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.

A Study on Left-behind Junior Students'Foreign Language Learning Anxiety

Since the 1960s, foreign language educators and researchers home and abroad have started to pay attention to the influence of the affective variables including language learning anxiety on foreign language learning. This thesis tried to find out the factors that may influence the foreign language learning anxiety level of left-behind students and put forward ways to help lower down the foreign language learning anxiety level of the left-behind junior middle school 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.

What Motivate Sudanese Students to Leam English as a Foreign Language？

While there are several research studies that planned to discover what drives students＇ motivation to learn English as a foreign/second language, to our knowledge there have been no pragmatic studies in the field of EFL that examined Sudanese college-level students learning motivation. This study, therefore, intends to investigate Sudanese college-level students＇ motivation and its correlation to student＇s achievement. With strong emphasis on motivation, this study is, also examining the relationship between students＇ motivation and achievement when learning English as foreign language. The participants in this study were college-level students in Sudan. The data was collected from 60 college level students. This quantitative study employed both Pearson Correlation methods of analysis as well as ANOVA Regression analysis. The results of this study revealed that there is strong correlation between students＇ motivation and students＇ achievement.

International Students Experience Foreign Language Anxiety: Case data from galvanic skin response

This experiment utilized video clips and electrodermal activity(GSR) to explore the subject's foreign language anxiety during mathematical operations in two different languages. A single case multiple baseline design was performed with a postgraduate who used English as a foreign language. Physiological measures indicated that international students experienced foreign language anxiety intensely even though they were familiar with the knowledge being tested. And the independent-samples test shows that there exist significant differences in the two types of working memory capacity tasks involving mathematical contents. Further research could focus on individual differences, including demographic variables(the number of subjects, gender) and psychological variables(anxiety traits), to figure out what kind of ways may really suitable for international students' learning.

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.

Using Technology-Supported Enrichment Activities to Extend Student Learning in a Chinese as a Foreign Language

The purpose of this study was to investigate whether exposing middle school students to content above their ability level produced significant differences in students’confidence in their Chinese as a foreign language competence in each of the following four areas:reading,listening,speaking,and learning vocabulary.Participants(N=30)were sixth and seventh graders.Results of paired t-test analyses indicated that there was no significant difference in student confidence in Chinese reading competence,t(30)=0.78,p=0.22;in Chinese speaking competence,t(30)=-0.50,p=0.31;or to learn Chinese vocabulary,t(30)=-0.80,p=0.21.However,there was a significant difference in student confidence in ability to learn Chinese listening,t(30)=-1.78,p<0.05.It is suggested that exposing students to content well above their ability level can increase their confidence in ability to learn Chinese listening.

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.

Foreign Language Classroom Discourse Analysis

This paper reviews some works done to classroom discourse analysis and summaries some peculiarities of foreign language classroom discourse.Some strategies are proposed for the teachers to activate students into communicative teaching activities in classroom for the purpose of improving college English teaching and learning.

An Analysis of Foreign Language Learning Anxiety in Junior English Classes

There are many factors influencing junior students’English learning and this paper focuses on one aspect of affective factors—foreign language learning anxiety.It has negative effects on students’learning,so suggestions are given in the paper.Students are supposed to be more confident and have a proper awareness of language learning and competition;teachers are expected to change beliefs about language teaching and create a relaxing atmosphere in class.

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.

The Role of Gender Affecting Second Language Acquisition

In the development of English teaching,various factors are influencing the teaching effect,in this article,the concept:gender difference as an obvious factor affecting Second Language Acquisition.It is common applied in the current class teaching of all kinds of schools in China.

Leaming Strategies Applied by Students at University Level

The presentation aims at addressing the most frequently applied strategies for language learning adopted by Polish students of English at the university level. For the purpose of data collection, R. Oxford＇s Strategy Inventory for Language Learning （SILL） is adopted. The analysis is an attempt at identifying common existing patterns or preferred ways of language processing among learners at advanced level of language mastery.

留学生学位论文写作课建设与教学反思——以华侨大学华文教育专业为例

本文探讨了华文教育专业留学生本科学位论文写作课的建设、实践与改进过程,提出在留学生学位论文写作课程建设过程中应注意课程的性质、开课的时间;明确课程的实践性与应用性,在必要的理论知识讲解之外,以操练为主,可充分利用网络平台来保证留学生练习的参与度与有效性;编写专门的教材或教辅材料;从根本上提高留学生对学位论文的重视程度。

基于“中国外语教材编写理论体系”的高职英语教材编写研究--以航海英语教材编写为例

在三教改革的背景下,教材建设的重要性提升到了前所未有的高度。为了提高高职院校英语教材的编写质量,以航海英语教材为例,探讨应用中国外语教材编写理论,从紧贴行业发展、融合多元文化、设计POA教学活动、分析学生学情和规范编写管理这五个步骤进行教材编写。

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。

高校外语教学中学生跨文化交际能力培养路径研究

在高校外语教学中,培养学生的跨文化交际能力成为一个迫切的任务。跨文化交际能力不仅关乎个人的语言水平和人际交往能力,更关系到国家与国际社会的交流与合作。因此,研究高校外语教学中学生跨文化交际能力的培养路径具有重要的理论和实践意义,围绕高校外语教学中学生跨文化交际能力的培养路径展开研究,阐述了跨文化交际能力在高校外语教学中的重要性,分析了跨文化交际能力构成要素,提出高校外语教学中学生跨文化交际能力培养存在的问题,针对存在的问题提出了高校外语教学中学生跨文化交际能力培养的路径,希望能够为相关人员提供参考。

基于职业发展下的高职外语类学生职业核心能力培养的思考与实践

高职外语类学生培养职业核心能力对其未来的职业生涯具有至关重要的积极影响。通过实践导向的课程设计,学生可以获取实际操作经验,进而提升自身的职业竞争力。跨文化沟通能力的培养是高职外语类学生职业核心能力的关键组成部分。通过有针对性地培养这方面技能,学生将能更好地理解不同文化背景,更有效地与国际同事和客户进行沟通合作。同时,为学生提供实习和团队合作机会,实习经历能够让学生亲身体验实际工作环境,将所学的理论知识应用于实践操作,培养解决问题的能力及适应能力。团队合作能使学生学会与来自不同背景和具备不同技能的人进行合作,发挥领导才能,培养沟通技巧和协作能力。