end of the writing or in the margin.For example,next to the sentence:Also by the promotional target and mix evaluating the promotional strategy to be relevant to the promotional plan of the NZAE.Joan wrote:What is the subject of this sentence?,alerting the student to the struc-tural problems in his sentence.The feedback points for one case study were also counted and analysed by another experienced ESL teacher.A comparison of the two analyses found only a few dis-crepancies.These were then discussed and some amendments made.A second case study was then coded by both parties and on this occasion,an agreement rate of over90%was reached.3.Results3.1.What proportion of the feedback focused on form?Table1shows the total number of feedback points given for each case study over the complete course and the percentage of the total feedback offered which focused on form.It is interesting to see the range in the number of points offered to each student,varying from633for Keith in Class A to only141for Zhang in Class B.To an extent this may be explained by the higher language level of the students in Class B,but there were also considerable differences in the number of points offered to individual students within each class.Again this may be partly explained by the student’s language level but is also possibly partly the result of the teachers responding to students’requests for certain types of feedback on the cover sheet they submitted with each writing assignment.For all students however,more than half the feedback focused on form,suggest-ing this was a major focus for both teachers,despite the teachers’own perceptions of their approaches.In interviews and classroom observations,the teacher of class B,222 F.Hyland/System31(2003)217–230Table1Feedback focusing on form:percentages of total feedback offered over the course for all case studies Student Total feedback points Feedback points focused on form Class AMaho420257(61.2%)SengHee376219(58.2%)Keith633476(75.2%)Class BSamorn333242(72.7%)Liang236145(61.4%)ZhangYue14174(56%)Nadia,came across as afirm follower of the process school.She worried that stu-dents were obsessed with grammar,and in writing workshops she urged them to focus on the writing as a‘whole’and its effects on the reader when revising their drafts or giving peer feedback.The teacher of class A,Joan suggested that she was most concerned with genre issues when giving feedback,with her main aim being to impart academic knowledge on writing.Even so,like Nadia,a large proportion of her feedback focused on the formal aspects of the students’texts.3.2.What revisions did the students make in response to feedback on form?In both classes,three pieces of writing involved students writing a draft,receiving teacher written feedback and then writing a revised version of their assignment.By comparing the drafts andfinal versions of these three assignments,changes could be identified.These revisions were then cross-referenced to the feedback points given on the drafts to determine whether the revisions were related to the feedback or not and to see if the students were able to carry out these revisions successfully.With some revisions it was difficult to decide if the change should be classified as suc-cessful,since the student had addressed the indicated problem,but the revision had only partially improved the text.This was especially the case when classifying revi-sions related to complex sentence structure problems.In order to improve the accuracy of the judgement,the revisions for one case study were also analysed by another experienced ESL teacher.Differences were discussed and amendments made until an agreement rate of95%was reached.Table2shows the number of form-focused feedback points given to each student on their drafts and the number of revisions which could be related to those feedback points.In addition,it shows whether the students were able to successfully carry out these revisions.Three of the students,Keith,Samorn and Liang used a very high proportion of their teacher’s form-focused feedback,while Seng Hee and Zhang Yue used74%and62%respectively and Maho used only10%.Interviews and obser-vations suggested some reasons for this.Both Zhang and Seng Hee revised their drafts quite considerably,eliminating large chunks of text and this meant that some of the feedback could not be used.In her interviews,Maho expressed a very strongpreference for feedback which focused on her ideas (Hyland,1998)and a lack of interest in feedback on language problems.Accuracy was not an important issue for her,so she was prepared to ignore some form-focused teacher feedback.In fact she also made very major changes to her drafts,as she viewed a draft as primarily a way of generating ideas about a topic.This strategy was communicated to Maho’s tea-cher who then focused her feedback on drafts mainly on organization and develop-ment of ideas rather than form,reserving her form-focused feedback for final versions of essays.This suggests that students’use of form-focused feedback when revising their drafts is variable and may be affected by factors such as the students’individual goals and preferences.The table also shows that the students were quite successful in carrying out the revisions after receiving the feedback,although some were more successful than others.This is possibly due to differences in the nature of their errors and the level of the students.Another factor may have been help from others.Since this was a nat-uralistic study,students received feedback then took their drafts away to revise,as this was the normal practice on the course.Interviews and discussions with the stu-dents indicated that at least two of them (Liang and Samorn)used spouses or friends as informants to help them revise their assignments.In fact Liang regarded the conversations she had with her husband about her writing as a very important reinforcement and learning opportunity (Hyland,2000).3.3.Student engagement with the form-focused feedb ack over the course:two case studiesFrom the data discussed earlier we can see that feedback focused on error was widely given to the students and overall had a positive short term effect on their writing.However teachers giving feedback are primarily interested in improving students’long-term language accuracy.In order to get a longer term perspective on the part that feedback played in students’development,the writing for each student Table 2Feedback offered on drafts and related revisions on formal concernsStudent No.of form focusedfeedback pointsoffered on draftsNo.of related revisions on redrafted essays %Of successful revisions Class A Maho 202(10%)2(100%)Seng Hee 3123(74%)17(74%)Keith148121(82%)91(75%)Class BSamom187152(81%)126(83%)Liang6558(89%)50(86%)Zhang Yue 2918(62%)16(88%)F.Hyland /System 31(2003)217–230223224 F.Hyland/System31(2003)217–230was examined in chronological order,specific problems were identified within the areas focused on by written feedback,and development in these problem areas was traced throughout the3months of the course.This analysis produced very detailed information,and so I will restrict the dis-cussion to language features of the writing of one student from each class.We have seen that three of the students made greater use of form-focused teacher feedback. In the next part of this paper,I will focus on two of these,Keith from Class A and Liang from Class B.3.3.1.KeithKeith was a26year old intermediate student in class A from Taiwan.His attitude to language learning was very serious and deliberate.He valued feedback highly and during hisfirst interview he repeated twice that at the revision stage of the draft,he focused on the problems raised by the teacher’s feedback.At the end of the course he also suggested that feedback had been the factor which had helped him the most to improve.He had used it to decide what to practice and was‘‘one hundred per-cent’’convinced that written feedback had improved his writing.Keith believed that the teacher’s main role when giving feedback was to correct mistakes in grammar.He tried to correct every error in his essays,but was quite realistic about the potential of this for immediately improving his writing:However make mistakes inevitably,but it doesn’t matter,because you can from every time improve your writing,maybe once,twice,third time you will correct your errors.One thing he liked to do was to‘‘ask my classmates or the teacher what the problem is’’.Asking was important because he believed learning a language involved being‘‘energetic’’:‘‘If you don’t open your mouth,you won’t know the answers’’. He believed in the power of experimentation and correction:‘‘Making mistakes is helpful for you to learn a language,if you ignore mistakes in your process of learn-ing,you don’t know what correct is.’’Keith was ready to‘‘take risks and look for feedback on points of uncertainty.’’(Skehan,1998:17)Keith reported that he made very systematic use of feedback on drafts and this was also backed up by observations during the writing workshops as well as the data in Table2.When he was given back an assignment,hefirst looked at the correc-tions.Then he read the comments in the margin and then he read thefinal com-ments.After that he tried to correct all grammar problems and change any unclear sentences.In the past he had only corrected errors in drafts but he had found that he was not making the progress he wanted:so he decided to systematically correct all errors noted in every piece of writing he received feedback on,whether it was a draft orfinal version.He then wrote the corrected sentences in a practice book which he looked through before starting his next piece of writingKeith identified sentence structure as his most serious problem in all his inter-views.At times he obviously felt a great deal of frustration with his progress,as this extract from his retrospective interview shows:F.Hyland/System31(2003)217–230225F(Reading feedback):Sometimes you need to focus on basic grammarK Yes basic grammar and simple sentences to describe the complex ideas because this always frustrated to me....I don’t know how to improve this way and the structure of sentence,I’m very concerned about that.F When you read those comments,did you make any changes after you readthose comments?K I can’tfind any difference because as I say,this sentence always frustrated to me.Because I don’t know where can I improve,especially the structure of sentences.Keith’s problems with sentence structure were quite serious and made it difficult for a reader to decipher his meaning.Joan’s difficulties as she responded to the draft of hisfirst assignment came through many times in her protocol:‘‘According to the potential market actual need designated the establishment and salary’’—What?....’’—Potential or actual?Um—opposites I think.Oh this is not at all clear—I’ve no idea—What did he say he wanted?He wanted struc-ture of sentences-well hmm—it’s so bad that I can’t understand it.In every piece of writing on this course,Joan drew Keith’s attention to sentence structure problems.For example on the two drafts for the two major assignments she gave25feedback points related to sentence structure.This feedback was varied. Sometimes she wrote generalised feedback such as‘‘not clear’’or more specific feedback such as‘Where is the subject in this sentence?’’or wrote a reformulation in the margin.She also commented on his poor control of complex sentence structure a number of times in her summative comments at the end of the essays:Main grammar problems are making sure complex sentences have a clear subject and a main verb.Practisefinding these in your own sentences.Make sure that you can clearly identify a subject and a verb in each sentence.As we have seen,Keith made serious attempts to use this feedback,not just to improve drafts,but also to commit the language points into his memory for future use,but did this have any effects on his writing?Almost every week during the course students were given a test which usually involved writing a200word essay.The number of sentence structure problems in each piece of Keith’s test writing was counted with the results shown in Table3.This suggests some very gradual improvement in terms of control of sentence structure over the whole course,but Keith’s progress may be shown more clearly by a com-parison between hisfirst writing and hisfinal test writing.This is the introduction to a short essay on the good language learner written in the second week of the course: It is good saying that‘‘no pains,no gains’’correspondingly,there is also a motivation to do something,the crucial thing we dedicate to learn English is identification of our purpose,now we have a clear purpose to be in for the result of specific motivation,inevitably.226 F.Hyland/System31(2003)217–230Table3Keith‘s problems with sentence structureTest No.of sentence structure problems Week28Week37Week54Week63Week84Week94Week113Final test4We can compare this with the introduction from Keith’sfinal test writing on food additives:The public just considered about the negative effects of using the food additives. However,in fact food with additives is safer than food without additives, especially for meats,fish and cheese products.In this essay I will discuss the relevant reasons towards support the use of preservatives which is more effective. This writing shows greater control in terms of sentence structure and although it is less complex and there are still some minor inaccuracies,the message is conveyed more successfully.Although tests at the end of this course suggested Keith was not ready to pursue academic studies,he was sure that his writing skills had improved and was con-vinced that feedback,coupled with his active learning strategies were what had helped him do this.He said he was now‘very proud’of his sentence structure.3.3.2.LiangLiang was an upper intermediate writer in Class B,the postgraduate class.She also came from Taiwan,but was a mature student in her thirties.Like Keith,Liang had a systematic approach to language learning.After the classesfinished for the day she would spend two or three hours studying in the Self Access Centre.She also stressed the importance of language related feedback and believed that such feed-back took time to have an effect:If you correct me once I may forget that time,and the next time and the next time.But the teacher should keep correcting me and some time I will remember. Although errors in Liang’s writing did not present the same meaning problems as Keith’s,she did have some quite basic problems,especially with articles.Nadia drew her attention to article problems in her feedback by underlining them,writing‘A’inthe margin and giving end comments like‘work needed on articles.’In her protocol when responding to Liang’sfirst assignment,Nadia suggested that it was an area she would discuss with Liang in more detail in class:...that’s what I know I need to follow up on with her and perhaps just make sure that she gets on to that one.In her retrospective interview Liang also recognised that she had a problem with articles,but seemed somewhat sceptical about whether feedback could help her with this:F Do you think the comments here will help you to remember about articles?L Maybe next time I will have the same mistake about articles(laughs).But I will try to.(laughs)....Because sometimes I think this sentence should use article but the teacher doesn’t think so.Liang’s use of articles was examined throughout the course.The draft of herfirst assignment had comments and corrections on four article problems but herfinal assignment had none.Table4shows the pattern of errors in her weekly writing tests. It therefore seems that Liang had made some progress but the part that feedback played in this improvement is difficult to assess.As Nadia’s protocol suggests,writ-ten feedback was combined with oral discussion and other strategies.The reason for the increase in errors towards the end of the course is also difficult to explain.It may be that the early focus made her conscious of article problems and more careful in her article ter in the course she might have relaxed her‘monitor’,only to put it back in place for thefinal important test(which indicated whether students were ready for university study in English).One interesting point is that in herfinal interview,Liang expressed dissatisfaction that her teacher had concentrated her form-focused feedback on what she termed ‘basic’problems like articles,but not on her‘‘complex grammar problems’’like sentence structure.However,there were in fact very few serious sentence structure problems for the teacher to comment on in her writing.In fact in herfinal progress report Nadia suggested that in the future Liang needed to focus on writing more Table4Liang‘s problems with articlesTest Number of Article problems Week25Week32Week61Week72Week104Week114Final test0。

Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。

Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。

2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。

摘要摘 要1991年，在教授英语应该聚焦在形式还是聚焦在意义的争论中，Long提出了focus on form的教学理论，该理论自从被提出之后，就受到了国内外的广泛关注，尤其是在国外，大量的学者或者研究者已经对focus on form的教学理论进行了研究并且取得了丰硕的成果。

focus on form的教学理论不仅重视意义的交流又不忽略语言的形式。

它吸取了重视意义和重视形式的优点，而且弥补了片面重视意义或者片面重视形式的缺陷。

目前，在我国的英语词汇教学中，很多教师教授英语词汇的方法都是脱离了情境和交流片面地教授词汇，所以笔者选择focus on form的教学理论来指导初中英语词汇的教学。

本论文的主要目的是将focus on form教学理论的研究成果与初中的英语词汇教学相结合，运用该理论作为初中英语词汇教学的指导理论，探讨该理论在初中的英语词汇教学中的有效性，并且希望通过实验来验证，在词汇教学方面用focus on form作为指导的教学方法比一般的词汇教学方法更有效。

本研究选择漳州七中初一的两个班级的学生作为研究对象，其中一个班级作为实验班，另一个班级作为对照班。

实验班用focus on form教学理论作为指导教授词汇，对照班用了一般的方法教授词汇。

在实验开始之前，两个班级进行了词汇前测。

实验的时间是一个学期，在半个学期的时候，两个班级进行了词汇中测，在学期期末两个班级再进行了词汇后测。

笔者用SPSS对词汇的测试成绩进行了分析, 得出的结论是：采用focus on form 教学理论对词汇教学进行指导能有效促进学生词汇的学习，并且效果比一般的词汇教学方法显著。

关键词：focus on form教学理论；初中；英语词汇教学闽南师范大学教育硕士专业学位论文AbstractAbstractWhether teaching English should focus on forms or meaning is a question, and this question is still on debate. When this question was being discussed, Long put forward his own theory, that is, focus-on-form instruction in 1991. Since it was proposed, it has drawn widely attention both at home and abroad, especially in foreign countries. There havw been a lot of researches done by scholars and researchers. Until now, they have got great achievements in foreign countries. Focus-on-form instruction not only takes account of a communicative language classroom but also pays attention to forms of language. This theory overcomes the problem that some teachers teach English words without context and communication. V ocabulary is an important part in learning English, but in China, some teachers teach English words with ignoring context and communication, so focus-on-form instruction was selected to teach English words. Focus-on-form instruction not only emphasizes the importance of meaning but also pays attention to forms.This thesis combines focus-on-form instruction and English vocabulary teaching in junior high schools, uses focus-on-form instruction as a tool to guide vocabulary teaching, and is to find out whether using focus-on-form instruction as a tool to guide vocabulary teaching is better than common methods.Ninety-six junior high school students coming from two parallel natural classes were selected as participants. One class is the experimental class in which focus-on-form instruction was employed while the other class is the control class in which common instruction was applied. Every week, two classes have the same learning time-7 English class periods. And the two classes have the same English teacher to make sure the result of this experiment will not be influenced by the other factors.Before the experiment, a vocabulary test was carried out to test the level of two classes. This experiment lasts one term. In the middle of the term, a mid-test was carried out, and in the end of the term, a post test was carried out. With the help of SPSS software, the result was analyzed. The present study draws a conclusion that focus-on-form instruction can promote闽南师范大学教育硕士专业学位论文the students’ vocabulary learning effectively and focus on form instruction is more effective. Key words:Focus-on-form instruction; junior high school; English word teaching目录目 录摘要 (I)Abstract (III)第一章 引言............................................................ - 1 -第一节 选题背景 .................................................... - 1 -第二节 研究目的 .................................................... - 2 -第三节 研究意义 .................................................... - 3 -第四节 论文的结构 .................................................. - 3 -第二章 文献综述....................................................... - 5 -第一节 相关定义 .................................................... - 5 -一、focus on forms的定义 ...................................... - 5 -二、focus on meaning的定义 .................................... - 6 -三、focus on form的定义 ....................................... - 6 -第二节 国内外相关研究理论及动态 .................................... - 7 -一、focus on form的国外研究综述 ............................... - 7 -二、focus on form的国内研究动态 .............................. - 11 -第三章 focus on form的理论背景....................................... - 17 -第一节 互动假说 ................................................... - 17 -第二节 注意假说 ................................................... - 18 -第四章 focus on form 的在初中英语词汇教学中的实验研究................. - 21 -第一节 实验目的 ................................................... - 21 -第二节 实验假设 ................................................... - 21 -第三节 实验时间 ................................................... - 21 -第四节 实验设计 ................................................... - 21 -一、实验对象 .................................................. - 21 -二、实验过程 .................................................. - 22 -第五节 实验具体操作 ............................................... - 23 -闽南师范大学教育硕士专业学位论文一、针对实验班 ................................................ - 23 -二、针对对照班 ................................................ - 28 -第六节 数据分析 ................................................... - 28 -一、实验班与对照班前测成绩分析 ................................ - 29 -二、实验班与对照班中测成绩分析 ................................ - 30 -三、实验班与对照班后测成绩分析 ................................ - 31 -第五章 结论........................................................... - 33 -第一节 研究发现 ................................................... - 33 -第二节 研究启示 ................................................... - 33 -第三节 不足之处与展望 ............................................. - 34 -参考文献.............................................................. - 35 -附录.................................................................. - 39 -致谢.................................................................. - 43 -攻读学位期间取得的科研成果............................................ - 45 -第一章 引言第一章 引言第一节 选题背景英语作为国际交流的重要工具，其重要性不容置疑。

如果你是老师,你会如何教育学生英语作文If I were a teacher, I would approach teaching English composition with a focus on fostering critical thinking, creativity, and genuine engagement with the language. Here are some strategies I would use to educate students in English composition:1. Creating a supportive and encouraging learning environment: Building trust and rapport with students is crucial in a classroom setting. I would strive to create a safe space where students feel comfortable expressing their ideas and taking risks in their writing.2. Providing meaningful feedback: Instead of focusing solely on correcting grammatical errors, I would emphasize providing constructive feedback that encourages students to reflect on their writing and improve their overall composition skills. This could involve highlighting strong points in their writing, as well as suggesting areas for improvement.3. Encouraging creativity: I would encourage students to think outside the box and explore different genres, styles, and techniques in their writing. By allowing students to experimentwith their creativity, they can develop a more personal and engaging writing voice.4. Incorporating real-world examples: I would incorporate real-world examples of English composition to help students understand the practical applications of writing skills. This could involve analyzing professional writing samples, discussing current events, or even writing for authentic audiences such as school newsletters or online platforms.5. Promoting collaboration: I believe that collaboration is an important aspect of learning English composition. By engaging students in group activities, peer editing, and collaborative projects, they can learn from one another and develop valuable communication and teamwork skills.6. Emphasizing the writing process: I would teach students the importance of the writing process, from brainstorming and outlining to revising and editing. By emphasizing the steps involved in writing, students can develop a systematic approach to their composition tasks and produce more polished and refined pieces of writing.7. Integrating technology: I would incorporate technology tools and resources into my teaching to enhance the learning experience. This could involve using digital platforms for writingassignments, providing online feedback, or leveraging multimedia resources to engage students in the writing process.Overall, my approach to teaching English composition would be student-centered, interactive, and focused on developing students' writing skills in a holistic and meaningful way. By fostering a love for writing and providing students with the necessary support and guidance, I believe that I can empower them to become effective and confident writers in the future.。

Focus on form理论与中学英语语法教学Grammar的词典释义: :n. 1. [U] the rules in a language for changing the form of words and joining them into sentences;2. [U] a person’s knowledge and use of a language;3. [C] a book containing a description of the rules of a language.Grammar三层含义:1.语法: 指语言所固有的遣词造句以达意的规则；2.语法学，指研究这些规则的学问；3.语法书，指说明这些规则的著作，即语法书。

正因为语法揭示的是词形变化和谴词造句的规律，所以确定了英语学习者掌握基础语法知识的必要性。

中学语法教学的必要性1. 学习英语必须学习语法，因为语法体现了语言的规律，而语言规律的学习又凸显了学习过程中学生智力参与的重要性。

2. 没有语法就不能很好地表达，而没有词汇什么也不能表达。

没有基础，怎能有用英语思维和表达的能力。

无基础知识、基本技能、字之不识等于文盲，是空谈能力。

一、语法教学的现状1、传统的外语教学模式是教学大纲以语言形式为纲，课堂设计以语言结构为主要组织原则，课堂教学以孤立语言现象的单纯积累为主要目的；2、以课本讲解为主，配以多项选择、句型填空、单句翻译和句子改错等单调的练习。

3、内容枯燥、活动单一、气氛沉闷，教学效果不理想。

4、传统语法教学中的例子多是一些没有上下文的句子，甚至有些是为了说明一个特定结构而人为硬造的。

这些例句割裂了语言规则和语言使用的关系，无法准确说明语法在真实情况下的意义与用法。

二、语法教学的出路1、融合交际-任务教学的原则2、活化中学英语语法教学3、课堂中师生的精力主要集中在交际意义上，只是必要时偶尔关注语言形式，其核心是“教学干预与语言学习加工融为不可分割的一体4、关注“…what is taught and how it (grammar) is taught．（The Oxford English Grammar，Sidney Greenbaum，Oxford University Press，1996）5、学语法不能让学生用死记硬背那种方式学，语法教学是通过一种启迪的方式，让学生从中发现规律。