Integrating Zhuang Culture Into College English Audio-Visual Speaking Course:A Multicultural Perspective

Zhuang culture,a representative of the native ethnic culture of Guangxi,China,is of great significance to Chinese culture.In order to promote traditional culture,enrich the teaching content of College English Audio-Visual Speaking Course,and enhance the intercultural communication ability of college students,this paper,from a multicultural perspective,explores the classroom practices of integrating indigenous Zhuang cultural elements in College English Audio-Visual Speaking Course,providing new perspectives and reference for multicultural education in foreign languages.

Challenges and Countermeasures in Integrating Chinese Traditional Culture into English Listening and Speaking Course

Foreign language education involves not only language education but also cultural education.It is the new mission of today’s foreign language education to integrate Chinese traditional culture into foreign language teaching and cultivate foreign language talents who can tell Chinese stories well and spread Chinese voice.As a basic course for English majors,English Listening and Speaking faces many challenges when it is integrated into Chinese traditional culture,such as complex teaching content,limited teaching resources,insufficient teachers’literacy,and students’listening and speaking difficulties.In order to solve these problems,teachers and universities should work together to sort out the connotation of Chinese traditional culture,develop audio-visual teaching materials,organize teacher training,and innovate teaching methods,so as to effectively promote the connection between Chinese traditional culture and English Listening and Speaking curriculum system.

A Brief Analysis and Evaluation of the Frequently Used College English Course Book——Listening and Speaking Course

This paper does some research and exploration of one of the most commonly used Chinese college English course book:Listening and Speaking Course(Second Edition 2010)compiled by Yu Shumei and Li Huiqin.It introduces the aims of the textbookand its structure.By evaluating the teaching functions of differnt parts,it can be safely concluded that this textbook is well quali-fied to be used.However,being inadequate in teaching listening strategies and lacking in teaching speaking strategies can affectstudents'listening and speaking in the long run.Therefore,it is strongly recommended that teachers should add more practicalstrategies and useful materials in their teaching procedures to make the textbook more applicable.

A Brief Analysis of Civil Aviation English Listening and Speaking Course in Teaching Mode Reform

With the enhancement of our country's comprehensive national strength, the unprecedented development of China's civil aviation provided more professional demand of civil aviation for society and also brought opportunities for vocational colleges in our country. This paper will takes Civil Aviation English Listening and Speaking course of flight attendants and aviation service majors in Chongqing Hailian Vocational for example. Several suggestions on civil aviation English teaching are put forward simply. It will discuss how to carry on the effective teaching of English curriculum reform.

Problems with College Students' English Listening and Speaking and Their Solutions——from the Perspective of Sociolinguistics

This study surveyed what problems and puzzles college students have in English speaking and listening. A questionnaire survey was conducted among 157 English-major students in South-Central University for Nationalities. The result suggests that they seemed to be very anxious in communicating in English. Their problems are analyzed from the perspective of sociolinguistics and traced back to the way they are taught. This study calls for awareness of the current problems in college English listening and speaking course and provides solutions to them.

An Overview of the Development of Research on Public Speaking Course from 2004 to 2013

This research explores the studies published in English from 2004 to 2013 on the Public Speaking （PS） course to provide a preliminary framework of the research paradigm and identify its major themes and sub-themes in this field. A maiority of the studies were from the communication literature, with the remaining studies coming from the disciplines of linguistics, education and psychology, which indicates research on PS is multidisciplinary. In the literature, the years 2004 and 2005 saw a peak of studies from native-speaking countries while the years 2011 and 2012 began to see an increase of the research from non-native speaking countries. Nearly half of the studies fell into the non-empirical category. With the method of content analysis and based on the research agenda in the public speaking proposed by Lucas （2011）, seven themes were identified, including public speaking anxiety, goals of the public speaking course and pedagogical strategies, pedagogical content, course assessment, technology and integrative methods as pedagogy, PS textbooks, and adaptation of the course to non-native speakers. It is hoped that the findings here can contribute to refining research on PS course in China and providing insights for Chinese practitioners.

赛教融合:高职英语听说课程改革与实践——以广东某高职院校为例

“三教”改革是实现高职教育高质量发展的根本保障和有效路径。以高职英语听说课为例,对标全国职业院校英语口语比赛,聚焦教师、教材、教法三个维度,积极探讨课程改革与实践路径,总结改革成效,并对改革模式加以推广应用。实践研究表明:只有把握“三个融合”(3C=3 Combination),把大赛内容融入人才培养方案、课程教学、课程评价从而推进“赛教融合”改革;抓实“三个关键维度”(3D=3Dimension),从教师改革、教材改革、教法改革三个维度来落实课程改革,才能够推动课程改革、专业建设、人才培养等取得实效。

听写、模仿朗读与背诵在较低水平英语学习者听说课程中的行动研究

本研究旨在探索如何针对较低水平英语学习者的特色和需求,在大学英语听说课程中通过听写、模仿朗读与背诵等传统教学法达到良好的教学效果。本研究采取了行动研究的方法,利用调查、访谈、反思日志、测试等手段进行了两轮实证研究。研究结果表明,将听写、模仿朗读、背诵等传统教学法通过合理的组合和设计,系统性地、有计划地用于较低水平英语学习者的听说课程不仅符合了学生的特点和诉求,也切实提高了教学效果,实现了学生听、说水平乃至学习语言自信心等各方面的提升。

基于续论的大学英语“听读后续说”教学模式构建与实践研究

将“续论”指导下构建的“听读后续说”混合式教学模式应用于大学英语听说课程教学实践,采用问卷、访谈和案例分析的方法,探索“听读后续说”这一续作形式在《新未来大学英语视听说教程》教学中应用的可行性和有效性。结果显示“听读后续说”听说课堂对学生认知(如发散思维能力、想象力、创造力等)、情感(如学习态度、兴趣等)和语言层面都具有明显的促进作用。这对大学英语听说课程教学改革和“续说”研究具有借鉴和参考意义。

信息化背景下高职“英语听说”数字化课程建设探究

当目,高职“英语听说”数字化课程建设仍然面临着诸多困境,严重影响了教学效果。基于此,文章分析信息化背景下高职“英语听说”数字化课程建设的重要性,探讨信息化背景下高职“英语听说”数字化课程建设面临的困境,指出利用云技术优化课程资源、创设多元数字化听说情境、推行技术融合的新教学模式、强化互动式在线评估系统是有效推进高职“英语听说”数字化课程建设的有效策略。

“十四五”时期高职院校航海类专业社会培训设置与教学探究——以电子技工英语听力与会话社会培训设置与教学为例

“十四五”职业技能培训规划提出了开展大规模职业技能培训的大方向,以船舶电子电气技术专业电子技工英语听力与会话培训课程的设置与教学方法的探究为例研究了如何更好地开展高职类航海专业的社会培训工作。

全国大学英语四级口语考试对大学英语听说课程教学的反拨效应研究

基于全国大学英语四级口语考试的发展状况和语言测试对教学反拨效应的研究现状,通过问卷调查,分析全国大学英语四级口语考试对大学英语听说课程教学的反拨效应,提出大学英语听说课程教学改革的具体措施,即:注重限时训练、开展即兴演讲、坚持情景模拟、实施小组合作、强化语法教学、改善语音语调,以期推进大学英语听说课教学提质增效,促进大学生英语听说能力不断提升。

“讲深、讲透、讲活”的学理建构与实现路径

“讲深、讲透、讲活”科学阐释了思政课的内在要求、本质规律和发展方向,是新时代上好思政课的重要理论依凭,是贯穿思政课高质量发展的主线。党的十八大以来,以习近平同志为核心的党中央高度重视高校思政课建设,把思政课作为人才培养的关键课程,创造性地提出了“讲深、讲透、讲活”的重要论断。文章通过理论与现实相结合的方法,认真梳理这一要求的形成过程和建构逻辑,深入挖掘其现实意义,思考其实践路径,是拟研究的重点。加强对“讲深、讲透、讲活”的相关研究,进一步夯实其研究基础,凸显其引领作用,对于打造思政“金课”,提升育人水平,培育“四有”新人具有重要意义。

中医药对外传播视域下大学英语口语课程模式研究

在中医药对外传播的背景下,此研究基于中国特色的产出导向法(POA),探讨了中医药院校大学英语口语递进式课程体系的构建与实施。以“驱动-促成-评价”为课堂实践流程,从初阶英语口语课到进阶英语演讲课程,让学生以中华传统文化及中医药文化为内容基石,用英语讲中国故事,推广中医药,在提高学生英语口语能力的同时,培养学生中外文化互鉴交流的能力和对外传播中医药的跨文化能力。

同伴监控影响大学英语“视听说”自主学习效果的实证研究

本研究探究了大学英语视听说自主学习中同伴监控对提高学习效果的有效性。研究以非英语专业大一两个班为实验班和对照班,两个班分别在实验前(前测)和实验后(后测)进行了听说测试,实验持续14周,实验结束后,研究人员将前、后测成绩录入计算机,运用SPSS对相关变量进行统计分析,并抽取14名实验班学生进行访谈,结果表明,教师指导、同伴监控下的实验班的自主学习效果显著,但也存在一些问题。

“理解当代中国”德语系列教材《德语演讲教程》中的思辨内容设计

作为高等教育能够给学生带来的最重要的可迁移能力,思辨能力的培养不仅是中国高等教育的终极核心目标之一,也是世界一流大学和一流学科所追求的共同使命。本文以“理解当代中国”德语系列教材为依托,以该系列教材中面向高校德语专业本科阶段的《德语演讲教程》作为研究重点,基于Paul&Elder(2021)关于推理要素的思辨能力的八项标准,深入探讨该教材单元板块的思辨内容设计。研究发现,《德语演讲教程》不仅凸显课程思政特色,贯彻能力导向、内容语言融合的宗旨,同时十分重视思辨能力的培养,单元板块的内容设计涵盖思辨能力各方面的培养,因而能够为培养堪当民族复兴大任的高素质国际化外语人才作出贡献。

课程思政视域下大学英语视听说课程跨文化交际教学模式探究

培养跨文化交际能力已经是当前大学英语教育的主要目标之一。本文以大学英语视听说课程为例,旨在深入探讨如何在课程思政领域下,通过过线上线下的混合教学模式,有效培养学生的家国情怀、思辨能力以及跨文化交际技巧。同时,本文也将集中讨论如何针对课程的教学效果与学生评价进行反思和优化,以推动教学与学习效果的持续提升并提高学生参与各类社会实践与跨文化交流活动的积极性,从而为实现有效的跨文化交流开辟新的途径。

泛在学习环境下信息化大学英语口语课程建设

当前大学英语口语教学在教学内容、教学方法、教学评价等方面遇到诸多问题,口语教学处于瓶颈关口;泛在学习环境下的口语教学有助于强化外在教学对学生内在潜能的激发,有益于学生英语听说和交际能力的提高。通过厘清泛在学习对大学英语口语教学的影响与作用,在泛在学习环境下构建大学英语口语课程设计模型并应用于课堂内外教学实践,能有效促进信息化大学英语口语课程发展。

以“五进”为教学核心的《针灸学》课程教学建设

随着高等院校教育改革的不断深入,其教学方法也与时俱进,作为一种新型教学方法,说课逐步应用于改善课堂教学效果和提高教师教学质量,近年来也越来越多地应用于中医临床基础课程教学。本文基于《针灸学》教材实际内容和教学对象特点,采用说课新型教学方法,以《针灸学》课程为例,采用"五进"即理念先进、设计先进、模式先进、手段先进、评价先进五个方面为教学核心,探讨中医药高等院校《针灸学》课程教学建设。

对外汉语听说一体化教学模式新探——以初级阶段听说教学为例

在汉语作为第二语言的教学中,听说分立的教学模式不利于两种技能的协调发展。本文提出了"交融—分层—互动"的听说一体化教学模式,该模式的理论依据是图式理论、输入输出理论和互动理论。文章结合具体课件详细阐述了该模式的内容和实施流程,并对该模式可能存在的问题进行了讨论。