简介：Thispaperfirstintroducesthefundamentalstepsof“TheWorldCafé”(TWC)anditsrelationshipwithhumanresourcestraininginbanks.Afterthat,acoupleofTWCtrainingcasesforthemiddleandthejuniormanagementinbankswillbediscussed.Next,thebettermentanalysisofimprovementsonTWCinhumanresourcestraininginbankswillbecarriedout.Lastly,thelimitationsandthefutureprospectsofTWCwillbeexplored.

简介：ThisresearchinvestigatesChineseEnglishasaforeignlanguage(EFL)learners’oralEnglishcommunicationstrategies(CSs)andoralEnglishlearningstrategieswhenstudyinginanEnglishspeakingcontext.Forthispurpose,theresearcherconductedsemi-structuredinterviewswithfourChineseEFLlearnerswhoarestudyingintheUKwithdifferentEnglishproficiencies,analysedtheirstrategiesoforalEnglishlearningandcommunication,andcomparedchangesinstrategiesduringoneyearofstudyingabroad.Itshowedthat,whenconfrontedwithdifficultiesinoralEnglishlearning,participantsusuallyemployedaffectivestrategiestoadapttothenewlearningenvironment.Andlearnersfromdifferentlevelshavedifferentperformancesinmeta-cognitivelearningstrategiesuse.Inaddition,theEnglishspeakingcontextmadesomedifferencestolearners’learning.WhenitcomestoCSs,ontheonehand,strategies,suchasnegotiationformeaning,andsoon,wereshownasbeingprimarilyusedbyparticipants,eventhoughparticipantsfromdifferentlevelsmighthavesomedifferencestosomeextent.Ontheotherhand,strategieslikelessactivelistener,andsoon,wererelativelylessemployedbyparticipants.TheseresultswouldprobablyhelplearnersandteachersunderstandoralEnglishlearningandteachinginnativecontextsbetter.

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简介：Inthisstudy,theresearcherusesdocumentanalysistoexplorethecontentsofonetextbook—NewInterchange1,whichhasbeenusedinanintensiveEnglishforacademicpurposes(IEAP)programmeatPannasastraUniversityofCambodiainSiemReap(PUC-SR).Thisanalysisisaimedatexploringhowcommunicativethetextbookisinnature.Todothis,thecontents/textsinthetextbookareanalysedandgroupedinto10categories,namely:(1)askandanswerdialogue;(2)situationaldialogue;(3)communicativedialogue;(4)information-gapactivity;(5)opinion-sharingactivity;(6)reasoning-gapactivity;(7)learnerautonomy;(8)focusonmeaning;(9)thinkingskill;and(10)focusonform.Resultsshowthatthetextbookprioritises“information-gapactivity”and“opinion-sharingactivity”followedby“askandanswerdialogue”and“situationaldialogue.”Instarkcontrast,“learnerautonomy”and“thinkingskill”appearleastfrequentlyinthisbeginnertextbook.However,thetextbookisgenerallyseentobehigh-communicativeinnature,becausemixedtasks/activitiesareusedthroughoutthetextbook,sothatstudentscanbeexposedtoawiderangeofcommunicativeactivities.Moreover,thesetasks/activitiesareclaimedtobecommunicativetasktypesintheliterature.

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