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简介：Thisarticleaimstoanswerthreequestions:(1)Whythereexistsadiscrepancybetweenthelearner’sgrammarknowledgeandtheircommunicativeskills?(2)Whatproblemsaretherewithgrammartestsandteaching?(3)Howshouldgrammarbetaughtas"awayoftalking"ratherthan"adescriptionofrules"?

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简介：(continuedfromIssue61)TextualEnhancementThereareanumberofstudiesthathaveinvestigatedtheeffectsoftextualenhancementondrawingthelearner'sattentiontogrammar,andthemethodhasbeendescribedastheleastexplicitandtheleastintrusivemethodoffocusonform(Doughty&Varela,1998).Itinvolveshighlightingcertainfeaturesofinputthatmightgounnoticedundernormalcircumstancesbytypographicallymanipulatingthemthroughboldfacing,italicizing,underlining,orcapitalizing.Theassumptionisthatsuchmanipulationsenhancetheperceptualsaliencyofthetargetstructures,andthis,hence,increasestheirchanceofbeingnoticed.Arelatedtechniqueisthepro-

简介：1、Criterionforasuccessfulteachingtnetbod:tomakelanguagelearningasefficientaspossibleNowadays,fashioaablelinguistictheorieshavebeenflourishingrap-idlyanonewlanguageteachingapproacheshavebeendevolopingoneafteranother.Thisisgood,Ishouldsay.Butunfortunately,thetraditionalteachingmethod,i.e.theGrammar-Translationmethodhasbeenatta-

简介：IntroductionAmongtheplethoraofforeignlanguageteachingmethodsandapproachestherearethegrammar-translationmethod,thedirectmethod,theaudiolingualmethodandthecommunicativeapproachtonamebutafew.Ofthemajormethods,grammar-translationgetsthemostcriticismandisthoughttobeobsolete.However,inmyviewitissuitableforChinagiventhecountry’spresentlanguagelearningsituation,and,inpractice,isnotatallineffectual.

简介：Recently,debatesongrammarinstructionhasbeenrevolvingaroundwhethertofocusonform,forms,ormeaning.FocusonformandfocusonformshavebeendefinedanddifferentiatedbymanySLAresearchers.Abodyofresearchhasbeenconductedtoinvestigateandcomparetheeffectivenessofthethreemethodologicaloptions.Thechoiceamongthethreewilldirectlydeterminemethodologicaloptionsoflanguageinstructors.Thispaperisaimedatprovidinganannotatedbibliographyofrecentpapersontheresearchintofocusonformandfocusonfrom.ItishopedthatthispaperwillbeofsomevaluetolanguageresearchersinthisfieldandEnglishteachersalike.

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简介：Anincreasingnumberofstructuralhomologysearchtools,mostlybasedonprofilestochasticcontext-freegrammars(SCFGs)havebeenrecentlydevelopedforthenon-codingRNAgeneidentification.SCFGscanincludestatisticalbiasesthatoftenoccurinRNAsequences,necessarytoprofilespecificRNAstructuresforstructuralhomologysearch.Inthispaper,asuccinctstochasticgrammarmodelisintroducedforRNAthathascompetitivesearcheffectiveness.Moreimportantly,theprofilingmodelcanbeeasilyextendedtoincludepseudoknots,structuresthatarebeyondthecapabilityofprofileSCFGs.Inaddition,themodelallowsheuristicstobeexploited,resultinginasignificantspeed-upfortheCYKalgorithm-basedsearch.

简介：InthehistoryofformalEnglisheducationinJapan,grammarusedtobethemainstream.Inthesecondaryeducationsystem,teachersusedtospendmanyhoursteachinggrammartothestudents.However,ithasbeenreplacedbytheaural/oralmethodofteachingaforeignlanguage.Therewasevenaremarkthatteachinggrammarhindersstudentsfromcommunicatingfluently.Literally,therewasatimewhengrammarwassetasideinformalEnglisheducation.However,theauthornoticedthatingrammarclasses,thestudentsspeakEnglishmoreloudlyandconfidentlywithoutmuchhesitationthaninothertypesofEnglishclasses.Oneofthereasonsisthattheyarenotworriedaboutthecontentsofthespeeches.Theyaresimplyconcentratingontheforms.Theyarenotafraidofmakingmajormistakes,andtheerrorstheymakeareminorsotheydonotfeelembarrassedinpublic.TheatmosphereofthegrammarclassesisverypositiveandthestudentsenjoyspeakingEnglish.Inthispaper,theauthorshowshowgrammarclassescancontributetotheacquisitionofthestudents＇speakingabilitiesandmanners.＂Learninggrammarwasapreciousexperience＂,onestudentreportedafterthecourse.

简介：授课对象：高中二年级学生本堂课是笔者参加福建省三明市第二中学市级公开周活动上的一堂公开课。因教学效果较好,本堂课获得了与会专家及教师的一致好评。

简介：ThisarticlereviewstheliteraturesaboutspokengrammarofEnglishandtheimplicationinspokenEnglishteaching.TheaimsofthestudyweretosurveytheviewsonspokengrammarinEnglish(SGE)teachingofresearchers,andtodeterminetheimportanceofSGEteachingaswellastheefficientwaystoteachSGE.ThedifferencebetweenwrittenandspokengrammarwasidentifiedandthelinguisticfeaturesofspokenEnglishthatwereanalyzedwerefromtheCambridgeGrammarofEnglishCorpus.FindingsfromthisstudycouldraisetheEnglishlanguageteachers’awarenessofteachingSGEandhelpteacherstoidentifyappropriatestrategiestofacilitatethelearningofspokenEnglishbyChineselearners.

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