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The Effectiveness of Explicit Vocabulary Instruction on Productive Vocabulary Learning in Writing Among Intermediate School learners in Saudi Arabia

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Sino-US English Teaching 2023年第8期20卷 289-310页

作者： Salih Alzahrani Meshal Alhomyani Taif University TaifSaudi Arabia

This study aimed to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing among intermediate school learners in Saudi Arabia,verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test,and verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the *** study community consisted of all intermediate school students in the Kingdom of Saudi Arabia,while the study sample included 30 *** experimental method was adopted to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing and the achievement test was used as the study *** study reached many results including there were no statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test and there were no statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the *** to these results,some recommendations and proposals were made including training English teachers at the intermediate school level in the Kingdom of Saudi Arabia,on explicit vocabulary instruction and conducting future researches on the trends of English teachers at the intermediate school level,in the Kingdom of Saudi Arabia,regarding the adoption of explicit vocabulary instruction while teaching the English language.

关键词： vocabulary explicit vocabulary productive vocabulary instruction learners intermediate school

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Prediction Skills and Its Influence on learners’ Achievement in Reading Comprehension: A Case of Vihiga County, Kenya

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Sino-US English Teaching 2020年第6期17卷 171-192页

作者： Mary Susan Anyiendah Paul Odundo and Agnes Kibuyi University of Nairobi NairobiKenya

Prediction is one of the comprehension processing skills encapsulated by the interactive approach *** skills enable learners to decode the meaning of comprehension passages by making guesses about the contents of texts to be *** in Vihiga County perform poorer in English language examinations than their peers in neighbouring *** performance is weaker in comprehension than in grammar *** this,no study has assessed the nexus between the use of prediction skills and learners’achievement in reading *** study applied the Solomon Four-Group Design to obtain primary data from 279 primary school learners and eight teachers in *** Linear Regression was used to generate two models,one for the experimental group(Model 1)and one for the control group(Model 2).Results show that the influence of prediction skills on learners’achievement in reading comprehension was statistically significant the experimental group,but insignificant in the control ***,the influence seemed to be stronger in the experimental than in the control group,which suggests that training English language teachers on how to correctly apply prediction skills is likely to improve learners’achievement in reading *** study recommends the need to:sensitise teachers to use textbooks cautiously,while supplementing with relevant resource materials;sensitise teachers on the need to guide learners through titles;as well as update the teacher training curriculum by integrating inter alia,new instructional methods based on information and communication technology and entrenching innovation to enable teachers diversify instructional resources.

关键词： learners prediction skills interactive approach instruction comprehension reading Vihiga County

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On Teaching L2 learners’ Pragmatic Competence

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海外英语 2019年第14期 74-75页

作者：周瑾序孙琳海南医学院

On the basis of the explanation of the notion of pragmatic competence and review of its previous teaching, this paper con-cludes that instructions can improve L2 learners’ pragmatic competence.

关键词： teaching L2 learners pragmatic competence

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Pronounced Practice & learners' Interest

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新课程(中) 2009年第3期 208-209页

作者：陈作棋甘肃省白银市第十一中学

The present s tudy presents a detailed report of the project implemented to solve the problem that most of my students don’t like doing the oral practice I assign them to do after class. It is hypothesized that learn... 详细信息

关键词： learners Pronounced Practice

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Using An Inductive Approach to Teach Grammar to Chinese Adult learners of English

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疯狂英语（教师版） 2007年第1期 27-33,47页

作者：王中锋李爱萍陕西广播电视大学西安广播电视大学

This paper discusses what an appropriate grammar teaching approach for Chinese adult learn- ers of English is by examining the inductive and deductive ap- proaches to grammar teaching and learning. It starts with the defi- nitions of inductive and deductive approaches to grammar teaching, followed by a contrastive study of these two approaches in terms of both the bases and the application. Then, it explores the inductive approach and outlines the benefits of this approach. Next, the essay discusses some no- tions appearing in current theories of SLA relative to the inductive approach. Following that, it con- siders the introduction of some existing teaching approaches, such as task-based approaches and consciousness raising activities. Finally, it provides a criti- cal evaluation of an inductive ap- proach in the Chinese context and suggests an alternative view of grammar teaching.

关键词： inductive approach deductive approach grammar teaching Chinese adult learners of English

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Teaching the Conditional Sentences to ESL learners

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海外英语 2016年第5期 221-223页

作者：陈丝岸美国中央俄克拉荷马大学 Zhejiang College of Shanghai University of Finance and Economics

This paper aims to explore how learners of English as a second language(ESL)acquire English conditional sentences and what causes their difficulties,especially focusing on how their native languages affect their acquisition of the conditional *** were carried out with four undergraduate ESL students of University of Central Oklahoma in the United States who are respectively Chinese,Korean,French,and *** conducting interviews with them,the participants’perceptions of acquiring English conditional sentences will be collected and *** will be some typical errors of constructing conditional sentences ***,some pedagogical implications will also be provided,which will help students have a better command of the conditional sentences.

关键词： Conditional sentences ESL learners pedagogical implications

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A Comparative Study on English Pronunciation and Phonology of Chinese EFL learners

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海外英语 2011年第11X期 148-150页

作者：张鑫中国劳动关系学院外语教学部北京100048

Pronunciation often gets ignored over grammar and vocabulary in EFL ***,words stressed incorrectly or with inappropriate pitch or intonation will impede the learner in getting the intended message ***,then,should be an integral part of any EFL *** paper examines the current situation of English pronunciation of Chinese students and aiming to present a procedural approach for incorporating phonological elements into an EFL syllabus.

关键词： pronunciation phonology EFL learners

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Chinese learners' Pragmatic Failure in Communication with English Native Speakers

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海外英语 2011年第5X期 255-256,259页

作者：易松明上海市医药学校上海200135

Chinese learners' pragmatic failure can be divided into pragmalinguistic failure and sociopragmatic *** failure stems from inappropriate pragmalinguistic transfer and teaching-induced *** failure is mainly caused by cross-cultural differences in the assessment of such socio-cultural variables as size of imposition and social distance,and also by the deviation from rules of *** teaching materials are also an important cause of Chinese learners' sociopragmatic failure.

关键词： chinese learners pragmatic failure pragmalinguistic failure sociopragmatic failure sources of pragmatic failure

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How to Create a Low-anxiety Environment for Chinese learners of EFL to Enhance Oral Proficiency in Speaking Lessons

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海外英语 2011年第12X期 161-164页

作者：顾红兵江苏联合职业技术学院盐城机电分院江苏盐城224001

The goal of teaching English speaking is to improve students' communicative efficiency, or make students speak the target language clearly, coherently, accurately and fluently (Xu, 2005). However, in China, a number of students in an English speaking class tend to be passive and reluctant to speak out or be singled out publicly mainly due to their high anxiety, which, of course, becomes a significant constraint on improving their English proficiency. Therefore, how to create a relaxed atmosphere with a sense of security in the English speaking class to alleviate Chinese learners' anxiety and to provide them with as many opportunities as possible to practice speaking English and improve their English proficiency is one of the central tasks for language *** paper will firstly outline my teaching context in China in physical, pedagogical, institutional and personal aspects. This will be followed by the definition and classification of language learning anxiety, and the analysis of various factors contributing to foreign language learners' anxiety as well as some suggestions of how to reduce the learners' anxiety in the oral class according to the current literature. Finally, some applications will be presented in my teaching context in the hope of decreasing Chinese students' anxiety to enhance their English speaking proficiency.

关键词： anxiety Chinese learners of EFL oral English proficiency

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A Course Design Plan for Collage EST learners

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海外英语 2014年第22期 111-112页

作者： ZHANG Wei Xian International Studies University

The paper is to conduct researches into the application of ESP course design at collage EST(English for science and technology)learners,some of which deserve following up.

关键词： course design EST learners needs analysis

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