Principles & Strategies for English Corner Construction at Universities

Nianfen YANG

Abstract


English corner activities have been included in the framework of second EFL classroom at many universities in China and regarded as one of the various meaningful activities in addition to teaching plans and activities required by the curriculum. English corner has the characteristics of natural environment, cooperative relationship, relaxed atmosphere, autonomous selection and large amount of practice. Based on communicative functional theory, constructivist learning theory, input hypothesis, output hypothesis, affective filter hypothesis as well as the exploration and practice experience of Hubei University for Nationalities, this paper proposed three general guiding principles and ten specific implementation strategies that were tested and verified by means of questionnaire and interview in which 356 students participated. At last five suggestions were put forward to solve the existing problems for English corner construction at universities. 


Keywords


English corner; Guiding principles; Implementation strategies

Full Text:

PDF

References


Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65(2), 24-35.

Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). New Jersey: Prentice Hall.

Davies, P. & Pearse, E. (2003). Success in English teaching. Shanghai: Shanghai Foreign Language Education Press.

Deng, Q. (2007). Constructivist theory-based second classroom practice for college English. Journal of Chongqing University (Social Sciences Edition), (6), 135-140.

Egbert, J. L. & Jessup, L. M. (1996). Analytic and Systematic Analysis of Computer-Supported Language Environment.

Feng, Y. F. (2006). Application of six components for constructivist learning design in EFL teaching. Foreign Language and Their Teaching, (6), 33-40.

Gao, X. (2009). The ‘English corner’ as an out-of-class learning activity. ELT Journal, 63(1), 60-67.

George, W., & Gagnon, M. (2001). Designing for learning: six elements in constructivist classrooms. California: Corwin Press, INC.

Halliday, M. A. (1973). Explorations in the function of language. London: Arnold.

Higher Education Department of Chinese Education Ministry. (2004). College English curriculum requirements. Shanghai: Shanghai Foreign Language Education Press.

Hu, Z. L. (2004). On bilingual teaching in China. Foreign Language in China, (2), 4-8.

Huang, X., & Naerssen, M. V. (1987). Learning strategies for oral communication. Applied Linguistics, 8 (3), 287-307.

Hymes, D. (1972). On communicative competence in Sociolinguistics (Pride & Pholmes, Eds.). Harmoundsworth, U.K.: Penguin.

Jin, L., & Cortazzi, M. (2002). English language teaching in China: A bridge to the future. Asian Pacific Journal of Education, 22(1), 53-64.

Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.

Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.

Li, Y., & Wang, G. M. (2005). Strenthening second classroom teaching and improving EFL listening and speaking teaching competence. Shangdong Foreign Language Teaching Journal, (6), 56-59.

Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 70-94.

Martyn, E., & Voller, P. (1995). Self-access and learner independence in East Asia. Independence, (12), 1-13.

Murry, G., & Kojima, M. (2006). Out-of-class language learning: One learner’s story. In P. Benson (Ed.). Inside perspective on learner and teacher autonomy. Dublin: Authentik.

Pickard, N. (1996). Out-of-class language learning strategies. ETL Journal, 50(2), 150-159.

Shu, D. F. (2004). Rethinking and positioning for foreign language classroom teaching function. Foreign Language and Their Teaching, (8), 17-21.

Shu, D. F. (2006). A discussion of new model for foreign language teaching. Foreign Language World, (4), 21-29.

Spolsky, B. (1989). Communicative competence, language proficiency and beyond. Applied Linguistics, (2), 138-156.

Sun, Y. Y. (2000). Cross-culture communication and second classroom foreign language. Shangdong Foreign Language Teaching Journal, (3), 77-83.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp.235-253). Browley, MA: Newbury House.

Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Wang S. Q. (2000). Reflections on the position of second classroom activity. Journal of PLA University of Foreign Languages, (6), 70-75.

Wang, C. R. (1996). Theory of EFL teaching. Nanning: Guangxi Education Press.

Xiao, G. S., Xu, J. F., & Zhang, Z. H. (2011). Relationships between students’ sense of social support, class belonging and EFL autonomous learning competence. Foreign Language World, (4), 2-11.

Xiong, S. J. (2007). Current situation and strategies for college English second classroom at universities in Wuhan (Master’s thesis). Central China Normal University, Wuhan.

Yang, T. P. (2004). Routine school administration. Beijing: People’s Education Press.

Yu, W. K. (2006). Creation of individualist and autonomous learning. Computer-Assisted Foreign Language Teaching, (1), 71-76.

Zhang, G. C. (2002). Research on radical constructivist teaching. Shenyang: Liaoning Normal University Press.

Zheng, S. T., Wei, N. X., & Chen, Y. K. (1997). On college English teaching approaches. Foreign Language World, (3), 1-7.

Zhou, P. (2000). Practice significance of out-of-class activities from the perspective of pragmatic type transfer. Foreign Language and Their Teaching, (9), 36-41.

Zhou, P., & Jiang, H. (1999). Complimentary advantages for in- and out-of-class teaching activities. Foreign Language and Their Teaching, (5), 28-33.




DOI: http://dx.doi.org/10.3968%2F4489

Refbacks

  • There are currently no refbacks.


Reminder

How to do online submission to another Journal?

If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.



We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; css@cscanada.net; css@cscanada.org

Copyright © Canadian Academy of Oriental and Occidental Culture

Address: 730, 77e AV, Laval, Quebec, H7V 4A8, Canada

Telephone: 1-514-558 6138

Http://www.cscanada.net Http://www.cscanada.org

E-mail:css@cscanada.net, css@cscanada.org