Brain-based Teaching Strategies Used to Teach English as a Foreign Language (EFL) in Taiwan High Schools, Colleges, and Universities

Brain-based Teaching Strategies Used to Teach English as a Foreign Language (EFL) in Taiwan High Schools, Colleges, and Universities
By:
Published on 2006 by ProQuest

The purpose of this study was foremost to present brain research and its findings and application to teaching, which will provide foreign language teachers with a better understanding of how the brain works, making language learning take place. Another important aspect of this research was to review and analyze the findings and results of implementation of brain-based teaching and learning research in order to find the best brain-based teaching strategies to enhance English as foreign language (EFL) teaching effectiveness. In addition, data collection was employed to investigate the teaching strategies used in general English classes in schools above the secondary level in Taiwan, to understand what teaching strategies were used and the relationship between these strategies and students' English achievement. This study aims to make sure the above secondary level EFL teachers know what brain-based strategies have to say about language learning, and to make brain-based teaching work for EFL teachers in order to enhance teaching and learning in their classrooms.

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This Book was ranked 25 by Google Books for keyword English as a Foreign Language.

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A Case Study of Seven Taiwanese English as a Foreign Language Freshman Non-English Majors' Perceptions about Learning Five Communication Strategies

A Case Study of Seven Taiwanese English as a Foreign Language Freshman Non-English Majors' Perceptions about Learning Five Communication Strategies
By:"Grace Hui Chin Lin"
Published on 2007-10 by Universal-Publishers

The purpose of this study was to identify what were Taiwanese University English as a Foreign Language (EFL) learners' perceptions about learning communication strategies. This study collected qualitative data about students' beliefs and attitudes as they learned communication strategies. The research question guiding the study was: What are Taiwanese University EFL learners' perceptions about learning communication strategies? Twenty-four university students were trained for 10 weeks to use strategies in Faerch and Kasper's (1983a) taxonomy, and seven volunteers were interviewed. None of the students majored in English but were enrolled in a required Basic English course in a Freshman English Non-Majors' (FENM) program in Agriculture College at Tunghai University. In the middle and at the end of the training period, participants were interviewed and videotaped for 90 minutes. The results were displayed clearly with details in Chapter four. In Chapter five, significant themes associated with topic avoidance (1.), message abandonment (2.), meaning replacement (3.), interlanguage (4.), and cooperation (5.) strategies, mentioned by seven participants were revealed through the constant method of analysis. They were comprehension, politeness, intentionality, native language, face-saving (losing-face), interlanguage system, time-saving, and keywords. Chapter six includes a summary of this study, further discussions for the important issues mentioned by previous studies of this field and by participants of this research, and at the end, several important issues recommended as topics for further studies. The issues suggested to readers for future researches were variables in the learners and trainers, students' acceptance level of non-native like language, training pedagogies, the relationship between English proficiency and using strategy, the correlation between gender and strategy, communication strategy in a working situation, and examples through the interlanguage strategy.

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This Book was ranked 29 by Google Books for keyword English as a Foreign Language.

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