反馈是教学中不可或缺的部分,曾被比喻为"学习的生命血液"(lifeblood of learning)(Rowntree,1987)。本文主要围绕教师如何给学生提供最有效的反馈主题展开,重点回答四个问题:何种反馈最有帮助;何时反馈最合适;反馈量多少合适;恰当的反馈方式是什么。本文最后以一篇小学六年级学生的英语作文为例,分析如何提供恰当的作文反馈。
The article starts with three real-life examples of pragmatic failures that L2 learners made,then two major kinds of pragmatic failures:pragmalinguistic and sociopragmatic failures and the underlying causes for the failures are reviewed.These are followed by a detailed discussion on the need of conscious development of L2 learners' pragmatic competence.The article concludes with suggestions on the effective ways of developing pragmatic competence.
With the purpose of describing levels of English language proficiency expected at each stage in our school＇s Diploma and BA programs, we attempted to compare the level of courses with national standards as embodied in the national TEM4 and TEM8, and with international standards as embodied in international examinations such as Cambridge ESOL, and other descriptions such as the Common European Framework via one quantifiable parameter： vocabulary range. This is justified as vocabulary range offers an approximate but useful guide to the level of a course or a testing system. We hypothesize that the language competence at different levels of our program matches various standard proficiency examinations. Paul Nation＇s Range software was used both in its standard form using his three BASEWRD files and in an adapted form adding the authors＇ own BASEWRD files extrapolated from various levels of our textbook series. This enabled us to compare the vocabulary range of our courses with that of both national and international examinations where word lists are available or recoverable. Research results supported the hypotheses suggested.
