Set theoretic complete intersection for curves in a smooth affine algebra

It is proved in this paper that a locally complete intersection curve in a smooth affine C-algebra with trival conormal bundle is a set theoretic complete intersection if its corresponding class in the Grothendieck Group is torsion.Comment: 10 pages. Accepted by Journal of Pure and Applied Algebr

The role of grammatical instruction within communicative language teaching among Chinese ESL students

This thesis examines the important role of grammatical instruction within Communicative Language Teaching from the perspectives of fifteen Chinese ESL adult students. By observing four ESL classes that use CLT and interviewing fifteen Chinese ESL students and four ESL teachers, the case study found that Chinese ESL students regard grammar instruction within CLT as a linking tool, which helps them to realize the functional purpose of grammar knowledge and to achieve communicative competence. Also based on my findings, I propose a model of effective grammar teaching for Chinese students infused into the communicative approach. This study also provides an overview of communicative activities in the CLT classroom. Included is a discussion of how these activities facilitate grammatical competence and how Chinese students perceive these activities. The findings from the case study suggest that it is better to combine and balance explicit and implicit grammar instruction within meaningful, authentic and communicative context, so that Chinese students can benefit from grammar instruction within the context of Communicative Language Teaching. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2004 .Z46. Source: Masters Abstracts International, Volume: 43-01, page: 0034. Adviser: Ruthanne Tobin. Thesis (M.Ed.)--University of Windsor (Canada), 2004

Chinese students\u27 willingness to communicate in English in Canada

This study examined how Chinese students at a Canadian community college were willing to communicate (WTC) in English, and the sociocultural factors that enhanced or limited their willingness to communicate in English in and outside class. The study used a mixed-method design that combined quantitative and qualitative data collection and analysis procedures. Data were collected through a survey, semi-structured interviews, and a focus group. First, a questionnaire was administered to 120 Chinese students enrolled in a Canadian college and 46 students responded. From the 46 respondents, twelve participants were selected for semi-structured interviews. Four participants were further selected for a focus group meeting from the interview group. The results of the survey revealed that Chinese students tended to be generally willing to and frequently communicate in English. These participants\u27 willingness to communicate in English was found to have a significant relationship with their perceived communication behaviours; however, their willingness to communicate did not have a significant relationship with their international posture. Semi-structured interviews revealed that face protection, feedback seeking and the Chinese value of quality talk were the major sociocultural factors that contributed to Chinese students\u27 willingness to communicate in English. These interviews further revealed that Chinese participants did not connect language learning with cultural learning, which negatively impacted their willingness to communicate in English. Educational implications are addressed in the end for enhancing cultural awareness of both students and instructors regarding Chinese students\u27 willingness to communicate in English