Fazer análise em língua estrangeira? / Psychoanalysis in a foreign language? / ¿Psicoanálisis en lengua extranjera? / L'analyse en langue étrangère ?

Este artigo discute a questão da língua escolhida para fazer análise. O trabalho parte dos entraves no trabalho psicanalítico na língua materna de um analisando para pensar clínica e teoricamente a escolha de uma língua estrangeira como potente para expressar e se aprofundar na vida emocional dos sujeitos. O objetivo é problematizar os casos de pessoas polilíngues, bilíngues e as que só falam a língua materna, pensando a língua como um meio de manifestação da vida psíquica em psicanálise. Por meio de casos clínicos discutimos o uso da língua materna e de uma língua estrangeira para fazer análise, os mal-entendidos vinculares em casais interculturais e entre os migrantes no processo de elaboração do luto pela terra abandonada e a insegurança quanto à nova língua a ser aprendida no país de acolhimento.

This article discusses the language chosen for analysis. Beginning from the obstacles in psychoanalysis in the mother tongue of an analysand, analizing clinically and theoretically, the choice of a foreign language as a powerful way to express and deepen the peoples' emotional life. The objective of this paper is to examine cases of polylingual, bilingual and those who only speak their mother tongue, in which language is used as a means of expression of psychic life in psychoanalysis. Clinical cases are used to discuss subjects as: the usage of the mother tongue and a foreign language for analysis, the misunderstandings in intercultural couples, and migrants in the process of mourning the abandoned country as well as coping with the insecurities that arise from the need of learning a new language in the host country.

Este artículo discute el tema del idioma elegido para el análisis. El trabajo parte de los obstáculos en el trabajo psicoanalítico en la lengua materna de un analizando, para pensar clínica y teóricamente, la elección de una lengua extranjera como una forma poderosa de expresar y profundizar sobre la vida emocional de los sujetos. El objetivo es problematizar los casos de personas polilingües, bilingües y aquellos que solo hablan su lengua materna, pensando en el idioma como un medio de manifestación de la vida psíquica en psicoanálisis. A través de casos clínicos se discute el uso de la lengua materna y la lengua extranjera para el análisis, los malentendidos entre parejas interculturales y los migrantes en proceso de duelo por la tierra abandonada y la inseguridad sobre la nueva lengua a aprender en el país de acogida.

Cet article aborde la question du langage choisi pour l'analyse. Cet ouvrage part des obstacles dans le travail psychanalytique dans la langue maternelle d'un analysant à penser cliniquement et théoriquement, le choix d'une langue étrangère comme moyen puissant d'exprimer et d'approfondir la vie émotionnelle des sujets. L'objectif est de problématiser les cas des polylingues, des bilingues et de ceux qui ne parlent que leur langue maternelle, en pensant le langage comme moyen de manifestation de la vie psychique en psychanalyse. À travers des cas cliniques, nous discutons de l'utilisation de la langue maternelle et d'une langue étrangère pour l'analyse, des incompréhensions entre couples interculturels et migrants en train de faire le deuil de la terre abandonnée et de l'insécurité face à la nouvelle langue à apprendre dans le pays d'accueil.

Neuroscience role in the foreign language teaching and learning / O papel da neurociência no ensino e aprendizagem de língua estrangeira

Este artigo pretende estabelecer uma conexão entre a neurociência e o ensino e aprendizagem de uma língua estrangeira; começando por uma introdução do assunto; em seguida apresentando uma visão geral de quais áreas do cérebro estão relacionadas à linguagem, as conceituações da neuroplasticidade e os diferentes conceitos da hipótese do período crítico e sensível. Após, é realizada uma análise de quais contribuições a neurociência fez no campo de ensino e aprendizagem de línguas, bem como de que modo essas contribuições podem ser adaptadas e aplicadas em uma sala de aula de língua estrangeira. Concluiu-se que a neurociência pode ser capaz de apoiar as metodologias do professor, a fim de melhorar suas técnicas e facilitar o aprendizado dos alunos.

This paper intends to establish a connection between neuroscience and the teaching and learning of a foreign language. It starts with an introduction of the subject, proceeding to an overview of the brain areas related to language, the conceptualizations of neuroplasticity and the different concepts of the critical period and sensitive period hypothesis. Then, the contributions of neuroscience has made in the language teaching and learning field will be analyzed, as well as how these contributions can be adapted and applied to a foreign language classroom. It was concluded that neuroscience might be able to support the teacher's methodologies in order to improve his/her techniques and facilitate students' learning.

Programa para desenvolvimento da criatividade a alunos com e sem altas habilidades/superdotação / Program for the development of creativity for students with and without giftedeness / Programa para el desarrollo de la creatividad a alumnos con y sin superdotación

No Brasil, embora o interesse pelo tema Altas Habilidades/Superdotação (AH/SD) tenha se ampliado nos últimos anos, ainda há pouca identificação e trabalho com tais pessoas - que também são parte do público atendido pela educação especial brasileira de acordo com a legislação vigente. Assim, devido à importância de se conhecer mais e proporcionar o enriquecimento educacional a alunos com tais características, foram desenvolvidas atividades extracurriculares para crianças com AH/SD com o objetivo de promover o desenvolvimento da criatividade dos participantes por meio de suplementação em língua estrangeira (inglesa). Alunos sem indicativos de AH/SD, todavia, com o mesmo perfil do primeiro grupo, foram convidados a participar do projeto, totalizando 12 participantes, seis meninos e seis meninas. O trabalho foi realizado em uma escola localizada em uma cidade de médio porte do interior do estado de São Paulo. A criatividade dos alunos foi avaliada por meio do Teste de Torrance e a língua inglesa por meio de avaliação elaborada pela pesquisadora. Como resultados, obteve-se que diferentes medidas de criatividade foram ampliadas nos grupos, havendo maior significância para os alunos sem indicativos de AH/SD, revelando a importância de se estimular tal habilidade em todos os alunos.

Although the interest in giftedness has expanded in recent years in Brazil, there is still little identification and work with these people - who are also part of the public assisted by Brazilian special education in accordance with current legislation. Due to the importance of knowing more and promoting educational enrichment to students with such characteristics, extracurricular activities were developed for children with giftedness aiming to promote the development of participants' creativity through foreign language (English) supplementation. However, students without signs of giftedness and with the same characteristics of the first group were invited to participate in the project, totaling 12 participants, six boys and six girls. The work was carried out in a school located in a medium-sized city in the state of São Paulo. Students' creativity was evaluated through the Torrance Test and the English through an evaluation elaborated by the researcher. As results, it was obtained that different measures of creativity were developed in the groups with more significant results for the students without signs of giftedness, revealing the importance of stimulating this ability in all students.

En Brasil, aunque el interés por el tema superdotación se ha ampliado en los últimos años, aún hay poca identificación y trabajo con tales personas - que también son parte del público atendido por la educación especial brasileña de acuerdo con la legislación vigente. Así, debido a la importancia de conocer más y promover enriquecimiento educativo a alumnos con tales características se desarrollaron actividades extracurriculares para niños con superdotación con el objetivo de promover el desarrollo de la creatividad de los participantes por medio de suplementación en lengua extranjera (inglés). Alumnos sin indicativos de superdotación pero con el mismo perfil del primer grupo del primer grupo fueron invitados a participar del proyecto, totalizando 12 participantes, seis niños y seis niñas. El trabajo fue realizado en una escuela ubicada en una ciudad de mediano porte del interior del estado de São Paulo. La creatividad de los alumnos fue evaluada por medio del Test de Torrance y la lengua inglesa por medio de una evaluación elaborada por la investigadora. Como resultados, se obtuvo que diferentes medidas de creatividad fueron ampliadas en los grupos, habiendo mayor significancia para los alumnos sin indicativos de superdotación, revelando la importancia de estimular tal habilidad en todos los alumnos.

Status of Responses to Foreign Language Inquiries When Selling OTC Drug / 医薬品情報学

Objective: Along with the increase in the number of foreign visitors to Japan, the number of inquiries in foreign languages at the time of OTC drug sales has increased.　To clarify the current status of responses to foreign language inquiries when selling OTC drug, we surveyed the frequency of foreign language response, languages used, trouble experienced, and preparation useful in responding to foreign language inquiries when selling OTC drug.Methods: Our survey was conducted with 694 registered salesclerks of drugs at an external training seminar in Tokyo, Japan.Results: Of the 649 respondents, 337 (51.9%) had experience in responding to inquiries in a foreign language when selling OTC drug.　The languages used were as follows: ”English,” 86.4%; ”Chinese,” 70.0%; ”Korean,” 25.8%.　Of the respondents who had experience in responding to inquiries in a foreign language when selling OTC drug, 107 (31.8%) responded ”I experienced trouble because I could not understand what was being said,” and 228 (67.7%) responded ”I could not respond and experienced trouble.”　When asked about preparation/tools useful for selling OTC drug, 434 (66.9%) responded ”multilingual written correspondence table,” 359 (55.3%) responded ”smartphone or tablet‐based correspondence multilingual table,” 299 (46.1%) responded ”marks and illustrations,” and 253 (39.0%) responded ”I would like to be taught how to respond in a foreign language (simple conversation).”Conclusions: Our results revealed that when selling OTC drug, response to inquiries in a foreign language occurred frequently and trouble was experienced in listening comprehension and speaking a foreign language.　Therefore, urgent countermeasures such as preparing a multilingual correspondence table of symptoms, usage, and dosage, and lectures on methods of responding through simple foreign language conversations are necessary.　In addition, efforts such as creation of multilingual drug package inserts by pharmaceutical companies were considered to be an effective measure.

The application of integrated course design (ICD) in the foreign language teaching on doctor-patient communication / 中华医学教育探索杂志

Foreign language teaching on doctor-patient communication has played an increasingly important role in accordance with the internationalization of medical education and the development of the Belt and Road Initiative. According to the model of integrated course design (ICD), foreign language teaching on doctor-patient communication is designed and carried out in the process of analyzing situational factors, identifying learning outcomes and learning assessments, designing learning activities and integrating all the factors to improve the learners' competency on English linguistics, intercultural communication as well as medical service for foreign patients. The teaching practice and assessment results prove that ICD could guide foreign language teaching on doctor-patient communication effectively, and this kind of teaching should be carried out actively in medical colleges from cross-cultural perspective.

English communication training strategies for aiding Africa doctors in medical university / 中华医学教育探索杂志

Army Medical University has taken the mission of medical aiding to African for three years, which requires high needs for the aiding doctors, especially the communication abilities of listening and spoken English. Doctors' English training methods and contents are monotony, training period is short and inefficient in the past. For the aiding doctors, whose English abilities are disturbed by local African accents, may lead to the failure of communication. For the difficulties above, under the new training strate-gies, the communicative and task-based teaching methods through needs analysis theory can be applied for training doctors. Through learning African English accents, doctors take accent English exercises; situation teaching, and case analysis discussion could be taken, so that English communication practices and cross-cultural exchanges can be engaged. Through those ways, the training for aiding African doctors would be effectiveness and diversified, which can also improve doctors' aiding work.

Enseñanza contextualizada para miembros de la subcultura del heavy metal a través de técnicas teatrales / Contextualized Teaching and Learning using Drama Techniques for Members of the heavy metal Subculture / Ensino Contextualizado para Membros da Subcultura do heavy metal através de Técnicas Teatrais

Este artículo da cuenta de la investigación cualitativa que pretende incluir a la subcultura del metal en el aula de inglés como lengua extranjera (ILE) en Chile, utilizando la enseñanza contextualizada y las técnicas teatrales. En primer lugar, se otorgan algunos antecedentes relacionados con el ILE en Chile. En segundo lugar, se desarrolla una revisión bibliográfica, en la que se describe a las subculturas juveniles, los metaleros como subcultura, la motivación para aprender ILE, la enseñanza contextualizada y finalmente las técnicas dramáticas. En tercer lugar se entrega la metodología de investigación utilizada (entrevistas y observación no participante) y algunos de los resultados obtenidos. En último lugar, se presentan conclusiones y una propuesta pedagógica que se sirve de esta investigación para incluir la subcultura juvenil del metal en el aula de ILE.

This article describes qualitative research on the inclusion of the heavy metal youth subculture in English as a Foreign Language (EFL) classrooms in Chile, using contextualized teaching and learning as well a drama techniques. Background information related to EFL teaching in Chile is provided followed by a literature review that describes heavy metal as a youth subculture, motivation for learning EFL, contextualized teaching and learning and finally drama techniques. The article goes on to detail the research methodology used (interviews and non-participant observation) and the results of the study are highlighted. The authors present their conclusions and suggest a pedagogical proposal that brings together all of the concepts examined by this research for the incorporation of heavy metal subculture in EFL lessons.

Este resumo descritivo relata a pesquisa qualitativa que visa incluir a subcultura do heavy metal em aulas de Inglês como Língua Estrangeira (ILE) no Chile, usando o ensino contextual e técnicas teatrais. Em primeiro lugar, alguns antecedentes relacionados com à ILE no Chile são concedidos. Em segundo lugar, desenvolve-se uma revisão bibliográfica na qual são descritas as subculturas juvenis, os metaleiros como subcultura, a motivação para aprender ILE, o ensino contextualizado e finalmente técnicas dramáticas. Em terceiro lugar, apresenta-se a metodologia de pesquisa utilizada (entrevistas e observação não participante) e alguns dos resultados obtidos. Finalmente, apresentam-se conclusões e uma proposta pedagógica que utiliza essa pesquisa para incluir a subcultura jovem do heavy metal na aula de Inglês como Língua Estrangeira (ILE).

Aprendizaje de un idioma extranjero a través de la Educación Física: una revisión sistemática / Aprender uma língua estrangeira através da Educação Física: uma revisão sistemática / Learning a foreign language through Physical Education: a systematic review

Esta revisión sistemática tiene por objetivo ofrecer un análisis sobre la investigación en Educación Física como marco para el aprendizaje de un idioma extranjero en contextos de educación formal. El procedimiento de la investigación se circunscribió a los artículos publicados en la base de datos de la Isi Web of Knowledge y de la Scopus. Los artículos se sometieron a una serie de criterios de inclusión y exclusión que aseguraran la relevancia, la calidad y el ajuste temático, siguiendo el método propuesto por Gomes y Caminha (2014). En la investigación se combinaron varios términos de los dos campos de estudio en cuestión: (1) Educación Física y (2) aprendizaje de idiomas. Tras aplicar los criterios de selección, se analizaron las 18 publicaciones resultantes. De la discusión de los resultados se concluye que la Educación Física, como medio para aprender una lengua extranjera, constituye un tema de estudio de plena actualidad y capaz de aportar beneficios a distintos niveles(AU)

Esta revisão sistemática tem como objetivo fornecer uma análise da pesquisa em Educação Física como marco para a aprendizagem de uma língua estrangeira em contexto de educação formal. O procedimento da pesquisa circunscreveu-se aos artigos publicados na base de dados da Isi Web of Knowledge e da Scopus. Os artigos foram submetidos a uma série de critérios de inclusão e exclusão, que asseguraram a relevância, a qualidade e o ajuste temático, sendo seguido o método proposto por Gomes e Caminha (2014). Na pesquisa, foram combinados vários termos dos dois campos de estudo em questão: (1) educação física e (2) aprendizagem de línguas. Depois de aplicados os critérios de seleção, o artigo analisa as 18 publicações daí resultantes. Da discussão dos resultados conclui-se que a Educação Física, como meio de aprendizagem de uma língua estrangeira, constitui-se um tema de estudo bastante atual e revelador de benefícios aos mais distintos níveis(AU)

This systematic review aims to provide an analysis of Physical Education research as a framework for learning a foreign language in formal education contexts. Isi Web of Knowledge and Scopus were the two databases employed to conduct the study. The papers gathered were subjected to a series of inclusion and exclusion criteria to ensure their relevance, quality and agreement with the topic according to the method proposed by Gomes and Caminha (2014). The research combined terms from two fields: (1) Physical Education and (2) language learning. Once the selection criteria were applied, the essay analyzes the resulting 18 papers. After the discussion, the results reveal that Physical Education as a means for learning a foreign language has become an issue of relevance which is able to provide advantages at different levels(AU)

Exploration of flipped classroom model in the medical laboratory English class / 中华检验医学杂志

Specialty English of Medical Laboratory is a comprehensive and overlapping discipline and plays a major role in multiple medical courses, including Life Science, Clinical Medicine and Laboratory Medicine.However, its teaching practices are limited due to the extensive contents, scattered basic knowledge points, complexities of language learning processes and high demanding of sophisticated teaching skills.Since internet technology′s breakout and the web-based education expanding in the past decade, personalized flipped classroom has drawn considerable attention in the education field and became a hop-spot in teaching practice system.In the present study, the concepts of flipped classroom and basic characteristics of Specialty English of Medical Laboratory were elaborated, as well as the reconstructing teaching processes, exploring the concrete plan for teachers and students in undergraduate program.

Information mining analysis of PM2.5 literature in foreign language / 中华医学科研管理杂志

Objective To explore the information distribution of PM2.5 Paper in Foreign Language.Methods This article took PM2.5 papers as research object,used GoPubMed as information search and statistical analysis tool to conduct information mining of PM2.5 literature,including subject,time,author,source,distribution and number of publications over time.Results There was steady development of PM2.5 literature published in foreign language from 2004 to 2012,dramatic increase during the year 2013 to 2015.The three top publishing years of PM2.5 literature were 2015,2014 and 2013.Main authors of such literature include Chow J,Watson J,Koutrakis P and so on.Main research countries include United States,China,Canada,etc.Big cities,like Beijing,Shanghai,Boston were main places conducted such PM2.5 research.Related articles mainly published in journals such as J Air Waste Manag Assoc,Environ Sci Technol,Sci Total Environ and so on.Six out of the top ten research journals have higher impact factors than the average level of all journals of SCI in 2014.Main research terminologies include particulate matter,air pollutants,particle size and so on.Conclusions Generally,the PM2.5 literature over the world has a high level academically and China plays a significant role in such research.

A Research of the Evaluation of Cognitive Linguistics Theory and the Foreign Language Teaching Mode / 沈阳医学院学报

In modern medical system, there is a large amount of theoretical knowledge introduced from the west, so English is one of the important abilities to develop for medical college students. While traditional college English teaching has little to do with the medical knowledge, but mostly with Band Four or Six English Tests as teaching goal. In order to meet the social need of comprehen?sive technical training of medical talent, this paper is proposed to offer a type of foreign language teaching mode based on the theory of cognitive linguistics. We want to realize the comprehensive training of medical English ability from the angle of practical skills by strengthening the language cognition for medical knowledge and using the medical subjects as the backing to combine the medical pro?fessional skills and English learning in medical colleges..

Indication and Limitations of Speech-language Therapy for Foreign Language-speaking Patients / The Japanese Journal of Rehabilitation Medicine

We reported our experiences with providing speech-language therapy to foreign language-speaking patients. The patients were English, Spanish, Chinese, Swahili and Persian speakers. The primary therapist was Japanese and had no experience in many of the target languages. Assessments were made and treatments were delivered to the patients with the assistance of interpreters and necessary information obtained from the Internet. Of the five patients reported, 3 patients were assessed as unimpaired or suffering only very mild aphasia and received no therapy, and 2 patients were assessed with severe aphasia and received speech-language therapy. It was indicated that the presence of an interpreter, the severity of aphasia and the accessibility to target language speech-language therapy information were the important factors in conducting foreign language therapy. In addition, arrangements need to be made to include a means to correct a patient's utterances, provide immediate feedback during therapy and translate all of the testing materials.

Citations of original foreign language books in doctorial dissertations / 中华医学图书情报杂志

The citations of original foreign language books in doctorial dissertations of Suzhou University in 2013 were analyzed,which showed that the number of cited original foreign language books on humanities and social sciences was greater than that on other science, the cited books were not limited to those that were recently published, the number of cited original foreign language books published by university press was greater than that published by other publishers. Suggestions were put forward for improving the acquisition of original foreign language books.

La enseñanza de la Educación Física mediante el enfoque educativo CLIL: la resolución de los dilemas profesionales surgidos durante un proceso de investigación-acción / Ensino da Educação Física mediante o enfoque educativo CLIL: a resolução dos dilemas profissionaiss surgidos durante um processo de pesquisa-açãoResumo / Teaching Physical Education under CLIL: solving professional dilemmas encountered when conducting action research

El presente artículo aborda la resolución de los dilemas profesionales surgidos durante un estudio de investigación-acción relativo a la enseñanza-aprendizaje de la educación física mediante el enfoque educativo AICLE/ CLIL, es decir, aprendizaje integrado de contenidos y lengua extranjera. La información se recoge mediante diarios, grabaciones en video y una observación externa, durante la aplicación de un programa de educación física en CLIL a un grupo de 27 estudiantes de enseñanza primaria. En los resultados se identifican y se citan pruebas para describir dos dilemas: tareas atractivas versus tareas efectivas y tareas equilibradas versus tareas desequilibradas. En la discusión se explica el proceso la resolución del dilema y se examinan sus implicaciones en la didáctica de la educación física. Finalmente, se reconceptualiza la naturaleza del problema y se establece un marco de trabajo que facilita el diseño de conjuntos equilibrados de tareas de educación física en CLIL

O presente artigo aborda a resolução de dois dilemas profissionais surgidos durante um estudo de investigação-ação relativo ao ensino-aprendizagem da Educação Física mediante o enfoque educativo AICLE/CLIL, ou seja, aprendizagem integrada de conteúdos e língua estrangeira. A informação é coletada através de diários, gravações de vídeo e observação externa durante a aplicação de um programa de Educação Física em CLIL a um grupo de 27 alunos do nível fundamental. Nos resultados se identificam e se citam provas para descrever dois dilemas: tarefas atrativas versus tarefas efetivas e tarefas equilibradas versus tarefas desequilibradas. Na discussão se explica o processo da resolução do dilema e se examinam suas implicações na didática da Educação Física. Finalmente, se reconceitualiza a natureza do problema e se estabelece um marco de trabalho que facilita o desenho de conjuntos equilibrados de tarefas de Educação Física na CLIL

This article discusses the solution of professional dilemmas found when conducting Action Research on Physical Education teaching under a CLIL (Content Language Integrated Learning) approach. CLIL is a teaching approach that uses foreign language as a tool to enhance the learning process. The participants of this study are 26 primary school students. We present data gathered by implementing diaries, video recordings and an external observation. In the results we identify two dilemmas: 1) appealing tasks versus effective tasks and 2) balanced tasks versus unbalanced tasks dilemma providing evidence to describe them. In the discussion we explain the process of solving the professional dilemmas and we examine how this process affects the teaching of Physical Education. Finally, we rethink the nature of the problem in order to establish a framework that facilitates the teaching of Physical Education under CLIL

Adolescent's motivation and their perceptions of learning contexts of foreign language / Motivação de adolescentes e suas percepções do contexto de aprendizagem em língua estrangeira

The aim of the present study was to investigate motivational orientations of 396 adolescents of public schools and their perceptions of their learning contexts. About half of the sample suited English as a compulsory language, while others studied Spanish as an elected language. Data were collected through a Likert-type self report questionnaire with questions related to mastery and work avoidance achievement goals, to perceptions of interesting classes and utility value. Results showed significant positive relations among mastery goal orientation and perceptions of interesting classes and utility, and negative relations among work avoidance goal orientation and those variables. Regression analyses showed that perceptions of interesting classes and utility value predict mastery goal orientation. Some significant differences aroused among students of the two learning contexts. Results were discussed in the light of motivational theories and some suggestions for new researches and for educational practices as well with adolescents were drawn...

O estudo investigou as orientações motivacionais de 396 adolescentes e suas percepções do contexto de aprendizagem de uma língua. Parte dos alunos estudava espanhol por escolha própria e, para os demais, o inglês era obrigatório. Como instrumento, utilizou-se um questionário em escala Likert com questões sobre as metas de realização "aprender" e "evitação do trabalho", percepção de aula interessante e o valor de utilidade dessa aprendizagem. Diferenças significativas foram encontradas entre os alunos das duas línguas estrangeiras. Apareceram relações positivas significativas entre a meta de realização "aprender" e a percepção de aula interessante e o valor de utilidade, e relações negativas entre a meta "evitação do trabalho" e essas mesmas variáveis. Pela análise de regressão, percepções de aula interessante e de utilidade predizem a meta de realização aprender. Os resultados foram discutidos à luz das teorias motivacionais e foram extraídas algumas sugestões tanto para novas pesquisas como para práticas educacionais com adolescentes...

A Study of“Chinese Culture Aphasia”in Present College English Teaching in China / 浙江中医药大学学报

[Objective] Via an empirical survey, this study is aimed to explore the imparting and mastering of Chinese cultural knowledge in China ’s present col ege English teaching, so as to offer some effective strategies for dealing with“Chinese culture aphasia”in current col ege English teaching in China. [Methods] Resorting to the research methodology of tests, questionnaires and interviews, it carries out an investigation of a number of col ege students and English teachers in Zhejiang Province into their mastering of Chinese cultural knowledge and its conveying in English as wel as the curriculum design of their col eges or departments. The relevant data derived from the research are analyzed qualitatively and quantitatively. [Results] The subjects al demonstrate the phenomenon of“Chinese culture aphasia”concerning both its comprehension and its English translation to varying degrees. Besides, cross-cultural commu-nication is twofold, so it is indispensible for learners to study simultaneously their native culture,which is a solid cornerstone and the crucial foundation for foreign language learning, but has been seriously deficient in col eges’curriculum design and students’textbooks; integrating Chinese as one of the com-pulsory courses and establishing corresponding examining and evaluating systems incorporating formative assessment and summative assessment, are sure to cope with“Chinese culture aphasia”in present col ege English teaching in China effectively. [Conclusion] The research and solution above are expected to shed light on teaching syl abus formulations and curriculum designs, enhance students ’humanistic quality and their communication capabilities in reality, and consequently popularize the excellent Chinese culture.

Building CPI Mode for Teaching Chinese as a Foreign Language:Orientation towards Strengthening Intercultural Communication Competence in a TCM University / 浙江中医药大学学报

[Aim]To create CPI mode of teaching Chinese as a foreign language in a TCM university. [Method]Based on conventional teaching, language partner and interculture communication class(mixing Chinese and international students) were introduced in CPI mode. The effect of this mode was ana-lyzed. [Result] By effectively promoting the cooperative learning between Chinese and international students, CPI mode could not only improve Chinese teaching effect, but also improve international students’ability on intercultural communication.[Conclusion] Based on its practice, CPI mode is believed as an effective way to improve teaching and study.

A coavaliação como instrumento formativo no ensino-aprendizagem da produção escrita em português como língua estrangeira / Co-assessment as formative tool in the learning-tea ching written production in portuguese as a foreign language

Verificar o quanto os aprendentes conseguem evoluir no processo de aprendizagem de uma língua estrangeira não é uma tarefa fácil. Muitas teorias têm auxiliado ao professor a avaliar o progresso de seus alunos. Entretanto, não cabe somente ao professor o papel de avaliar, os aprendentes também devem se sentir responsáveis pela avaliação de sua aprendizagem. Neste ensaio, temos como objetivo apresentar a coavaliação como instrumento formativo no ensino-aprendizagem da produção escrita em português língua estrangeira, tomando como exemplo a produção de um artigo de opinião. Para tanto, tomaremos como base pressupostos teóricos que versam sobre a avaliação formativa (autoavaliação, autorregulação ecoavaliação). Discorreremos, também, sobre o procedimento Sequência Didática, evidenciando como ela pode auxiliar o professor a explorar e fomentar momentos de coavaliação das produções escritas dos alunos. Desta forma, buscamos mostrar que se instrumentos como a coavaliação forem utilizados, os valores “negativos” que geralmente são atribuídos a avaliação poderão ser redimensionados, pois, professor e aprendente adotarão novas posturas, o primeiro não será mais visto como o “corretor” e o segundo como o “corrigido”, ambos serão responsáveis pela avaliação da produção escrita.

Utilización del idioma nativo en las clases de lenguas extranjeras / Use of the mother tongue in the foreign language teaching

Los autores del presente trabajo revisan algunos hechos y ofrecen opiniones y experiencias de connotados especialistas, además de las propias, basadas en muchos años dedicados a la docencia del idioma inglés como lengua extranjera, con el objetivo de dar respuestas que pudieran ser concluyentes a las siguientes preguntas, siempre presentes en este tipo de enseñanza: ¿Cuál es el papel de la lengua materna en la enseñanza del inglés como lengua extranjera?, ¿cómo se puede utilizarse la lengua materna de forma productiva?, ¿necesitan los principiantes realmente la lengua materna en sus clases de idioma inglés? Se analizan algunas experiencias útiles derivadas de la utilización de la lengua materna como técnica pedagógica encaminada a la mejor comprensión del idioma extranjero por sus estudiantes

The authors of this paper reviewed some facts and offered some opinions and experience of outstanding experts, in addition to their own pieces of experience after a number of years devoted to teaching English as a second language, in order to give answers that might be conclusive for very usual questions in this type of education: What is the role of the mother tongue in English teaching as a second language? How could the mother tongue be used in a productive way? Do the beginners really need the mother tongue in their English classes? Some useful experience in using the mother tongue as a pedagogic technique for better understanding of the foreign language by the students was analyzed

La redacción del texto escrito en inglés: nuevas estrategias / Writing texts in English: new strategies

La temática se escoge por la necesidad de diseñar una guía de orientaciones metodológicas para la preparación de docentes y estudiantes en la confección del texto escrito. La búsqueda bibliográfica ha demostrado la existencia de referencias donde la producción escrita es una suma de habilidades elementales, con ejercicios escritos para el desarrollo de la lengua oral principalmente. El objetivo de esta investigación es diseñar una serie de estrategias metodológicas para favorecer la calidad de la producción del texto escrito en inglés. Se estima que la aplicación de los resultados contribuye al perfeccionamiento de uno de los componentes esenciales de la competencia lingüística de los estudiantes de medicina de la Universidad de Ciencias Médicas de Camagüey, el aprendizaje del inglés como lengua extranjera, y brinda a los profesores un cuerpo teórico metodológico para planificar y dirigir el proceso de enseñanza en la producción del texto escrito, lo que se manifestará en el dominio de esta lengua extranjera en la formación del profesional de la medicina, para la comunicación, la preparación en estudios de posgrados y la calificación científica.

The selection of the topic responds to the need of designing methodological guidelines for supporting professors and students in the production of written texts in English. Bibliographical revisions have proved that written production becomes a sum of abilities involving written exercises to develop speaking particularly. The research aims to design a number of strategies favoring the production of written texts in English. It also contributes to improve one of the essential components of the linguistic competence of medical students from the Medical University of Camagüey, learning English as a foreign language, in addition to offering professors a theoretical-methodological instrument to plan and control the teaching process during the production of written texts. Results aim at obtaining a highly qualified medical professional capable to communicate in English in postgraduate courses and scientific qualifications.