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To promote the patterns of communication I second language classrooms, teachers must establish an atmosphere in and outside the classroom that is encouraging, supporting and accepting of any and all student contributions. This means accepting student contributions not as right or wrong answers but as an indication of where students are, what students understand and how they have made sense of what they are learning. For example, second language students spend much less time in school than outside school. Therefore, what they learn at home and in their primary social communities greatly influence how they learn, talk, act and interact. If teachers wish to promote communications in second language classrooms, they must make efforts to learn about the home culture and social communities of their second language students by working closely with parents and community members.
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As for second language classroom communication, when students know exactly what is expected of them and have plenty of opportunities to prepare, they are more willing and able to participate in classroom events. To do so, teachers can provide students with models to demonstrate exactly what they are expected to do within the con of full performance.
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Nevertheless, teachers need to adjust their instructional practices to adapt to their students’ communicative behavior. This means teachers need to bring into classrooms students’ own frames of reference, particularly their cultural beliefs, assumptions and expectations about who they are and what role they should play.
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Teachers need to find out the most effective form and way to deliver language to students and help their learning. It is proposed that small group activities are more conducive for learning since they tend to distance teachers’ control over the patterns of communication. In addition, small group activities enable students to take a more active role in what they are learning, as well as have more opportunities to contribute to and help formulate the information that is generated and learned.
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Students are challenged to use language that is beyond their current proficiency level, and their attempts to do so should be supported by teachers. In this way, students have opportunities to participate in a range of language functions and use language in both planned and unplanned discourse. Consequently, students will gradually develop their own ability to master a second language.
This chapter has examined a range of issues that teachers must consider if they wish to promote more effective language learning of their second language students: they must be willing to look and listen to their students, to see what they are capable of, to alter, to adjust and extend what they do, so as to maximize their students’ competencies and performance.
Passage 5
Directions：You are going to read a list of headings and a about business school and MBA(Master of Business Administration) education. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45).The first and last paragraphs of the are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET l. (10 points)
A)MBA program boom in South Africa
B)Current assessment of MBA programs
C)Views on the rankings of MBA programs
D)Abundance of MBA programs worldwide
E)Rankings are misleading
F)Variation in MBA courses
G)Prominence as a factor in assessment
Choosing an MBA program
Business school enrollment has jumped in the past few years as increasing numbers of students seek careers in the world. The rising demand has encouraged intense competition and growth among business programs.
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Students find deciding on an MBA program to be a daunting task. This is in part due to the proliferation of options. There are now more than 1,000MBA programs in the United States, 700 in Europe---including over 300 in Britain--- and some 525 in the rest of the world, with the greatest concentration in the Asia-Pacific region. The boom has recently hit South Africa as well, where ten years ago, the nation offered half a dozen programs. Now more than 40 are provided, most by foreign business schools. In some respects, the schools differ little--- 75percent of them are general management programs. But the options remain, with full-time programs accounting for only 42 percent of the total, the rest being part-time, modular and distance learning.