English Listening Teaching with Original English Movies forEnglish Majors in High Vocational College

Using English original movies for listening teaching has become a new way for listening teaching.Based on the related researches,some ways of teaching English listening with original English movies are given with a teaching example.

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.

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.

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.

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.

PROMOTING LEARNER AUTONOMY FOR COLLEGE NON-ENGLISH MAJORS THROUGH SELF-ASSESSMENT

As a lifelong learning skill and a vital part of learner autonomy, self-assessment provides an opportunity for students to assess their own process, and thus helps them to focus on their own learning and ultimately promotes their study efficiency. Based on the current language skill learning situations and the relevant literature review, this paper firstly forms a hypothesis, introducing self-assessment into the traditional classroom to promote learner freedom, and then does an empirical study to prove that self-assessment can be mastered as a learning skill to enhance students' learning efficiency.

Investigation and Analysis of the Oral Expression Competency Among Students in Second-tier Universities:Based on China's Standards of English Language Ability

By adopting quantitative analysis,based on the statements for oral scale of CSE(China Standards of English)level five,this paper investigated the current status,common difficulties and control factors on oral English competency of nonEnglish majors in second-tier universities,which was conducted using questionnaires that includes six dimensions of language expression:accuracy,complexity,coherence,fluency,appropriateness,and flexibility.The results showed that:(i)the overall oral English competency of college non-English majors hasn't met the statements of CSE level five;(ii)female students significantly outperformed male students,and business majors students significantly outperformed those in liberal arts majors who were significantly better than those in science majors;(iii)there was no significant difference between grades;(iv)the flexibility,coherence and accuracy of language expression almost reached the standard grade,but the common core difficulties faced by the students were mainly in pronunciation,scope oflanguage expression,fluency and appropriateness.Unclear goals,less practice and poor vocabulary were major impact factors.The research is helpful for strengthening students?knowledge on their own oral English competency as well as adjusting their oral practice objectives,thereby shedding light on students5 actual oral English proficiency and helping to clarify and refine the teaching objectives of speaking and promote the effective practice of oral English as well as the rational application of CSE.

扩大就业视角下造纸专业课程与高职英语教学对接研究

随着国家大力发展职业教育,职业院校学生的就业率与就业质量不断提升,而造纸专业学生就业现状并不乐观。基于此,提出将造纸专业课程与高职英语教学对接,以期实现培养应用型、技能型人才的目标。目前,高职院校的毕业生仍是我国人力资源的重要组成部分,根据教育部统计数据显示,高职院校每年为社会培养了近160万的毕业生。因此,为了缓解我国劳动力市场上的就业压力,在扩大就业视角下研究将造纸专业课程与高职英语教学对接是十分有必要的。造纸专业主要培养具有良好职业道德,专业知识与技能基础,较强的语言表达能力,熟练掌握生产技术操作技能,可从事制浆造纸、包装印刷等工作的高素质技能型专门人才。

CIPP模式下的高职商务英语专业实践教学评价体系探索

构建科学的评价体系是提升实践教学效果的重要保证。CIPP评价模式以诊断改进为目标、综合评价为抓手,契合评价体系构建的基本原则。高职商务英语专业可以借鉴该模式,尝试从完善评价内容、丰富评价主体、重视过程性评价与优化评价方式和手段入手,从背景评价、输入评价、过程评价、成果评价四个维度构建实践教学评价指标体系,解决现存问题,切实提高实践教学效果。

移动互联网背景下高职外贸专业英语阅读教学策略研究

蓬勃发展的移动互联网技术为高职外贸类专业英语阅读教学带来了新机遇与挑战。为更好地改进传统高职英语阅读课堂实践教学、教学方法和教学手段较为单一等问题,基于移动辅助语言学习的优势和移动互联网在教学中的应用价值,提出为学生提供个性化学习材料,开展互动式阅读教学模式,增加任务和挑战元素,采用多元化教学方法等教学策略。

“产出导向法”在高职应用英语专业ESP课程中的教学实践研究——以“文秘英语”课程为例

本文以“文秘英语”课程为例,针对产出导向法在高职应用英语专业ESP课程中的教学实践应用开展研究。结合产出导向法的基础理论,探究高职应用英语专业ESP课程教学设计方法,包括激发学生兴趣的驱动环节、促进学习的促成环节以及检验效果的评价环节,以改进ESP课程教学效果,提升高职应用英语专业学生的实践应用能力。教学实践结果表明,产出导向法能有效点燃学生的学习热情,显著增强学生专业知识的实践应用能力,对提升高职ESP教学质量具有显著成效。

中华文化符号视域下高职英语专业学生工匠精神和“非遗”文化传承研究

“非遗”文化是各族人民世代相承、与群众生活密切相关的各种传统文化表现形式和文化空间。结合当下语言文化产业变革的趋势,高职英语专业应培养兼备专业技能和工匠精神的语言技术应用型人才。依据中华文化符号的“具象化”和“包容性”特征,以校外实习基地为媒介,利用双语“非遗”文化资源库、英语绘本、旅游手册等“物质符号”载体,以优秀匠人科学家为“精神符号”榜样,引导学生用英语说好中国“非遗”文化故事,开发新时代下工匠精神培养路径。

从企业对英语人才的要求论高职应用英语专业的课程设置

课程设置在学校教育中的地位毋用置疑。目前高职应用英语专业的课程设置与本科院校基本一样,有悖于高职教育的培养目标。通过对企业对应用型英语人才要求的调查分析,高职应用英语专业课程设置应遵循目标性原则、专业性原则和整合性原则,课程设置的编排形式应为:语言模块+专业模块+综合实训模块。

全国高职院校商务英语专业毕业环节考核模式现状调查与分析

高职院校毕业环节考核模式的合理与否及存废与否的问题,早就是一个业界争论不休的热点,高职商务英语专业的跨学科性更是为这一问题增加了难度。笔者最近在全国范围内对53所高职院校商务英语专业群的毕业环节考核情况进行了实证性调查,发现了8个具有代表性的问题。文中通过对调查结果的分析,探讨改革和创新高职商务英语专业毕业环节考核模式的问题。

课堂学习环境对学习动机行为影响的实证分析——以高职英语专业学生为样本

文章主要运用定量研究的方法,通过问卷调查、学习行为观察、自我陈述及对调查数据进行均值检验、相关分析、回归分析等手段,从三所职业院校外语系709人中严格分层抽样出20名乐学学生、20名次厌学学生及20名厌学学生,对他们的学校学习环境影响学习动机行为的情况进行调查分析。结果发现:①三大类学生对现今高职院校学校学习环境的认可度不高并且看法较为一致:不满意。②学校学习环境与学习动机行为的相关分析表明学校学习环境对高职院校学生学习动机行为会产生微弱影响,但相对而言,对厌学类学生影响更大。③学校学习环境与动机行为的回归分析表明某些课堂学习环境对英语学习动机行为有影响。具体表现为:厌学类学生动机行为的最主要影响因素是教师责任心不高;次厌学类学生的最主要影响因素是教师上课的条理不清与节奏较慢;乐学类学生学习外语动机行为的最主要影响因素是教师教法的单一与课堂气氛的枯燥。

论高校英语专业教学中学术性及职业性之原则

文章提出英语专业教学在"厚基础"的同时,为什么以及如何加强英语课程的学术性及其职业应用性,做到三管齐下,以培养集知识性、思想性、实践性于一身的符合时代需求的实干人才。

高职园艺专业英语教学方法初探

文章针对高职园艺专业英语教学中存在的学生基础差、师资薄弱、教学手段单一等问题,结合作者的教学经验,提出了选择适当的教材、加强教师队伍建设、改进教学手段、变以教师为主为以学生为主的教学方法,以提高高职园艺专业英语教学效果,增强学生的专业英语能力。

高职商务英语专业课程思政教学实践及反思

高职院校仅依赖于单一的思政课程教学已无法满足新时期人才培养的新要求,由思政课程到课程思政的变革已成为必然。为培养商务英语专业复合型人才,确立基于国际视野、文化自信、商务伦理、心理健康、工匠精神的人才培养目标,深入挖掘商务英语专业课程思政内涵,提升课堂教学的育人功能,实现人的全面发展。不断提升专业教师自身素养是课程思政实施的关键。

浙江省高职英语类专业定位的调查分析

通过网上调查和电话访谈方式,对浙江省各高职院校的英语专业方向、市场对高职英语人才需求及相关毕业生就业情况的调查研究,发现各院校的专业设置比较集中,专业方向多以外贸为主,对市场需求动态的反应,以及对学生就业需求的考虑上仍有待提高。建议设定专业方向时要充分考虑区域经济、市场需求、学生就业需求及本校办学特色。