Chapter One Motivational Strategies in EFL Classrooms 1
1.1 Introduction 1
1.2 Definition of motivation 1
1.3 Types of motivation 2
1.4 Motivation constructs 2
1.5 Motivational teaching in EFL classrooms 3
1.5.1 Motivational teaching practice 3
1.5.2 Strategies to initiate and sustain motivation in EFL classrooms 5
1.5.3 Designing communicative tasks under the guidance of motivational strategies 6
1.6 Conclusion 7
Chapter Two Promoting Group Cohesiveness in Language Classes 8
2.1 Introduction 8
2.2 Group cohesiveness and language class 8
2.2.1 Definition of group cohesiveness 8
2.2.2 Three components of group cohesiveness 9
2.2.3 Language class as a social group 9
2.2.4 Advantages of promoting cohesiveness in a class group 9
2.3 Promoting group cohesiveness in language classrooms 10
2.3.1 Teachers'awareness and appropriate behavior 10
2.3.2 Integrating group cohesiveness tasks into language teaching 11
2.3.2.1 Promoting acceptance among students 11
2.3.2.2 Promoting cooperation among students 12
2.3.2.3 Establishing group goals,constructive group rules and norms 12
2.3.2.4 Identifying,inviting and assigning student roles 12
2.4 Challenges for teachers to build a cohesive group 13
2.5 Conclusion 13
Samples of promoting group cohesiveness tasks 13
Task 1：Building group rules 13
Task 2：Name poems 14
Task 3：Introduction of peers 16
Task 4：Listening to peers 17
Task 5：Good memories of class 18
Chapter Three Laughter in Grammar Classrooms 21
3.1 Introduction 21
3.2 Grammar teaching in EFL classrooms 22
3.2.1 Grammar as the teaching focus 22
3.2.2 Problems with grammar teaching 23
3.2.3 Form and meaning 23
3.3 Understanding jokes 24
3.3.1 Definition of jokes 25
3.3.2 Categories of jokes 25
3.3.3 The language of jokes 26
3.3.4 The culture context of jokes 27
3.4 Justifications for using jokes to teach grammar 27
3.4.1 Meaningful contexts 27
3.4.2 Affective factors 28
3.4.3 Retention 28
3.4.4 Creative language use 29
3.5 Risks of using jokes to teach grammar 30
3.6 Guidelines of using jokes to teach grammar 31
3.6.1 Instructing how to appreciate jokes 31
3.6.2 Adapting jokes 32
3.6.3 Laughter in interaction 32
3.6.4 Selecting jokes 32
3.7 Techniques of using jokes to teach grammar 33
3.7.1 Analysis 33
3.7.2 Correcting errors 34
3.7.3 Expansion 35
3.7.4 Reconstruction 36
3.7.5 Reformulation 36
3.7.6 Production 37
3.8 Conclusion 37
Samples of grammar tasks 38
Task 1：Exploring structures of simple past tense 38
Task 2：Singular and plural forms of nouns 40
Task 3：Completing jokes with proper prepositions 42
Task 4：Sorting out jokes 44
Task 5：Inserting adverbs or adverb phrases to jokes 45
Chapter Four Group Work and Communication Strategy Training 48
4.1 Introduction 48
4.2 Definition of group work in language class 48
4.3 Justifications for integrating group work in language class 49
4.4 Making group work effective 50
4.4.1 Establishing an English speaking atmosphere 50
4.4.2 Keeping discipline 50
4.4.3 Designing appropriate cooperative tasks 51
4.4.4 Reducing the use of mother tongue 52
4.4.5 Driving away the fear of making mistakes 54
4.4.6 Nurturing tolerance of ambiguity 54
4.5 Facilitating the progress of group work with communication strategies 55
4.5.1 Definition of CSs 55
4.5.2 Types of CSs for training 56
4.5.3 Teachability of CSs 58
4.5.4 Procedures and techniques of teaching CSs 58
4.6 Conclusion 59
Samples of speaking tasks 60
Task 1：Environmental protection 60
Task 2：Responsibility and new term goals 62
Task 3：Favorite jobs 63
Task 4：My pet 64
Task 5：Oral communication strategies 65
Chapter Five Graded Readers and Authentic Reading Materials 67
5.1 Introduction 67
5.2 Graded readers 67
5.2.1 Definition of graded readers 67
5.2.2 Types of graded readers 67
5.2.2.1 Adapted literature 68
5.2.2.2 Language learner literature 68
5.3 Authentic materials 68
5.3.1 Definition of authentic materials 68
5.3.2 Types of authentic materials 69
5.3.2.1 Literature as authentic materials 69
5.3.2.2 Newspaper as authentic materials 71
5.4 Justifications for using different reading materials 72
5.4.1 Developing learners'target language accuracy and fluency 72
5.4.2 Making reading enjoyable 73
5.4.3 Expanding students'horizons 74
5.4.4 Improving learners'reading strategies 74
5.4.5 Cultivating learners'genre awareness 76
5.4.6 Developing learners'critical language awareness 77
5.4.6.1 Definition of critical language awareness 78
5.4.6.2 Steps to develop learners'critical language awareness 78
5.5 Disadvantages of using graded readers as reading materials 79
5.6 Selecting graded readers 80
5.7 Interpreting reading materials with appraisal theory 80
5.7.1 The basic overview of appraisal framework 81
5.7.2 Attitude 81
5.7.2.1 Affect 82
5.7.2.2 Judgement 83
5.7.2.3 Appreciation 84
5.7.3 Graduation 85
5.7.4 Engagement 86
5.7.4.1 Monogloss 86
5.7.4.2 Heterogloss 87
5.7.5 Prosody of appraisal resources 90
5.7.6 Confusion in analyzing appraisal 91
5.8 Monitoring and evaluating students'progress in reading 91
5.8.1 Reasons to assess reading 92
5.8.2 Alternative reading assessment methods 92
5.9 Conclusion 94
Samples of reading tasks 95
Task 1：Coping with vocabulary and interpreting the theme of a narration 95
Task 2：Prediction before reading 97
Task 3：Reading and reporting news 98
Task 4：Understanding process texts 99
Task 5：Understanding definition texts 101
Chapter Six The Genre Approach and Creative Writing 104
6.1 Introduction 104
6.2 The genre approach 104
6.2.1 Definition of genre 104
6.2.2 The genre types and their generic structures 105
6.3 Justifications for the genre approach 107
6.3.1 Writing for different communicative purposes 107
6.3.2 Connecting writing to learners'life 108
6.4 Practical understandings of integrating the genre approach into classroom setting 108
6.4.1 Raising genre awareness with model writing 108
6.4.2 Emphasis on writing process 109
6.5 Definition of creative writing 112
6.6 Justifications for integrating creative writing into classroom setting 113
6.6.1 Playfulness 113
6.6.2 Eliciting learners'emotions and ideas 113
6.6.3 Promoting learners'imagination and creativity 114
6.7 Practical understandings of integrating creative writing into classroom setting 114
6.7.1 Facilitating creative writing with graded readers 115
6.7.2 Establishing a relaxed writing atmosphere 116
6.7.3 Involving learners'emotions and inner voices 116
6.7.4 Imaginative tasks 117
6.7.5 Peer feedback 117
6.7.6 Publishing learners'work 118
6.7.7 Teachers'passion for writing 119
6.8 Conclusion 120
Samples of writing tasks 121
Task 1：Ellipsis and repetition in writing 121
Task 2：Chain poems 123
Task 3：Funny definitions 124
Task 4：Refining character description 125
Task 5：Withholding information of characters 127
Chapter Seven Giving Feedback 132
7.1 Introduction 132
7.2 Definition of feedback 132
7.3 Functions of feedback 132
7.4 Nature and sources of errors 133
7.5 Accuracy and fluency 134
7.6 Feedback on speaking 135
7.6.1 Factors to be considered for oral error correction 136
7.6.1.1 Error categories 136
7.6.1.2 Interaction aims 136
7.6.1.3 Teachers'and learners'roles 137
7.6.1.4 Stages of error correction 137
7.6.2 Recording errors 138
7.6.3 Techniques for oral correction 138
7.7 Feedback on writing 139
7.7.1 Indirect correction 139
7.7.2 Direct correction 142
7.7.3 Reformulation 143
7.8 Learners'negative response towards feedback 144
7.9 Cultivating learners'positive attitudes towards feedback 145
7.9.1 Explaining to learners the purpose of feedback 145
7.9.2 Giving positive feedback 145
7.9.3 Avoiding"teacher-induced"errors 146
7.9.4 Knowing learners'common errors 146
7.9.5 Providing necessary correction assistance 146
7.9.6 Involving learners in the error correction process 147
7.10 Conclusion 147
Samples of giving feedback tasks 148
Task 1：Giving peer feedback on oral presentation 148
Task 2：Wordy sentence reformulation 149
Task 3：Peer feedback 150
Task 4：Nominalization in formal essays 152
Task 5：Feedback reflection 154
References 156