A Survey on the Use of Listening Strategies Among Non-English Major Postgraduates

Strategy use is correlated with the students＇ performance, so it is necessary to provide students with some strategy instruction. In order to make the strategy instruction more pertinent to the students＇ needs, this study has investigated the status quo of the listening strategy use among the non-English major postgraduates, and has discovered that the students＇ use of listening strategy was far from sufficient, especially in management strategies and social strategies.

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.

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.

Chinese nursing postgraduates'views on implementing outcome-oriented academic English course:a descriptive study

Background:According to previous studies on professional English course teaching,the evaluation of course teaching was positive,but the vast majorities focus on medical English literature reading,professional English vocabulary,and professional English translation.As an alternative,the course design based on academic learning needs under the outcome-oriented education/model emphasizes the improvement of students'comprehensive ability in oral expression,literature reading,writing,and academic communication.Objectives:The objective of this study was to analyze nursing postgraduates'opinions on learning the outcome-oriented academic English course.Methods:This is a cross-sectional descriptive study.A total of 150 first-year nursing postgraduates enrolled in the“Academic Professional English for Nursing Postgraduates”course.After completing the course learning,students scanned QR codes generated by the online questionnaire and completed it anonymously within 48 h.Results:The students who participated in this course strongly believed that it“helped them strengthen their English speakability”(4.8 points),“made them more confident to participate in international academic conferences and exchanges in the future”(4.8 points),and“helped them apply English more in the nursing professional field in the future”(4.7 points).Conclusions:The implementation of outcome-oriented course teaching helps students to understand the research of foreign scholars and effectively express their own research content with English as a tool.It motivates them to continuously use English for professional and academic communication.

A Study on English Teaching for Postgraduates Under the Background of＂the Silk Road Culture＂

When visiting Kazakhstan,President Xi Jinping proposed the strategic project to build the＂ Silk Road economic zone＂ . Under this background,the study of postgraduate students＇ English teaching is very important.This paper analyzes the historical status of the Silk Road,the significance of culture teaching of Silk Road countries,presents the study of the main elements and its implementation approaches of the Silk Road culture teaching in postgraduate students＇ English class,with the purpose of making more educators to participate in the＂ Silk Road economic zone＂ construction.

The Using Condition of Interactive Reading Strategy in Reading Scientific and Technological English Literature of Postgraduates of Engineering

In the reading process and after reading of the scientific and technological English literature for postgraduates of engineering, there are several barriers like the understanding of the vocabulary, the analyzing the complex sentences and the grasping the whole texts. This paper tries to investigate the using condition of interactive reading strategy in reading scientific and technological English literature of postgraduates of engineering. The study reveals that postgraduates of engineering frequently using some of strategies of the interactive reading strategy, but the overall using condition is only in the average level, and is not so flexible.

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.

English Learning Strategies Employed by EFL Postgraduate Students in Southwest China

English learning strategies play an important role in the language proficiency for EFL learners. Both frequency and patterns of English learning strategies use were found to be significantly related to language proficiency. The present investigation aimed to investigate a) an overall strategy use of postgraduate students in southwest China; and b) to examine the relationship as well as patterns of variations in frequency of students' reported strategy use with reference to their gender and field of study. The subjects of this study were 200 postgraduates in the universities of southwest China. A written questionnaire based on the Strategy Inventory for Language Learning(SILL) was adapted and biodata was added for background information. The findings of the research showed that the postgraduates, on the whole, reported medium frequency of use of English learning strategies. The results of the data analysis also demonstrated that frequency of postgraduates' reported use of English learning strategies varied significantly in terms of gender and field of study. The implications, limitations and recommendations for further research were also discussed.

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.

A Needs-analysis Approach to Postgraduate English Curriculum Design in Chinese Agriculture and Forestry Universities——A Case Study of Shandong Agricultural University

In order to investigate the curriculum design for postgraduate English in Agriculture and Forestry Colleges, this papermakes great attempts to probe into the target needs and learning needs of English in SDAU. Both quantitative and qualitative re-search methods were employed in the survey. The final conclusion of this study is that the current English curriculum design forpostgraduate in SDAU can not satisfy the needs of students and workplace completely. On the basis of such major findings and re-sults, this paper makes attempts to develop an English curriculum design and implementing model for postgraduate English teach-ing in SDAU, hoping to offer implications on curriculum design of postgraduate English in Agriculture and Forestry Colleges and of-fer suggestions on personalized teaching reform of postgraduate English.

Two Models for the Cultivation of Postgraduates' Communicative Competence in the Classroom

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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.

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.

Alternative Design of Postgraduate English Writing Course

This paper presents an alternative design of postgraduate English writing course to meet the requirement of the current postgraduate English teaching reform.The author believes that efficiently-organized writing activities based on practical needs could refresh teaching frame- work and consequently assist postgraduates in English writing.

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.

Influence of English Proficiency on Postgraduate Students＇ Use of Language Learning Strategies

This study investigated the use of language learning strategies by a group of postgraduate students in a Chinese university. The emphasis was on the influence of L2 （second language） proficiency on learners＇ strategy use, aiming to look at how proficiency affects the use of LLS （language learning strategies） among postgraduate students learning EFL （English as a foreign language）, and to reveal some distinctive features in postgraduate students＇ use of learning strategies. Findings from this study have suggested a number of implications for the classroom teaching. Teachers should recognize that some strategies might be more suited to some learners than to others due to individual differences. Learners needed further training in the use of all learning strategies

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.