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简介：Thisarticlereviewsthebackgroundandproblemsintheteachingofintensivereading(IR)tothestudentswithnon-EnglishmajorsandproposessomeactivitiesforimprovingtheteachingandlearningprocessoftheIRclassroom.Itisexpectedthatwithsomeapplicableandeffectiveactivities,theteachercanhelpstudentsreadactivelyandgrowintoeffectiveandindependentreaders.

简介：TherehavebeenalotofcomplaintsfromtheteacherswhoteachEnglishwritinginChinaontheheavyloadofcorrectingstudents’workandthelowef-ficiencyinvolved.ThisarticlediscussestheproblemscausedbythetraditionalapproachtoteachingEnglishwriting,andsuggeststhatonewaytoimprovestu-dentswritingskillsistodevelopstudents’composingprocesses,especiallytheprocessofrevision.Basedonresearchfindingsandthemany-yearteachingpractice,theauthordescribessomewaysofhelpingstudentslearntowritethroughusingfeedbackeffectively.

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简介：Filmsareaveryeffectivemediumforlanguageteaching,especiallyinteachinglisteningandspeaking.Thispaperdiscussestheadvantagesofusingfilmsinteachingthatcoursetonon-Englishmajors.Finallytheauthorintroducessomeworkablewaysofusingfilmsinaural-oralclasses.

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简介：OurStudentsOurstudentsarescholarsselectedbytheChinesegovernmentforfurtherstudyintheU.K.whocometoChengdufor3-4monthsintensiveEnglishlanguagetraining.AttheendofthetrainingcoursetheyhavetotaketheIELTStest.OurtaskistoequipthemforstudyinBritain,andtopreparethemforthetestwhichwilldecidetheirfuture.

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简介：Thispapertracesevidencefromneurobehaviouralresearchshowinghowlanguagefunctionsoccurinthebrainandsupporttheefficacyofdramaasamethodologyinalllanguagelearning.AccordingtoPribram’sholographicviewofthebrain,move-mentisintegraltothetransferenceofvocabularyfromtheposte-riorconvexitytothefrontalcortexwherewordsaretransformedintomeaningviapragmaticprocessingmechanismsandthenpro-ducedaslanguageinthemidbrainmotorstructurewhichisalsothecenterofemotion.Dramaismovementwithemotion.Wordswhichbecomeamplifiedwithmeaningduringthedramat-icprocesstraverseneuronalpathwaysfromthelexicographic,posteriorbraintotherightforebrainandconvergeinvocalex-pressioninthecentrencephalicmechanism.Withoutsuchmove-ment,meaningandoutputdonotoccur.Wordsimpregnatedwithmeaningintheemotionalmovementofthedramaticprocessparalleldrama-languagemovementswithinthebrainsothatlearningbecomesdeeplyembedded,retainedandeasilyrecalled.Testeddramamethodswhichreinforceorimprintsuchintra-brainlanguagefunctionsarebrieflyreviewedasisselecteddrama-languageresearchsupportingthedrama-brain-languageconcep-tualframeworkofholisticlanguagelearningtheory.Itisarguedthatlearningasecondlanguageaswellasafirstlanguagethroughdrama,thelanguageartformwhichimbuesthenarra-tiveandlanguagestructuresofanyculture,constitutesqualityeducation.

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