Dòng Nội dung
1
Giảng dạy tiếng anh không chuyên: Biến chuyển và định hướng = Teaching English to non-majors .Changes and orientations / Lâm Quang Đông. // Ngôn ngữ và đời sống 2014, Số 11 (229).
2014
1-5 tr.

This paper describes the job of teaching English to non-majors as the mandates and functions of the Faculty of English in the Vietnam National University ,Hanoi (VNU), and relates it to English teaching in Vietnam in general where relevant.Our approaches and orientations in teaching and researching English for non-majors are also presented in this general context. Thus, the paper begins with an overview of the Faculty of English,its mandates and functions before mapping the changes in the pedagogical approaches to English teaching over different periods of the Faculty’s development. The paper then ends with some orientations for the time ahead.
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2
Receptivity to learner-driven feedback in EAP / Clare Maas. // ELT Journal Volume 71, Issue 2, 1 April 2017
2017.
p. 127–140.

There is still debate surrounding what constitutes the most effective feedback on EFL learners’ writing, particularly in English for Academic Purposes (EAP) settings. Unanswered questions are found in the literature on topics such as the best formats for feedback, the role of technology, authors’ authority over written texts, and ways of helping learners develop into autonomous writers. This study explores students’ receptivity to an approach to giving feedback on essays which I have developed to address learners’ preferences, include various delivery formats, and help students develop into independent academic writers: learner-driven feedback (LDF). In LDF, the feedback is given to the students by the teacher, but the learners ‘direct’ how and on what they receive feedback comments. The findings from the detailed survey data highlight a high level of student receptivity, and several other compelling reasons for piloting LDF on EAP writing courses, many of which may also justify trialling the approach in other ELT classrooms.
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