Formal Instruction in Second Language Teaching

Abstract

In second language acquisition, the role of form has been a controversial topic for half decade. Among a variety of language teaching approaches, the two extreme options-traditional grammar-translation approach and communicative language teaching approach-treat language forms in different ways. The disadvantages of those approaches are analyzed. An alternative approach, Focus on form (FonF) was proposed in an attempt to capture the strengths of the meaning-focus communicative approach while dealing with its limitations. The present paper analyzed the features of FonF and its application in different stages of task-based language teaching with the aim to further enhance the teaching efficiency in second language classrooms.

Exploration and Practice of Combining Human Anatomy Teaching with Health Education in the Background of New Medical Science

“…In the new era, the demand for "new engineering" talents has increased rapidly, which has promoted the innovation and development of the medicalengineering compound field [7,8] . New agricultural science is reflected in breaking the path dependence of traditional agricultural science construction, collaborative medicine, etc., and forming a new development strategy of multiple collaborative innovation [9] . Combining engineering and medical courses can break the barriers of traditional disciplines and cultivate interdisciplinary talents, which will play an inestimable role in the development of medicine, especially in the fields of translational medicine and intelligent medicine [10] .…”

Factors Affecting Teachers’ HOTS Implementation in Chinese College EFL Classrooms

“…This may be attributed to the fact that Chinese English education prioritizes language skills imparted through a transmission model rather than fostering an understanding of knowledge or ideas that can be analyzed critically (Wen et al, 2010). Due to the prevalence of teacher monologue in traditional Chinese classrooms, including EFL classrooms (Li & Li, 2004), students have limited opportunities to engage in and contribute to classroom discourse. This lack of participation and encouragement for critical thinking skills impedes the development of students' ability to think critically and voice their opinions, ultimately hindering the promotion of critical thinking in the classroom.…”