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.

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.

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.

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.

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.

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.

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.

A Study on the Relationship between Intrinsic Motivation and Learner Autonomy in English Learning of Non-English Major College Students

To provide scientific feedback and advice on improving the English autonomous learning ability of non-English majorsand in improving the quality of English for non-English majors, it is urgent to study the relationship between intrinsic motivationand learner autonomy. Based on the theory of intrinsic motivation and learner autonomy, a questionnaire survey is used to investi-gate non-English students at Northeast Agricultural University. The obtained data through SPSS analysis and case simulation showthat there is a positive correlation between intrinsic motivation and learner autonomy, which proves the necessity and feasibility ofconstructing autonomous learning factor model to improve the self-learning ability of contemporary non-English majors.

A Study on Oral English Learning Strategies of Non-English Majors and Their Oral English Competence

In China,a lot of studies have been carried out to investigate the college students' learning strategies and their relationship to learning achievement mainly in the aspect of reading,writing,listening and vocabulary learning.But in the area of speaking,not many researches have been conducted due to this or that reason.Moreover,the subjects under these studies were mostly English majors and non-English majors of the common universities or colleges.There are few studies that focus on the use of the strategies of the non-English major students from independent colleges.This study was conducted by means of questionnaire and oral test among 90 first-year non-English major students from an independent college.

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.

Revisiting Krashen’s Hypothesis:Teaching EFL to Mixed-Level Non-English Major Student of Cenderawasih University

Teaching English as a compulsory subject in Cenderawasih University has always been a challenging one.The situation and condition faced by the lecturers who are from English education program are complex.They have to teach English in the first year,sometimes until second year for non-English major students from different programs.At the same time,they deal with big classes from all programs.Issues in the teaching and learning process in the classroom may include total number of students,students’background knowledge of learning English,learning conditions,and teaching and learning style.Since these issues have happened throughout the years,several elements from Krashen hypothesis can be considered to help to create a better language learning environment.This study focuses on those elements of comprehensible input,reduced anxiety level,and active participation.These elements can be urgently suggested to English teaching and learning process at university level,particularly to teach EFL(English as a foreign language)to mixed-level non-English major university students to produce an effective language learning environment.

Socio-pragmatic Failure of Chinese Non-English Majors in Intercultural Communication

Chinese non-English majors often make many socio-pragmatic mistakes due to their ignorance of English-Chinese cultural backgrounds and pragmatic customs, which exerts a negative impact on their intercultural communications. This paper studies the social pragmatic failure that non-English majors usually make in requests, compliments, apologies, etc., aiming to explore the causes of social pragmatic failure from the aspects of economic background, thinking mode, negative pragmatic transfer, and so on. In addition, a series of corresponding methods are also suggested to reduce social pragmatic failures for non-English majors, so that they can improve their intercultural communication abilities.

Non-English speaking background patients in a predominantly English-speaking region may be more likely to present with a dementia other than Alzheimer’s disease

Information on 54 patients was retrospectively collected to compare the presentation trends of cognitive disorders in those of non-English speaking background (NESB)to English speaking background(ESB)attending an Australian memory clinic that extensively uses fluorodeoxyglucose positron emission tomography(FDG PET) in the diagnosis of cognitive concerns. NESB patients were less likely to be diagnosed with Alzheimer’s disease(AD)as the sole neurodegenerative diagnosis (Fisher exact test, p = 0.08), and NESB patients with dementia were more likely to have non-AD dementia (Fisher exact test, p = 0.06). They experienced symptoms 18 months longer before receiving a formal diagnosis (t(46) = 2.2, p = 0.03). Older elderly NESB females were under represented in those presenting to the clinic (Fisher exact test, p = 0.04). The clinical work-up of NESB patients as opposed to those of ESB relied more heavily on FDG PET (Fisher exact test, p = 0.04). ESB and NESB patients may have different attitudes towards dementia, affecting how they present, and biomarkers may be more heavily relied on when language affects history taking and neuropsychological testing.

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.

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.

Thinking the Application of Integrating Literature into Non-English Major Undergraduates English Teaching

Literature often reflects a particular cultural perspective, which can provide an authentic context and situation to language teaching. A foreign culture given through literature may increase the students' understanding of that culture and spur their own imagination. Therefore, it is very significant for English teachers to improve their self-cultivation of literature and try to apply literature, this intellectually stimulating vehicle, to illustrate language use and to introduce culture. This essay will first examine the significance of literature, correct some misconceptions, and then put forwards some suggestions on the selection and application of literary texts.