57 1My name s Alice Brown. I m English. These 2 are my parents. My father is a teacher at the Shanghai International School. My mother is a secretary

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1 56 从一项调查看中小学英语教科书存在的 * 问题及编制原则韩宝成英语教科书的开发是实施基础英语素质教育的基础工程自 2001 年新课程改革以来, 国家审定通过了多套中小学英语教科书, 但对一线英语教师的调查发现, 现行教科书在趣味性系统性知识性等方面存在问题笔者全面分析了产生这些问题的原因, 并结合调查结果和相关理论, 提出并重点讨论了编制英语教科书应该遵循有趣有意和有理的选材原则中小学英语教科书 ; 课程改革 ; 调查 ; 教科书编制 ; 选材原则 1 1. 调查对象及调查内容调查工具及方法 metaphor analysis 2011 Tomlinson % Clandinin Marshall1990 Tobin1990 Oxford et al CameronL Martinez et al Ben - Peretz et al Sabanet al * 本文为全国教育科学十一五规划教育部重点课题中国基础英语素质教育的途径与方法 ( 批准号 : DHA070148) 成果感谢北京外国语大学中国外语教育研究中心硕士生蒋少华同学对收集和整理数据做出的贡献 1 本文所谈教科书指狭义的教材广义的教材除教科书外, 还包含教参等其他各种教学辅助材料, 不在本文讨论范围之内

制 ; 选材原则 1 1. 调查对象及调查内容 2009 5 1978 1982 1992 1998 63 1999 2000 2002 2005 28 35 2006 2009 2010 2011 2.

2 57 1My name s Alice Brown. I m English. These 2 are my parents. My father is a teacher at the Shanghai International School. My mother is a secretary at 63 the Beijing International School. My name s Li Gang. I m Chinese. These are my parents. My mother is a doctor at the hospital. 3. 教师对在用英语教科书的评价 My father is a factory manager. My name s Peter Pan and I m American. These are my parents. My mother is an English 42 teacher in a university in Beijing. This is my father. He s a hotel manager. My name s Li Meimei. I m Chinese. These 42 4 are my parents. They are factory workers 隐喻措辞后括号内的数字表示教师们提供的相同隐喻的数量此外, 调查者给出的隐喻会有不同的解释, 如康熙字典既有权威的含义也有枯燥老旧的含义, 我们根据他们的释义分别将其归为不同的类别

These are my parents. My mother is an English 42 teacher in a university in Beijing. This is my father. He s a hotel manager. My name s Li Meimei. I m Chinese. These 42 4 are my parents.

3 2005 Tomlinson % EFL 63 Cunningsworth 1995 Tomlinson 2008 for teaching 58

4 有趣 Dewey 1913 Piaget1981 Mc- Gougall Hidi Baird 1986 Bernstein simplicity centrality frequency learnalibity

5 www. google. com 2. 有意 8 2 meaning - based approach Langacker 在成人英语教学英语培训和英语作为第二语言教学中选用真实的语料是另一个话题, 不在本文讨论之列

6 Focus on form Focus on forms 3. 有理 Krashen Tomlinson 2008 engage ArnoldJ. Affect in Language Learning. Cambridge Cam- 61

7 62 bridge University Press Ben - PeretzM. MendelsonN. & KronF. W. How teachers in different educational contexts view their roles. Teaching and Teacher Education BernsteinM. R. Relationship between interest and reading comprehension. Journal of Educational Research CameronL. Operationalising metaphor for applied linguistic research. In CameronL. and LowG. eds.. Researching and applying metaphor. Cambridge Cambridge University Press ClandininD. J. Personal practical knowledge A study of teachers classroom images. Curriculum Inquiry CunningsworthA. Choosing Your Coursebook. Oxford Heinemann de AndresV. Self - esteem in the Classroom or the Metamorphosis of Butterflies. In ArnonldJ ed.. Affect in Language Learning. Cambridge Cambridge University Press DeweyJ. Interest and Effort in Education. New York Houghton Mifflin Domyei Z. Motivation in Second and Foreign Language Learning. Language Teaching DoughtyCatherine & WilliamsJessica eds.. Focus on form in classroom second language acquisition. Cambridge Cambridge University Press EllisR. Understanding Second Language Acquisition. Oxford Oxford University Press FisherR. Teaching Thinking Philosophical Enquiry in the Classroom 3 rd ed.. London Continuum GardnerR. and W. Lambert Attitudes and Motivation in Second - Language Learning. RowleyMa. Newbury House HidiS. Interest and its contribution as a mental resource for learning. Review of Educational Research HidiS. & BairdW. Interestingness A neglected variable in discourse processing. Cognitive Science KrashenS. Condemned without a Trial Bogus Arguments A- gainst Bilingual Education. PortsmouthNH Heinemann Publishing Company KrashenS. Second Language Acquisition and Second Language Learning. Oxford Pergamon KrashenS. The Input Hypothesis Issues and Implications. New York Longman KrashenS. The Power of Reading. EnglewoodCO Libraries Unlimited LangackerR. W. The Conceptual Basis of Grammatical Structure. In ByrnesHeidiet al. Eds.. Educating for Advanced Foreign Language Capabilities Constructs CurriculumInstructionAssessment. WashingtonDC Georgetown University Press Long. M. H. The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. J. Bahtia Eds. Handbook of Second Language Acquisition. New York Academic Press MarshallH. H. Metaphor as an instructional tool in encouraging student teacher reflection. Theory into Practice MartinezM. SauledaN. and G. Huber. Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education McGougal W. A Textbook of Psychology. Discovery Publishing House. Newdehli Nunan D. Designing Tasks for the Communicative Classroom. Cambridge Cambridge University Press OxfordR. L. Anxiety in the language learner New insights. In J. Arnold Ed.. Affect in Language Learning. Cambridge Cambridge University Press OxfordR. L. TomlinsonS. BarcelosA. Harrington C. & LavineR. Z. et al. Clashing metaphors about classroom teachers toward a systematic typology for the language teaching field. System PiagetJ.Intelligence and Affectivity. Basic BooksNew York RichardsJ. C. Curriculum Development in Language Teaching. Cambridge Cambridge University Press2001. SabanA. KocbekerB. N. & SabanA. Prospective Teachers Conceptions of Teaching and Learning Revealed Through Metaphor Analysis. Learning and Instruction SchmidtR. The Role of Consciousness in Second Language Learning. Applied Linguistics SchumannJ. The acculturation model for second - language acquisition. In R. Gringas Ed. Second Language Acquisition and Foreign Language Teaching. Washington DC Center for Applied Linguistics Skehan P. A Cognitive Approach to Language Learning. Cambridge Cambridge University Press SwainM. and LapkinS. Problems in Output and the Cognitive Processes They Generate A Step Toward Language Learning. Applied Linguistics TobinK. Changing metaphors and beliefs A master switch

eds.. Researching and applying metaphor. Cambridge Cambridge University Press1999 3 28. ClandininD. J. Personal practical knowledge A study of teachers classroom images.

8 63 for teaching TomlinsonB. Theory into Practice ed. Materials Development in Language Teaching. Cambridge Cambridge University Press TomlinsonB. Language acquisition and language learning materials. In B. Tomlinson ed. English Language Teaching Materials. London Continuum TomlinsonB. Principles and Procedures of Materials Development. In N. Harwood ed.. Materials in ELT Theory and Practice TomlinsonB. Cambridge Cambridge University Press. What do teachers think about EFL coursebooks Modern English Teacher JEFC SEFC 檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿檿 N1 + V + + N2 + VP /AP V + /+ N

. Materials in ELT Theory and Practice. 2010 81-180. TomlinsonB. Cambridge Cambridge University Press. What do teachers think about EFL coursebooks Modern English Teacher2010 4 5-9.

9 96 examined separately but there is no statistically significant difference in the Introduction Sections. With the exception of attributionno statistically significant difference is found between the two groups in the frequency of three of the four sub-categories of hedgesnamely adaptor rounder and plausibility. Parts of speech of the hedges are examined and lexical and auxiliary verbs are identified as the most frequently used in the two corpora and nouns as the least. It is also found that a large number of most frequently used hedges in the articles by both Chinese and native scholars overlap but many of them differ remarkably in frequency and how they are used and some are even used by the mainland Chinese scholars incorrectly or in wrong registers. Key Words hedges scientific RA corpus mainland Chinese scholars native English scholars Principles for primary and secondary school English textbook development by HAN Baocheng Abstract In primary and secondary school English classroomstextbooks remain a major source of input and a guidebook for teacher's instruction. Since the English curriculum reform for basic education was put into effect in 2001many sets of English textbooks have been put into use. Howeverthe findings of the present survey suggest that most teachers of English hold fairly negative view on the textbooks they are using. They complained that these textbooks do not hold students' interest nor do they offer a variety of useful information. Most texts are unrelated and do not finally form a coherent whole. This paper discusses these problems and puts forward three guiding principles concerning material selection for EFL textbook development. Key words English textbook curriculum reform survey textbook development principles of material selection Effects of oral CF on Chinese learners' acquisition of English articles and prepositions by ZHANG Kai & WANG Tongshun Abstract This study has borrowed the paradigm of oral CF to examine the effects of CF on the acquisition of grammatical forms in writing. Based on the " Interaction approach" it examined Chinese EFL learners' acquisition of English articles and prepositions with the task of spotting picture differences so as to explore the effects of integrating oral CF into writing. The results show that clarification request plus metalinguistic feedback is more effective than the other two types of oral CF direct correction prompt plus direct correction and meanwhile indicate that English articles and prepositions have various cognitive properties. Key words feedback oral corrective feedback interaction knowledge category An empirical study of the predictability of the Vocabulary Size Test on language proficiency by WANG Ziying Abstract Vocabulary plays an important role in language learning. This paper aims to study the predictability of the Vocabulary Size Test VST on language proficiency by looking into the correlation between the vocabulary of non-english majors and their scores of College English Tests CET-4 and CET-6. The study shows that vocabulary size is significantly related to CET-4 but not associated much with CET-6. It may be a warning for the non-english majors and their teacherswho focus much on breadth and reception of vocabulary knowledge while attaching little importance to depth and production of vocabulary knowledge. The authentic disseminator of cultures On the translation by Mr. GE Baoquan from the perspective of precedent phenomena by LI Chang Abstract The precedent phenomenonas part of language culture phenomenaconstitutes the foundation of national culture cognitionand its characteristics of nationalitysocializationand concealment are the major obstacle for understanding and disseminating during the translation. Mr. GE Baoquan the well-known researcher for foreign literature translator and cultural activist

plausibility. Parts of speech of the hedges are examined and lexical and auxiliary verbs are identified as the most frequently used in the two corpora and nouns as the least.

第七届中国英语教学国际研讨会中国英汉语比较研究会英语教学研究分会 ( 原中国英语教学研究会 ) 将于 2014 年 10 月 24-26 日在南京举办第七届中国英语教学国际研讨会

第七届中国英语教学国际研讨会中国英汉语比较研究会英语教学研究分会 ( 原中国英语教学研究会 ) 将于 2014 年 10 月 24-26 日在南京举办第七届中国英语教学国际研讨会 2014 外研社杯全国英语演讲大赛 2014 外研社杯全国英语写作大赛全面启动坚持科学的大学英语教学改革观输出驱动输入促成假设构建大学外语课堂教学理论的尝试建设大学生真心喜欢终身受益的精品课程突出思辨能力培养将英语专业教学改革引向深入主办单位外语教学与研究出版社合办单位教育部高等学校大学外语教学指导委员会教育部高等学校英语专业教学指导分委员会 2014 外研社杯全国英语演讲大赛