This paper reports a study that used a matched-pair pre-test, post-test control group design to compare the impacts of IL （intensive listening） program and EL （extensive listening） program on the learners＇ listen...This paper reports a study that used a matched-pair pre-test, post-test control group design to compare the impacts of IL （intensive listening） program and EL （extensive listening） program on the learners＇ listening proficiency based on the 30-day experiment. It is hoped that the study can help Vietnamese learners who study EFL （English as a foreign language） develop a positive attitude towards EL on one hand, and may motivate them to listen for pleasure on the other hand. This study may shed light on how to introduce EL into English foreign language classroom practice and how to maximize the students＇ exposure to suitable listening materials, which has been effectively adapted and reproduced, for the real classroom practice展开更多
As we enter the 21st century, acquisition of vocabulary has assumed a more important role, and as some would argue, it has assumed the central role in learning a second language. On one hand, students have a strong de...As we enter the 21st century, acquisition of vocabulary has assumed a more important role, and as some would argue, it has assumed the central role in learning a second language. On one hand, students have a strong desire to improve their English level in order to make them more adaptable when they step into this competitive society after graduation. On the other hand, most students are facing a great difficulty in learning a large number of vocabularies though they do spend a lot of time and energy on it. Also, recent researches show that students don＇t like the classroom that is still teacher-centered and lecture-based. They want to be more involved in class and more responsible for their own studies. Hence, it is important to equip students with necessary strategies for dealing with vocabulary learning activities. In this paper, three strategies are recommended： extensive listening ＆ reading and contextual guesswork, communicative activities and group-work and the use of dictionary.展开更多
文摘This paper reports a study that used a matched-pair pre-test, post-test control group design to compare the impacts of IL （intensive listening） program and EL （extensive listening） program on the learners＇ listening proficiency based on the 30-day experiment. It is hoped that the study can help Vietnamese learners who study EFL （English as a foreign language） develop a positive attitude towards EL on one hand, and may motivate them to listen for pleasure on the other hand. This study may shed light on how to introduce EL into English foreign language classroom practice and how to maximize the students＇ exposure to suitable listening materials, which has been effectively adapted and reproduced, for the real classroom practice
文摘As we enter the 21st century, acquisition of vocabulary has assumed a more important role, and as some would argue, it has assumed the central role in learning a second language. On one hand, students have a strong desire to improve their English level in order to make them more adaptable when they step into this competitive society after graduation. On the other hand, most students are facing a great difficulty in learning a large number of vocabularies though they do spend a lot of time and energy on it. Also, recent researches show that students don＇t like the classroom that is still teacher-centered and lecture-based. They want to be more involved in class and more responsible for their own studies. Hence, it is important to equip students with necessary strategies for dealing with vocabulary learning activities. In this paper, three strategies are recommended： extensive listening ＆ reading and contextual guesswork, communicative activities and group-work and the use of dictionary.
