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.

Reflections on Non-English Major Postgraduate English Teaching Reform

This paper presents some reflections on non-English major postgraduate English teaching reform. The author points out some understandings on the English proficiency of non-English major postgraduate students and curriculum changes in the reform. The author thinks that postgraduate English teaching reform is a systematic project, with a goal to meet the practical needs of postgraduate students and improve their ability to use English in their study and work. Hence, every effort of the reform should be made to satisfy the practical needs of the students and to make their English study contribute to their achievements in their own subject area.

To Develop, Keep and Promote Non-English Majors＇ Interest in Oral English

Interest is one type of motivation and it is a vital factor in oral English learning. This paper concerns how to develop, keep and promote non-English majors＇ interests in oral English. It suggests combine interests with teaching contents, teaching activities and other factors.

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.

Research on Spoken English Learning Strategies Between English Major and Non-English Major Learners

The spoken English learning of non-English major learners is quite different from the English majors the learning ways. Therefore, it requires that the learners make changes and choices of the learing ways according to their specific characteristics and conditions, so as to enhance the efficiency of learning of English. This paper makes s concrete analysis about the necissesity of spoken learning major and non-English major learners, discusses the widespread problems on spoken English learning , especially means and the overall of English of English major and non-English major learners, and proposes some practical strategies that are applied in the process of spoken English learing.

The Teaching Reform in Oral English for Non-English Majors Based on FIF

Nowadays the oral English levels of non-English majors in colleges do not live up to the expectations from the all walks of life. Due to the rapid development of the communication technology, many cell phone apps about the English learning have appeared. So this paper tries to put forward some effective ways to reform the oral English teaching for non-English majors based on FIF--a cell phone app about oral English learning after analyzing the status quo of current oral English teaching and learning and the advantages of FIF.

Reform of College English Curriculum Setup for Non-English Majors： A Case Study of an Ordinary University in China

English learning and teaching has been a hot research topic in China since the coming of the 21 st century. By way of questionnaire surveys and interviews, the research group takes one ordinary Chinese university as a case to study the reform of College English curriculum setup. The paper focuses on study of extended courses, which are the most typical reflections of the reform in this university. In the first stage, 4,330 students are surveyed or interviewed in the pre-research process and another 1,270 participants from Grades 2013 and 2014 in the second stage fmish the questionnaire about the reform. The paper analyses the results of 1,215 valid questionnaires. The analyses and discussions in the research include four aspects, which are participants＇ overall attitudes towards the reform of College English curriculum setup, current situation of course teaching and assessment, degree of satisfaction with the extended courses and participants＇ feedbacks and suggestions. In the end of the study the existing problems in the reform are listed and suggestions are given to further reform the College English curriculum.

Improving college non-English majors＇ nonverbal communication competence

Under the widespread view that verbal competence is essential in foreign language acquisition. nonverbal communication has not been given sufficient attention and importance in foreign language teaching in China. In most cases in intercultural interaction, people focus on verbal cues while neglecting those nonverbal messages produced by the bodies and the environment. Such neglect often results in misunderstandings and conflicts because nonverbal communication reveals basic cultural traits from which people are able to gather clues about underlying attitudes and values. So the study of nonverbal communication is an important component to the study of intercultural communication. It deserves due attention in foreign language acquisition. Grounded on the model of cultural learning put forward by Hanvey, the study puts forward a set of feasible suggestions on how to improve intercultural nonverbal communication competence of college non-English majors.

Relationship between English Leaming Motivation and SCET-3 Scores of Non-English Major Students in CDSI

Motivation is considered an important factor for non-English major students in their language learning. In the study, questionnaires and interviews were used to explore the relationship between learning motivations of CDSI （Chengdu Sport Institute）＇s non-English major students and their test scores in SCET-3 （Sichuan English Test-level 3）. The results found that in general non-English major students＇ motivation is not high with no significant gender differences; their learning motivation shows some correlation with their vocabulary level; their external motivation has more impact on the non-English major students. Therefore, language learning motivation has a positive relation with students＇ English learning achievement. Considering the characteristics of the non-English major students, suggestions on English teaching methods are made to stimulate students＇ learning motivation and cultivate their learning strategies, so as to improve the quality of English teaching and students＇ English level.

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.