An Empirical Study on Students’Evaluation of Moral Education in Foreign Language Education in China

Students’evaluation of moral education is of great significance for improving the quality of teaching.Through a survey of 2715 undergraduates majoring in foreign languages,this paper analyzes their evaluation of the moral education.Findings show that students speak highly of teachers’competence in moral education,teaching methods and the integration of moral education in the textbooks,but not in the course assessment and the overall effect of moral education.Suggestions were proposed accordingly to improve moral education of foreign language education in China.

Foreign Language Teaching MethodologyAnd the Foreign Language Teaching in China——Combination of Several Methods in College English Teaching

This paper attempts to explain the advantages and disadvantages of different foreign language teaching methods.Then the present situation of college English class will be discussed and it will then point out that a combination of several methods is most suitable for most college students.

Ways to Overcome Foreign Language Anxiety in Listening and Speaking for Middle School Students

Listening and speaking, being important components in English language learning, are affected by many factors,includ-ing one negative emotion, foreign language anxiety. This paper discusses the effects of foreign language anxiety on middle schoolstudents in English listening and speaking. It analyzes the causes of this anxiety in terms of teachers, students, schools, methodolo-gies and cultural background. The relevant teaching strategies are presented to reduce students' language anxiety and improvetheir listening and speaking.

An Empirical Study on Foreign Language Classroom Anxiety of College Students

Classroom anxiety could exert a tremendous influence on foreign language learners during their process of studying.Within this study,353 college students of China Youth University of Political Studies(CYUPS)are selected as participants;the Foreign Language Classroom Anxiety Scale(FLCAS)is applied as a tool and Statistic Package for Social Science(SPSS)software is used to analyze all the data to figure out whether there is difference on genders,grades,and majors among college students on their levels of foreign language classroom anxiety.The results show that considering all three anxiety perspectives:communication apprehension,test anxiety,and fear of negative evaluation,anxiety level between males and females are similar;there is also no significant difference among grades;however,English majors are significantly less anxious than non-English majors on test anxiety.

The Relation ship between Foreign Language Anxiety and PRETCO-B Scores of Higher Vocational College Students

Higher vocational college students are suffering foreign language anxiety in their English learning. Actually, negative cor-relation exists between foreign language anxiety and PRETCO-B scores. Foreign language anxiety debilitates English learning.It ishoped that the finding will be of value to the English teaching and learning in higher vocational colleges.

Internet Plus University and College Foreign Language Teaching Re- form

The“Internet Plus”on-line platforms provide many innovative approach to learning;but providing convenient college education on-line also poses many new challenges that have not been explored.Some of these educational challenges are explored in the development of an innovative foreign language teaching program in China Universities.Foreign language education networks can be designed on“Internet Plus”platforms to enhance teachers'teaching capabilities.Using"Internet Plus"platforms is key to foreign language teaching reform in colleges and universities.

A Study of Chinese College Students' Face Needs in EFL Class

Based on Brown &Levinson's Face Threatening Acts and Geert Hofstede's Cultural Dimensions,this study is an analysis of Chinese college students' face needs in EFL class.In this study,the subjects are 116 freshmen,non-English majors.Selecting totally 60 students from them and dividing them into two groups according to their scores of College English Entrance Examination.The collected data from questionnaire are analyzed by statistical software SPSS16.0 version.The major findings from the analysis include the following:1) high-scored students and low-scored students have similar positive face needs;2) Weight of imposition,group tendency and uncertainty avoidance are used to exam students' negative face needs.According to the data in SPSS16.0,there is a difference between the two groups in terms of the weight of imposition.But the Independent-Samples T test of Sum of Questionnaire indicates that there is no distinct difference in the negative face needs between the two groups.

On Tibetan Students' Willingness to Communicate in EFL Classroom

Set as the primary and ultimate goal of language teaching process by MacIntyre et al.(1998),willingness to communicate in second language(L2 WTC) has been put much attention in L2 acquisition field.This study examined quantitatively the willingness to communicate in English as a foreign language(EFL WTC) in Tibetan context with a questionnaire.Tibetan college students' EFL WTC was found significantly lower than Han students.No significant difference was found between Tibetan male and female students in their EFL WTC.Causes were explored andsome pedagogical suggestions were made in this study.

基于iFIAS的大学英语课堂师生互动行为提升策略研究

本研究采用改进型弗兰德斯互动分析系统,以大学英语优质公开课的师生互动行为为切入点,从师生言行结构、师生互动氛围、师生问答特征、师生互动影响方式四个方面做定量研究,并结合公开课实录视频进行综合分析,提炼出大学英语课堂互动行为的特点,总结其优秀特征及不足之处,帮助教师对大学英语课堂互动行为进行反思和改进,切实提高大学英语课堂教学质量,同时为大学英语教师的课堂互动行为提供依据和建议。

基于iSmart平台的高职英语混合式教学模式探析

以iSmart外语学习平台为依托的高职英语线上+线下混合式教学模式充分考虑了高职院校学生的实际情况,在教学中合理利用平台在线英语学习的优势,精心搭建线上线下立体化学习框架,通过“课前线上自主学习-课中课堂探究-课后线上拓展”的流程和多元化、多维度的教学评价体系,真正实现“教师主导、学生主体”的教学主张,提升学生的学习积极性和主观能动性,培养学生终身学习的能力。

Brief Introduction of Intercultural Communicative and College English Course

With the acceleration of globalization, people have encountered more and more intercultural communication.In China, more and more scholars have turned their attention to the intercultural communication, and many foreign language teachers have done a lot of work in the field of research and practice of cultural teaching. In this paper, the author will try to introduce the relationship between intercultural communication and college English course briefly.

INTEGRATING INTERNET INTO FOREIGN LANGUAGE TEACHING—WHAT DECISION SHALL I MAKE AS A COLLEGE ENGLISH TEACHER IN CHINA?

Recent years have found great interest and practice inintegrating lnternet into foreign language teaching.Yet it can beseen that using lnternet in language teaching has both its prosand cons.This paper examines both its advantages anddisadvantages as a hypertextual source of information and ameans of communication,and meanwhile focuses on itsfeasibility and practicality in language classroom.

融合与融入:基于产出导向法的大学外语课程思政教学设计

产出导向法(Production-Oriented Approach,简称POA)是重要的外语教学理论和实践指南,为外语课程思政的实践落地提供了可行路径。本文探讨了POA与外语课程思政相融合的理据,提出了基于POA的大学外语课程思政教学设计应遵循的五条原则,并在此基础上通过教学设计案例展示如何在POA框架下将课程思政有机融入大学外语教学。本文指出,设计合理且蕴含思政元素的语言产出任务,是保证大学外语课程思政育人效果的前提和关键,而驱动—促成—评价的教学过程则是落实大学外语课程思政的路径和保障。

高校语文教育教学中学生创新思维的培养研究

素质教育要求促进学生全面发展,而加强对学生创新思维的培育,既是素质教育发展目标,也是新时期学生必备的成功要素。鉴于此,了解创新思维,明确高校语文教育教学中学生创新思维培养原则,从多维角度入手,了解培育学生创新思维的重要性,突破传统高校语文教育教学模式束缚,可为语文教学改革提供系统性参考意见,既能在创新思维培育过程中推动高校语文教学迈向新的发展阶段,也可在创新思维培育中提升学生语文核心素养,进而为学生未来发展奠基。

大学英语口译课程思政教学的理念与实践

口译课具有政治性、文化性和形象建构性特征,口译课的独特性与课程思政具有互通性和融合性。口译课程思政教学要以教学目标统领教学内容,以核心知识与能力培养为主线,将思辨教学作为能力培育的重要依托,把握好口译教学与思政教育的契合点和着力点,落实“三全育人”的教育目标。口译课程思政教学要突出正确价值观的导向作用,有效传递课程的思想性和价值性,凝练思政育人的教学内容,创新“以人为本”的教学方法,将探究性、体验性、合作性和反思性学习衔接起来。在夯实学生口译技能的同时实现知识学习、能力发展和价值观塑造的同频共振,实现全人教育的发展理念,培养具有较强口译实践能力和讲好中国故事的自觉性的高素质人才。

新时代医学院校外语课程思政高质量发展路径探索

该文紧扣当前时代特征和国家高等教育的根本问题,以助力新医科人才培养为目标,从理论与实践两个方面探索大学外语课程思政高质量发展路径。医学院校外语课程思政高质量发展应遵循系统性、规律性、精准性、实践性原则,从教师素养提升、外语课程建设、课堂教学改革、第二课堂教育实践、保障机制建设五个方面推进。

大学外语教师教研融合:现状分析与提升路径

对国内大学外语教师教学与科研融合的相关文献进行了综述,总体上深入的理论探讨和实证研究较为匮乏,较少提出教研融合的具体策略和措施。基于此,在东北某高校外国语学院实施了一次问卷调查,发现大学外语教师对教学和科研的关系认识基本到位,但面临多重压力。建议从提升大学外语教师对教学与科研的认识、提高教师的教学与科研能力、加强教研融合的团队建设、优化教学与科研的评价机制等方面加以改进。

积极心理学理论指导的大学生外语焦虑与愉悦相关性

目的:了解积极心理学视角下大学生外语焦虑与愉悦的相关性,结合研究结果分析影响大学生外语焦虑与愉悦的影响因素,为提升大学生健康的学习情绪提供对策。方法:选取山西省3所高校在校本科生1361名,通过外语焦虑量表、外语愉悦量表进行调查,采用独立样本t检验和单因素方差分析探究大学生外语焦虑及外语愉悦现状及差异性;采取皮尔逊积差相关、多元线性回归分析探查外语焦虑与外语愉悦两种情绪之间关系。结果:(1)被试总体外语焦虑水平2.95处于中等水平、不同性别学生外语焦虑水平差异均有统计学意义(P<0.05),男生外语焦虑水平总体高于女生(2.99vs.2.89);(2)愉悦总体均值3.64处于高水平;女生外语愉悦总体高于男生(3.54vs.3.48);从愉悦3个维度看,不同性别学生个人愉悦及环境愉悦得分差异均具有统计学意义(P<0.05);(3)外语焦虑与愉悦总体呈中等负相关(r=-0.354,P<0.01),但外语环境愉悦与外语焦虑及其4个维度呈较高正相关(r=0.792,0.741,0.783,0.753,0.684;P<0.01)。结论:大学生外语焦虑情绪有改善空间;外语焦虑、愉悦两者可以负相关,但不是完全对立、此增彼减而是相对独立的关系。

大学外语教学法述评

随着国际交流与竞争的日益加剧,外语的重要性愈发凸显,已成为各行各业所需的关键技能。在全球化的大背景下,大学外语教学已发生深刻变革,转向培养学生听、说、读、写等方面的基础能力及跨文化交际能力。为此,探索和实施有效的教学方法,以提升学生的学习效果,显得尤为紧迫和必要。本文旨在深入剖析当前大学外语教学中存在的问题,并提出一系列提升教学效果的方法和模式,同时探讨教师在这一过程中的角色定位问题。