Sunday, November 19, 2006


First Paragraph
It is worthy to promote the English teaching environment. However, before the English teachers are not quiet confident with their language abilities they can start with Classroom English to develop the students’ good habit of speaking English all the time. By doing this, the students acquire the practices of listening and speaking and it is more available that teaching the students correct English than just giving many and hard articles to the students.

Second Paragraph
“TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth - including the sign language of the deaf. The process is visible when we observe how infants internalize their first language.”
The method, TPR, follows the assumption which the human brain has the program of catching any languages and its procedure could be seen and examined the how babies absorb.

Third Paragraph
If we use English to teach children English, it is easier to make children understand and learn English and the teachers don’t have to translate when teaching. That’s because through translations to learn languages sometimes makes misunderstands about the original meaning.

Sunday, November 05, 2006

The revison of my research proposal

For many Taiwanese parents think highly of learning English, there are many English legal cram schools in Taiwan. This paper will discuss why the Taiwanese parents are willing to send their children to the English only cram schools and also find out what the good advantages of English only teaching environment are. The data will be based on some famous legal cram schools as the example to demonstrate the English only teaching environment to prove the idea of this research. The questionnaire and the interview will also provide the individual opinion and influential elements about English only teaching environment.

Purpose Statement
This research paper is to fulfill the writing research class required by Wezao Ursuline College of Languages. According to Kaoshiung City Government Site, in 1997, there were only 937 legal language short-term cram schools in Taiwan. Now, in 2006, there are 5216 cram schools. From this data, I noticed that Taiwanese pay much attention on learning English. I also perceived that English has already become an international and powerful language to Taiwanese. Thus, Taiwanese parents started to send their children to the cram schools when their children were in the elementary school. I found out that Taiwanese parents mostly sent their children into English-only-teaching environment legal cram schools. I think if most Taiwanese parents intend to let their children to be in that environment to learn English, that means there should be some good, positive and practical advantages in English teaching only environment. Finding out these reasons is this research paper’s ultimate goal.

Review of Literature
I have found some useful information related to my topic. Although I found out that the data were not much as I thought I still decided to continue my project. Shune Shing, Shie (1998) gave the idea and definition of English only teaching environment. He has also introduced the importance of using “classroom English” and that could support the idea of English only teaching environment. Shiou Chih, Lin(1997) introduced TPR teaching method and indicated that TPR teaching method has the helping element of English only teaching environment. Guan Yin, Chen(1998) provided the example of English only teaching environment to children. Ling Huei, Gung(1998) also discussed the problems of English only teaching environment and gave the solutions. Tsai Feng, Ying(1998) mentioned how people think about English only teaching environment and gave the examples about the misunderstanding about the teaching method. Moreover, the data about how many legal English cram schools from the Kaoshiung City Government Site explain the importance of English only teaching environment.

The method I am going to use is the questionnaire, interview, observation and paper research. The people I would like to interview will be some experienced English only teaching teachers or some foreign English teachers from the famous legal cram schools such as Sesame English, Joy English. The questionnaire will be divided into three parts. One will focus on how parents think of English only teaching environment, and the other one will focus on how children having the experiences in English only teaching environment think about, feel about and like their learning environment. The rest of one will be the evaluation of children’s listening, speaking and writing. The observation and the paper research, of course, will focus on finding the related information about my topic.

In the interview part, I hope I could find the regular pattern of English only teaching environment to give a definition of English only teaching environment. In the questionnaire part, the feedback of adult will enhance the idea of this research paper. The feedback of the children will also prove this research paper. The evaluation of the children’s English ability will also prove the idea of this research paper. I hope through these methods, I could find out the good, positive and practical advantages of English only teaching environment.

Guan Yin, Chen. (1998) How to Proceed English Only Teaching to Children (如何進行幼兒全英語教學). Caves English Teaching, 16, 26-28.
Ling Huei, Gung. (1998) Discuss How English Teaches English(再談用英語教英語). Caves English Teaching, 16, 29-31.
Shiou Chih, Lin. (1997) Super Comparison-TPR Teaching Method (超級比一比--TPR教學法). Caves English Teaching, 15, 6-9.
Shu Huei, Shie. (1997) What Is the Evaluation about Children’s English Listening and English Speaking? (兒童英語聽說評量「量」什麼?「評」什麼?) Caves English Teaching, 13, 24-27.
Shune Shing, Shie. (1998) To Create English Only Teaching Environment-from Classroom English(創造全英語教學的情境--從教室英語談起). Caves English Teaching, 16, 23-25.
Tsai Feng, Ying. (1998) To Discuss and Understand the Misunderstandings and Thinking about Adopting English Only Teaching Environment(解讀全英語的迷思與情緒). Caves English Teaching, 16, 32-34