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.

An Analysis of Innovative Teaching of English Phonetics for Non-English Major Students

Phonetics is the cornerstone of language.The improvement of the proficiency of pronunciation has a great effect on the level of English listening and speaking skills.Learners with high proficiency in pronunciation can communicate effectively in terms of thoughts,culture,and emotions[1].However,due to the limitations of the language environment,subject characteristics,and traditional teaching methods,non-English majors often face problems such as difficulty in pronunciation and lack of motivation for learning,which raise concerns regarding the English phonetic learning situation among these students.Therefore,innovative phonetic teaching is of great significance to non-English majors.This paper aims to provide some innovative and effective strategies for the innovative teaching of English phonetics for non-English majors to meet the learning needs of students,and to provide useful guidelines for future teaching reform and practice.According to the literature review and personal teaching experience,the article summarizes some innovative strategies that can improve the teaching of non-English majors’pronunciation,such as using real situations and technical assistance,encouraging cooperative learning,gamifying phonetic learning,and so on.By implementing these strategies,students can improve phonetic sensitivity and pronunciation accuracy,thereby enhancing their listening skills and oral fluency.

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.

The Exploration of the Helpful Roles Teacher Can Play to Help non-English Major Students Improve Their English Writing

It is commonly known that writing is an advanced skill which is essential in language learning but at the same time the most difficult task for learners. This paper is with the aim to explore helpful roles that teacher can play to help non-English major students improve their English writing, so as to help improve their writing ability in the author's context.

Current Status of Oral English in Non-English Major Teaching in China

It is out of the question that oral English is very important in non English major teaching and learning in China. But drawing on a series of investigation and evaluation, the article uncovers that in fact the importance oral English is overlooked presently in a number of Chinese universities. After analyzing the underlying causes, the author presents us with some tentative solutions to the problems.

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.

On Vocabulary Teaching Approaches——Take the Non-English Major in Guangxi as an Example

Word is deemed as one of the indispensable building blocks of a language;however,the non-English major in China is suffer-ing from the traditional vocabulary teaching approaches.This paper tries to analyze the traditional vocabulary teaching approaches forthe non-English major in the traditional teaching context in some universities in Guangxi,with the purpose of proposing some workablesuggestions.

The Effect of Dictation Practice on Listening Comprehension of Non-English Major Undergraduates

This paper aims to explore the effectiveness of dictation practice in improving non-English major undergraduates listening comprehension.35 students were selected into the experiment.For the comparison of the experimental data,we found that students'listening comprehension do improved after 12 weeks training while some other implications also were discussed for further study in order to promote listening teaching and learning.

The Role of Cultural Factors in Chinese non-English Majors' EFL Learning and Teaching

This article aims at the discussion of cultural interferences in foreign language teaching and learning for Chinese non-English majors. It also calls for more attention from teachers, textbook compilers, and students themselves.

Corpus-based Study on the Use of Delexicalized Word“Thing”by Non-English Majors in L2 Writing

Recent years,interdisciplinary studies on English writing have become more and more prevalent,which is especially indicated by corpus-based studies,springing up.As the theoretical foundation,the Delexicalization Theory,which is a reasonably common language phenomenon,provides a more extensive perspective for English writing.According to the real linguistic data of EFL learners(The CET4 essays of four different classes),it can be easily found that students tend to use the word“thing”—considered to be one of the frequently-used delexcialized words,to express their opinions by means of the analysis of AntConc.However,the results indicate that Chinese non-English majors are inclined to overuse the word.Meanwhile,there are a large amount of inappropriate use of the word“thing”such as redundancy,substitution,collocation and semantic errors.Moreover,the study attempts to summarize the cause that the overuse may be attributed to improper writing strategies,and the effect of fossilization of interlanguage in order to provide some implications for English teaching promotion.

An Analysis of the Foreign Language Anxiety among Chinese Non-English Majors

In college English learning, many learning variables are considered to influence the proficiency of studying, among which, anxiety is one of the most important affective variables. There is a negative correlation between anxiety and foreign language learning. The present study explores the correlation between foreign language anxiety and language performance. It put forward two suggestions concerning what language teachers can do to help Non-English Major students lower their foreign language anxiety.

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.

A Study of Cultivating Autonomous Listening Ability of Non-English Majors

Based on the literature review of learner autonomy,this paper analyses the necessity and importance of cultivating autonomous listening ability for non-English majors.Then,it presents some practical ways of cultivating autonomous listening ability of non-English majors.

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.

A Study on Attitude to Western Culture of English Majors and Non-English Majors

With different learning purposes and environment, the attitude to western culture of English majors and non-English majors is hypothetically different. But after the study conducted with the method of questionnaire, the hypothesis is proved to be wrong. Thus, the writer analyses the reasons for the problem and suggests the pedagogic practice.

A Probe into the Reasons for Less Frequent Use of Memory Strategies by Chinese Non-English Majors

Based on the results of the questionnaire survey,supplemented with the classroom observation and individual interview,the author probes into the reasons why Chinese non-English majors use memory strategies infrequently.On the one hand,the students do not know about memory techniques and on the other hand,they seldom receive memory strategy training in class.Therefore,it is strongly suggested that teachers be encouraged to become familiar with recent learner strategy research findings,and integrate the teaching of language learning strategies with classroom instruction plans.Only in this way can they offer their students a great deal of guidance in experimenting with new different strategies to enhance their learning.

Discourse Comprehension and Reading Strategies for Freshmen of Non-English Majors

This paper firstly discusses the nature of discourse comprehesion,and then analyzes the importance of reading strategy instructionon reading comprehension. Finally,it presents some useful approaches to help freshmen of non-English majors read effectively.

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.

The Importance of Pragmatics in Vocational College Non-English Majors' Translation Teaching

In this paper,the author will describe the pragmatics and its development in China,and apply the Equivalent Effect Theory,Relevance Theory and Speech Act Theory in college English translation teaching to stress the importance of pragmatics on translation learning for non-English majors.

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.