how to speaking of IELTS of English Courses

how to speaking of IELTS of English Courses

This article explores the instruction of college English enrichment (selective) courses in e-learning environment. After analyzing the necessity and feasibility of adopting an Internet-based college English enrichment course teaching in e-learning environment, the paper presents the college English enrichment course designing principle and the shared characteristics based on the college English teaching reform which has been carried out in Wenzhou University. Then, it discusses the teaching mode and teaching methodology of the Internet-based college English enrichment course. Finally, the author exposes the implications of e-learning environment for college English enrichment course teaching in Chinese provincial universities.how to speaking of IELTS of English Courses

In the e-learning environment the college English enrichment courses can share various teaching and learning resources via distance education software and over the Internet. Second, learning can satisfy individual needs through active, independent study; students can learn online without the limitations of time, place, and learning style. In the Internet-mediated English environment, students may start at any level and adjust their learning pace according to their situation.

 

 They can also choose materials that appeal to their own interests and needs. Third, authentic English learning environments can be provided for our students’ practice, especially regarding listening and speaking opportunities; imitative communicative environments are available in computer-assisted context and via the Internet. Finally, cultural learning becomes more feasible and convenient thanks to information technology. With a click, the Internet can provide background information and cultural knowledge for the purpose of furthering understanding and natural usage of the target language.

The Internet-based college English enrichment course teaching is theoretically based on the constructive learning theory, which can cultivate students’ autonomy and is featured by  students-centeredness. The student is the subject of cognition and active constructor of knowledge, not the passive receiver of outside stimulation.  the importance of context in the meaning construction. the decisive effect of cooperative learning on constructing meaning. Students can verify and revise their comprehension by means of communication.  the stress of design on learning context. Learning circumstance is the place for learners to undergo “finding learning” and “exploring learning” and take advantage of various tools and information resources to learn in order to get the expected purpose. Therefore, a learning environment contains four major features – situation, cooperation, conversation, and meaning construction. According to the constructive theory, knowledge is not taught or given by the teachers to the students, but acquired by the students with the help of others (including teachers and peers), necessary learning resources and constructing meaning by themselves. It stresses the student-centered learning style, so it strongly advocates the following teaching methods such as task-based learning.

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