Error Analysis of English Pronunciation Acquisition by Chinese Non-English Majors

Chinese non-English majors are a large group of English learners.In the process of English pronunciation acquisition,issues such as incomplete phonological knowledge,transfer of mother tongue,and overgeneralization,lead to confusion of phonemes and stress,misunderstanding of syllable structure,and errors of assimilation,drop,and epenthesis.The accuracy of English pronunciation can only be improved by knowing both English and Chinese phonological systems,strengthening the teaching of English phonological knowledge,and adopting various phonological training activities.

On English Vocabulary Teaching of Non-English Major Students

Non-English major students often feel frustrated in learning English vocabulary by rote memorization. Meanwhile, as thebasis of understanding and expressing language, vocabulary is vital to the smooth development of college English teaching reformsand the comprehensive improvement of students' English level. Therefore, it's necessary for college English teachers to researchthe rules of vocabulary teaching and give indispensable guidance to students.

College English Grammar Teaching for Non-English Majors

Grammar is very important in language learning. The mastery of English grammar is the basic English skill. However,most non-English majors are relatively poor in English and English grammar. They think grammar learning is boring and have a negative attitude towards grammar. So,it's necessary and urgent to teach them grammar.

Suggestions on How to Stimulate Non-English Major Sophomores' English Learning Motivation

Many researchers regard motivation as a very important factor for second language learners to acquire the language successfully.Motivated students will perform better than unmotivated students in language learning,therefore,they will develop the potential of second language skills better.This research studied the motivation types of 255 sophomores from Huanghuai University.A questionnaire based on the one designed by Qin Xiaoqing and Wen Qiufang was adopted.The results demonstrate that the motivation possessed by sophomores was not beneficial towards improving their English learning.In order to present a good guide to students’English learning,the author provides several pieces of advice.

Study on English Vocabulary Learning Strategies of Non-English Majors

This research investigated English learning strategy use by Non-English majors in Guangxi.Students’self-reports and questionnaires are conducted to collect data.The analysis finds that students have difficulty with long-term memory and internalization of words.The most frequently used strategies are some determination,memory and cognitive strategies.Social and metacognitive strategies are used less.The findings indicate that there are no great differences in the use of most strategies between groups of different proficient levels.Suggestions are provided to teachers based on the findings.

An Exploration of the Current Business English Teaching at the Post-graduate Level in China

In China,the past two decades has witnessed the flourishing of Business English (BE) as a course or even a separated discipline in colleges and universities.Researches on BE and BE Teaching have also flourished in an attempt to formulate a coherent theoretical framework and to improve the present BE Teaching system.However,most of such researches focus on BE Teaching at the college level.The present thesis is to explore the present BE Teaching situation at the post-graduate level in several universities in China and point out some practical problems existing in the current BE Teaching at the post-graduate level with a purpose that the academic world could attach more attention to BE Teaching at the post-graduate level in China.

The Impact of English Films and TV Series on Non-English College Students’Intercultural Competence

Based on the related theories of intercultural competence and extensive analysis of literature,this paper employed questionnaires and interviews to do a research with 200 non-English college students about the general situation of their intercultural competence and the impact on it caused by English films and TV series in Wuhan University of Technology.The findings of the study indicate that non-English college students have relatively good intercultural competence while the deficiency of intercultural knowledge and skill exists;the appreciation of English films and TV series is positively correlated with the four dimensions of non-English college students’intercultural competence,namely intercultural knowledge,attitude,skill and awareness.Based on these findings of the research,the author brings up some specific and constructive suggestions on improving non-English college students’intercultural competence with the help of English films and TV series for college English teachers and non-English college students.

Fossilization of Non-English Major Students' Spoken English

It's common that non-English major students meet fossilization in their English study. The author focused on the fossilization of non-English major students' spoken English and wrote this article in four parts. Firstly,give the recent research on fossilization; secondly,state the main problems in non-English major students' oral English presentation; thirdly,analyze the reasons of this phenomenon; lastly,give a conclusion.

Teaching of Subject-Based English to Non-English Majors

Subject-Based English is an important part in college English for non-English major students and an effective way to help them to complete the transition from language learning to its practical application.In this paper,the author discusses the significance of setting up subject-based English,the teaching materials for subject-based English and focus on teaching model and teaching method.Based on this new teaching concept,in teaching process,Task-driven approach is recommended.In fact Task-driven teaching method is based on communicative approach and the theory of structuralism.They can accomplish certain learning tasks via necessary cooperation.By a large number of practice activities planed,they can improve their application skills in English listening,speaking,reading,writing and translation further.

A Study of Non-English Majors'Anxiety over Spoken English and Relieving Strategies

By using revised foreign language classroom anxiety scale designed by Horwitz,the paper investigates 150 non-English majors' third-year students.After the statistical analysis,the paper finds various sources of anxiety and proposes some corresponding teaching strategies for teachers to help them overcome anxious emotion when communicating English with others.

Research on the Current Situation and Cultivation of English Learning Motivation of Non-English Majors

English is not only a language,but also a tool.There are many factors that affect students’English learning quality and ef?ficiency,among which the biggest one is learning motivation.At present,some non-English majors in our country lack the motiva?tion of English learning,and the phenomenon of students’grade differentiation becomes more and more obvious,which seriously affects the process and quality of English teaching in the whole class.Analyzing and exploring the present situation and cultivation of English learning motivation of non-English majors can improve the quality and level of English learning of Chinese college stu?dents as a whole.

Assessment of Oral English: Testing the Non-English Major Students at Guangxi TCM University in P.R. China

This paper intends to give a brief overview of oral English testing for non-English major students in Guangxi Traditional Chinese Medical (TCM) University, which is located in a minority autonomous province in the southern part of P.R. China. It arises from the concrete problems facing Chinese teachers of English who feel troubled when offering an oral English test to an ever increasing number of non-English major students at the end of each semester. The frustration comes not only from the labor intensive and time consuming activity but also from the surrounding ethical issues of subjectivity by the teachers and of injustice to the students to give and receive fair marks. Moreover, there is a conflicting gap between the criteria used by the foreign native English speaking teachers and Chinese teachers of English because of their different cultural background and concept of testing. Nevertheless, an oral English test was designed and the procedures were devised, adopted, and administered to assess the student’s performance. The test and procedures, based on the national course syllabus for testing non-English majors, the level of attainment in oral English of the students, and the limited number of teaching personnel in the TCM University, utilized two different approaches. The native English speakers follow their own concept of devising formats of group testing procedures and assessment criteria forms highlighting communicative interaction. Meanwhile, the Chinese teachers of English emphasize individual rehearsed presentations and ask the student to follow up questions, to make further comment, and inquire about learning experience from the passage in order to make assessment and evaluation. Final student scores were calculated by combining daily participation of the student, the assessment foreign teacher, and the evaluation of Chinese teachers.

Needs Analysis of Non-English Majors Taking Business English as An Optional Course

The course design of business English as an optional course to Non-English majors should be based on needs analysis.A survey is conducted in the form of a questionnaire in this paper to find out about the needs of the non-English majors taking the course.Implications are provided for the future course design of business English as an optional course.

A Brief Discussion on the Chinese College English Language Curriculum for the Non-English Major Learners

Chinese college English Language Curriculum is a complicated teaching system combined with a variety of teaching modes and teaching methodologies. It is guided by foreign language teaching theories and takes the English language knowledge and application skills, cross-cultural communication and learning strategies as its main content. In addition, as the main basis of English education for non-English major undergraduates in colleges and universities, this curriculum helps to cultivate students' English comprehensive application ability, especially for their listening and speaking skills while improving their abilities of selfeducation. It can also strengthen learners' comprehensive cultural quality in order to meet the need of social development and international communication.

Error Analysis of English Pronunciation of Non-English Majors

In English study,pronunciation not only influences daily communication,but also influences listening,reading and writ⁃ing ability.However,modern English education overly focuses on the uses of vocabularies and grammars,and it is short of the prac⁃tice of pronunciation.Therefore,English pronunciation errors become a common problem among non-English majors.The focus of this research is on analyzing the errors of English pronunciation through sampling thirty non-English majors in college.Based on error analysis theory,and with the assistance of pronunciation test,this study figured out several types of non-English majors’pro⁃nunciation errors in pronunciation,stress,tone and intonation these dimensions.

A Qualitative Study of Non-English Majors' Learner Autonomy in Out-of-class English Learning Contexts

The aim of the study was to explore non-Engish majors' actual practice of out-of class English learning activities and the relationship between out-of-class English learning and language proficiency. Data were gathered through qualitative methods by semi-structured interviews and observation with 6 non-English majors from Tianjin Foreign Studies University. Students' CET-4 scores were collected as well. Out-of-class observation was conducted with two participants who represent respectively high and low scores in CET. The results indicated that high scorers generally showed higher level of learner autonomy in out-of-class learning context. than low scorers. Most of the participants hoped to obtain more guidance and recommendations for learning materials and learning strategies so as to improve their language skills.

A Discursive Psychology Approach to English Learning Experiences Narrative: What's Behind the Failures?

This article takes a discursive psychology approach to the analysis of Non-English major students' English learning experience narrative. The students took part in my survey are those just say goodbye to the high school and are freshmen in college now. The English learning experience narrative is in a form of diary. Through the students themselves' own point of views in recounting their English learning experiences, I want to find the reality hidden behind their failures in learning English. And hope this can give the most teachers who work for public English education in colleges or even universities some inspiration about teaching.

A Comparative Analysis of Sino-Thai College English Course Teaching——A Case of Comparison between Jiujiang University and Chiang Mai University

English is one of the most common languages in the world,and it has become one of the most important subjects in various countries.The native languages of China and Thailand are not English,and both countries are located in Asia and have many similarities in geographical location and cultural background.The Ministries of Education of the two countries have successively put forward relevant policies to promote the development of English education in the country.The implementation of these policies has promoted the development of college English course teaching in the country.These factors determine that the two countries have similarities in college English course teaching for Non-English majors.However,there are differences in teaching mode and teaching staff in the two countries because of their different national conditions,which make many differences,exist in college English course teaching for non-English majors in the two countries.During the author’s career as an exchange student in Chiang Mai University,she experienced the difference of college English course teaching for non-English majors in Thai universities,so the author did some researches on the basis of the understanding of English course teaching in Thai universities.Therefore,this thesis takes Sino-Thai college English course teaching for non-English majors as the research object—takes Jiujiang University and Chiang Mai University as example,and analyses their present situation from the aspects of the development and evolution,the teaching mode,and teaching staff of college English course teaching for non-English majors.On this basis,the author makes a comparative analysis of the English course teaching for non-English majors in two selected universities,then find their respective advantages and disadvantages,and put forward some suggestions on the development of Sino-Thai college English course teaching.

A Study on Factors that Affect Motivation in English Learning of NonEnglish Major Cadets

Motivation is one of the critical factors that affect foreign language learning. This study attempts to explore the factors that affect motivation in English learning of non-English major cadets. An investigation is conducted in a military academy in southwest China, in which a Likert scale questionnaire is adopted. Through data analysis, eight factors are found to affect cadets' English learning motivation. Moreover, suggestions are provided to shed light on English teaching and learning in military academies.

Types of Students' Motivation for English Learning in Chinese Private Colleges

In China, the non-English majors form the main body of college English learners, of whom not a small number are students in Chinese private colleges.This paper attempts to probe into the types of motivation which can help improve English teaching among private college students.