英语论文网

would flexibly use alternative in case of they knew many patterns expressed one meaning (Nattinger & DeCarrico, 1992; Benson, Benson & Ilson, 1997; Huston, et al., 1997 as cited in Jiang & Shu, 2011).

In addition, C-R activities helped raise students’ awareness of typical chunks and patterns, develop their analytical and inductive ability, promote the construction, testing and modify hypotheses about language. It inspired students to think, analyse language and draw their own conclusions rather than accepting and memorizing what they learned, enabled students to realize the close relationship between pattern and meaning, and promoted students’ interest and confidence in language learning, as well (Jiang & Shu, 2011). Furthermore, students expressed that using difference of materials and activities were specifically beneficial as it was a part to promote students more active in learning and engagement (Santangelo & Tomlinson, 2009).

Another finding addressed related to advantages and benefits of peer review training to contribute to learning English language. According to Min (2006) indicated that trained peer review had reinforce leaners’ capacity to more concentration and effective communication with other people. According to the same finding addressed that there were two important factors, which possibly shed light on the success of peer review training including individual teacher – reviewer conferences; and instructor’s grading peer review comments. However, another instruction technique including grade assignment to peer review comments was another factor to enhance the effect of the peer review training. The instructor’s grading likely served as a strong incentive to invest time and effort in following the four-step procedure to offer feedback.

A new progressive learning model, Partnership For Learning Model (PFLM), designed with educators, students and employers in mind. This model seeks to bridge academic experience with real life experience, thereby making formal education more meaningful and portable. The PFLM is a teaching approach that combines theory with direct experience. As result from this finding addressed that over 97 per cent of students who completed PFLM courses wished to take another PFLM course. They also feedback overwhelmingly rates the mentorship and life skills aspects as highly as the community based project work; students find the process energizing, rewarding and even intriguing. Furthermore, 87 per cent stated that PFLM experience was more meaningful than their internship experience as their internship was limited in scope and importance, while their PFLM experiences were perceived as significant contributions to the community, a feedback (Hugg & Wurdinger, 2007).

Figure 2. Learning and Performance in PFLM. Adopted from “A Practical and progressive Pedagogy for Project Based Service Learning,” by Hugg, R. & Wurdinger, S., 2007, International Journal of Teaching and Learning in Higher Education, Volume 19, Number 2, p. 197.

2.3. Subject Matter Knowledge

Some other articles was on the practicum and indicated that practicum was recognized as one most important tool and part for teaching capacity development and building, where pre-service teachers had opportunities to translate their learning from the classes