GTA's practice among non-English major college stu

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GTA's practice among non-English major college students

nefitsfromtheapproaches. Teachersandstudentsfullyutilizethemultiformteachingmaterialsonhand. Ontheotherhand,[link widoczny dla zalogowanych], comparedwithothersimplypertinentteachingmethods, teachersshouldcorrectlyintegratetheteachingmaterialsundersuchtheoreticalflame. Theyhelpteacherscontributetheircreativityandpromotetheirprofessionallevel; forstudents, theycansoonmasterdifferentdiscoursestructureswithinlimitedlearningtime. whichenrichtheirvocabulariesandculturalknowledgeatcollege. Consequently, theycaneasilycopewithdifferenttypesofcommunicationeventsintheirfuturelife. References: Bhatia, V. K. 1993. Analyzinggenre: Languageuseinprofessionalsettings. London: Longman. Candlin, C. (ed.). 1981. ThecommunicativeteachingofEnglish. London: Longman. CofiegeEnghsh. 2002. Listeningandspeakingcourse2studentbook. Shanghai: ShanghaiForeignLanguageEducationPress, 21.31. CollegeEnglish. 20o2. UnitJ. integratedcourse2studentbook. Shanghai: ShanghaiForeignlanguageEducationPress ,1-30. HANJin-long, QXiu-bai. 2000.11legenreanalysisandthegenre-basedteachingapproaches. ForeignLanguageWorm, 1,11 · 18. Kay, H. eta1.1998. Genre: Whatteachersthink. ELTJournal, 52 (4), 308.314. QIANXiu-bai. 1997.11legeneralityofthegenreanalysis. JournalofForeignLanguages. 4. 8-15. SavilleTmike. Murie1.1982. PEthnographyofcommunication. Oxford: BasilBlackwel1. Swales, J. M. 1990. GenreanalysisEnglishinacademicandresearchsettings. Cambridge: CambridgeUniversityPress. WANGShui-lian. 2001.111egenre, thegenreanalysisandthegenre-basedteachingapproaches. ForeignLanguageEducation, 22 (4), 82.86. (EditedbyStellaandXIANGPeng)