The English immersion education is a new and potentially influential method of English learning in China. It is regarded as a reform of English teaching in China. It is also a case of educational mode transfer from second language immersion in North America. This review article introduces English immersion programs at primary and secondary school levels in China. Empirical studies of English literacy conducted in English immersion programs in primary and secondary schools are reviewed, with a focus on cognitive processes of reading achievement in English immersion students. The results demonstrate a developmental picture of reading ability in English immersion students in China.
This review article is about Halim Sabit, the most important scholar in the Idyll-Ural Region, which was under the control of the Muslims until 1552 when the Khanate of Kazan fell. As well as accepting the Islamic religion, the Madrasah education system had started being used. However, the Islamic educational institutions began to decline after the Russians captured the Idyll-Ural Region, causing the state to no longer subsidize them. Educational and intellectual improvements were seen again in the 19th century in the Idyll-Ural Region. Not only were innovative Madrasahs instituted, many scholars/scientists were raised here as well. These scholars/scientists were not only effective in the Idyll-Ural Region but also in Istanbul, which was the center of the Ottoman State. There they made their presence and influence felt by the people.
This article is about the influence of William Blake on Odysseas Elytis as well as the commonplace in them through the analysis of Proverbs and Aphorisms. Odysseas Elytis was regarded as a major exponent of romantic modernism in Greece and the world. In 1979 he received the Nobel Prize in Literature. His poems are passionate and subtle, rich with Greek history and myth. It seems that Elytis and Blake seem to have many points in common, without the first one depending on the second one. But in the texts of Blake, Elytis saw that there were expressed ideas and perspectives that he had himself too.
The purpose of this study was twofold. First, using a questionnaire, it was to investigate high school teacher perceptions of why it is important and challenging to assess Chinese high school students’ pragmatic competence, what aspects of pragmatic competence and how these aspects should be assessed, and the impacts of assessing pragmatic competence on learning and teaching. Second, it was to test Chinese high school students’ actual English pragmatic competence by using an English Pragmatic Competence (EPC) Test, which was designed to test Chinese high school students’ understanding of important aspects of English pragmatic competence including speech acts, conversational implicatures, and routines. The results of this study indicated that Chinese high school English teachers are not fully aware of the concept of pragmatic competence including its definition, content, and importance; they do not thoroughly understand the nature and complexity of assessing pragmatic competence. However, further research would be required to determine the specific causes of their lack of understanding.