In recent years,language researchers and teachers are paying more attention to form- focused language teaching approach. Second language teaching developed from an extreme of Focus of Forms to another extreme of Focus on Meaning. After the failure of two extremes,researchers synthesize the advantages and disadvantages of both methods and show more interests in Focus on Form( Hereinafter referred to as "F on F"). A good deal of scholars from all over the world start doing further researches into F on F. However,related studies of the relationship between Fon F and Language Proficiency are deficient. Based on the previous theories and researches of F on F,this article talks about the definitions of F on F and Language Proficiency respectively and analyses the relationship between F on F and Language Proficiency. Moreover,the author comes up with some problems existing in language teaching in current China and throws a sprat to further researches.
With batch after batch of college students heading off to the west, The College Students’Western China Volunteer Teaching Program has been vigorous and spectacular, and the work of volunteer teaching has been solid and steady. But do volunteer teachers achieve their professional development during a year’s teaching as novice teachers? This paper adopts narrative inquiry, a widely valued research method in educational research, to inquire a volunteer teacher and a student, thus explore the changes of the volunteer teacher and the students have made after one-year teaching.
