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简介：ThispaperattackstheconservatismofgrammarteachinginChina.Ittakestheexampleofteachingnon-restrictiveclausesinEnglishanddemonstratesthatacommunicativeapproachcanandshouldbeappliedeventosuchalinguisticsubject.Aprocedureissuggestedinwhichgroupworkandproblem-solvingactivitiesattempttoraisestudents’awarenessofgrammarproblemsandencouragethemtofindtheirownsolutions.

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简介：Thispaperexplains,withconcreteexamples,thatthenon-verbalbarriersalsoobstructstudents’correctunderstandingoflisteningmaterials,andana-lyzestheproblemsresultingfromstudentslackofcul-turalknowledgeofthetargetlanguage.Suggestionsareofferedtohelpstudentshaveabetterunderstand-ingbyintroducingtheoriginofEnglishwords,intro-ducingtheculturaltraitsofnativespeakers,theircustomsandintroducetherelativeculturalknowledgetopromotestudents’comprehensionofthetargetlan-guage.

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

简介：Itisreportedthatnon-nativeEnglishSpeakingTeachers’knowledgeandperformancearesubordinatetoNativeEnglishSpeakingTeachers’andstudentsholdanegativeattitudetowardsnon-nativeEnglishSpeakingTeachers.Thepaperexploresstudents’attitudestowardsbothgroupsofteachersfrompreviousstudies,suggestsschooladministratorsnotrushtoemployNativeEnglishSpeakingTeachersbeforeconsideringstudents’attitudesandrecommendsnon-nativeEnglishSpeakingTeacherstoenhanceEnglishproficiency,capitalizeonpedagogicalskill,interpersonalskillandpersonalqualitiesforeffectiveteaching.

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简介：Thispaperexaminestheproblemsexitinginread-ingcomprehensionfornon-Englishmajorcollegestu-dents.Thewriteradoptedsemanticmappingmethodstoimprovetheirreadingcomprehension,whichhavebeenprovedtobepracticalandeffectivereadingstrategiesafteroneyear’spractice.

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简介：TeachingEnglishasacompulsorysubjectinCenderawasihUniversityhasalwaysbeenachallengingone.ThesituationandconditionfacedbythelecturerswhoarefromEnglisheducationprogramarecomplex.TheyhavetoteachEnglishinthefirstyear,sometimesuntilsecondyearfornon-Englishmajorstudentsfromdifferentprograms.Atthesametime,theydealwithbigclassesfromallprograms.Issuesintheteachingandlearningprocessintheclassroommayincludetotalnumberofstudents,students’backgroundknowledgeoflearningEnglish,learningconditions,andteachingandlearningstyle.Sincetheseissueshavehappenedthroughouttheyears,severalelementsfromKrashenhypothesiscanbeconsideredtohelptocreateabetterlanguagelearningenvironment.Thisstudyfocusesonthoseelementsofcomprehensibleinput,reducedanxietylevel,andactiveparticipation.TheseelementscanbeurgentlysuggestedtoEnglishteachingandlearningprocessatuniversitylevel,particularlytoteachEFL(Englishasaforeignlanguage)tomixed-levelnon-Englishmajoruniversitystudentstoproduceaneffectivelanguagelearningenvironment.