Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.

Specialised Language Content and Professional Communicative Competence in the Teaching of DaF

The teaching of German as a Foreign Language(DaF)aims to prepare students who study German and take the DaF exam for their professional studies in German universities.Therefore,it is important to integrate the elements of specialised language knowledge and develop the students’professional communicative competence in the Test DaF curriculum.This paper identifies the specialized language knowledge and professional communicative competence that should be incorporated in German language teaching,based on the objectives of the DaF examination.

Improving Language Competence of Grade Seven Learners through the I-READ Project

The Integrative Reading Enhancement and Assessment for Student’s Development(I-READ)Project aims to achieve this by providing students with diverse learning experiences that promote critical thinking,creativity,and communication skills.The project’s primary objective is to equip students with essential language skills that will enable them to comprehend,analyze,and communicate effectively.This study utilized a quasi-experimental research design.The researcher prepared reading material and a questionnaire to determine the performance of grade seven learners,who attended Cumba-Quezon Integrated School,in their language competence.The I-READ Project had a significant impact on the reading skills of the learners in the experimental group,as the learners had significant improvement in their reading capabilities.However,the research was conducted solely on grade seven learners,which limits the generalization of the findings to learners of other grades.

Integrating Chinese Culture Into Language Curriculum:Teaching Chinese Culture to International Students in China

This paper explores the integration of Chinese culture into language education for German students at the University of Shanghai for Science and Technology(USST).Focusing on USST’s Chinese curriculum and pedagogical strategies,the study emphasizes the importance of cultural immersion,experiential learning,and authentic materials.Drawing on Byram’s Intercultural Communicative Competence(ICC)model,the Cultural Studies Approach,and Task-Based Language Teaching(TBLT),the paper presents a case study on incorporating Chinese calligraphy into regular classes.This hands-on approach not only enriches cultural understanding but also enhances language skills.The findings stress the need for tailored,multifaceted pedagogical approaches to prepare international students for cross-cultural interactions in a globalized context.

Language Assessment Feedback Towards Pedagogical Conversational Agent

Continuous development of technology provides an opportunity to incorporate feedback in online assessments.The mode of online instruction during the pandemic was the most significant survival change.Technology enabled every teacher and student to enter a virtual classroom to make sense of education.Feedback is part of language instruction and is a powerful key to improving students’learning performance.Feedback plays an influential and crucial role in teaching and learning.Feedback is an invaluable,ultimate learning tool for learners that aids them in not committing the same error again and creates impetus.Thus,knowing about formative exam feedback is students’right because quality feedback allures them.Given students’eagerness,providing feedback is considered a good practice to be followed by all the teaching faculty.Apropos of online feedback,the present study attempts to study how pedagogical agents provide online feedback in language assessments.The study also considers the characteristics of pedagogical conversational agents that are suitable for providing feedback in online language assessment.Simply put,the study encapsulates that screen agents play an essential role in students’motivation and acceptability of learning through feedback.

Cultivation of Autonomous Learning Ability and Intercultural Communication Competence in Foreign Language Teaching

Learner Autonomy has been a hot topic in foreign language learning and teaching since 1960s,especially in relation to life-long skills.As the globalization develops,intercultural communication becomes more and more significant for college students.This essay attempts to explore main approaches to cultivate and improve students' autonomous learning ability and intercultural communication competence in foreign language teaching.

Four Principles to Achieve Communicative Competence in Language Teaching

The paper aims to discuss the theory of communicative competence(CC for short) and its implications for language teaching.

Factors influencing English Language Learners' performance on the Ontario Secondary School Literacy Test

本研究调查了英语学习者个体特点对其在安大略省中学读写测试(OSSLT)成绩的潜在影响。研究者收集了参加OSSLT考试学生的个体因素和与其父母受教育程度、社会经济地位相关的学校因素,将这些因素和学生OSSLT考试成绩(N=4311)进行相关性分析。研究变量包括:课后读写活动、家庭语言使用和该校学生家庭平均经济社会地位。分析结果体现了考试成绩和个体因素以及学校因素的相关性。具体而言,与高分相关的读写活动包括互联网使用、文学和非小说类的阅读;父母受教育水平(而非收入水平)是一项独立的积极预测指标,该指标对OSSLT学生阅读和写作成绩的影响因素分别占到了20%和9%。

Cross-Cultural Competence and English Language Teaching

Language is a part of culture and plays a very important role in it. Learning a language is inseparable from learning its culture.So, we should stick to integrate culture teaching with English teaching and try to improve the student’s cultural awareness so that they can know how to communicate appropriately during the cross cultural communication.

A Short Discussion on How to Use Communicative Language Teaching (CLT) to Improve Speaking Competence

Though China's present situation in English language teaching is quite favorable,some problems are still very outstanding.It seems that the communicative competence of Chinese students is not that satisfactory.The Communicative Language Teaching(CLT) approach,which regards"communicative competence"as the goal of language teaching,is becoming more and more popular in China's English language teaching.This paper shows that the CLT approach does work in improving students' communicative competence to some degree,through reviewing relevant literature on this approach.However,it is not a panacea to solve all the problems occurring in students' communicative competence for it also has some weak points.Several suggestions were proposed to enhance students' grammatical competence as well as the communicative block due to cultural differences.It is also advisable for teachers to be as flexible as possible in choosing the teaching techniques and adding whichever input needed to effectively achieve the main goal of making students both grammatically accurate and communicatively proficient.

Implementation of the Competence-Based Approach in Teaching Foreign Languages in a Non-linguistic College

Due to the increasing role and importance of foreign languages in the context of globalization, it is becoming more important to teach foreign languages for professional communication in different types of educational institutions including nonlinguistic colleges. In this regard, both the approaches to teaching foreign languages should be reconsidered, and also training programs that meet the requirements of future specialists should be created. One of the possible ways out is to use the competence-based approach, i.e., forming a set of special competences in future professionals to solve practical problems. For training a competitive IT-specialist, in teaching foreign languages it is necessary to form a number of language subcompetences in students that are on the basis of their professional competence. The proposed model can be used for teaching any foreign language, where the language component is invariable, and is filled with professional content.

Interpretation of language competence and its enlightenment for TEFL

What language competence a learner has can she/he achieve an effective communication？ This question is the main concern for applied linguists and English teachers in TEFL, for the recognition of language competence directly influences the goal of teaching, curriculum design, textbook writing and classroom practice. This paper discusses the various points of views on language competence and explores its characteristics which, the author believes, will shed some light on foreign language teaching.

From communicative competence to communicative language teaching

This paper tried to demonstrate the developmental history of the concept ＂communicative competence＂ from three representative models, i.e. Hymes, Canale and Swain, and Bachman in order to find out the interrelationship between communicative competence and actual communication. This discussion highlights three components---organizational competence, pragmatic competence and strategic competence in Bachman＇s. Only when we have knowledge of language and the capacity to execute the competence, could we apply the communicative pedagogical applications properly into the Communicate Language Teaching （CLT） to achieve these competences.

Cultivation of Cross-cultural Competence of High-quality Foreign Language Talents

In today’s world,the competition of comprehensive national strength is becoming increasingly fierce,and the status and role of culture is becoming increasingly prominent.In the context of multicultural and civilized exchanges and mutual learning,it is becoming more and more important to strengthen cultural self-confidence and have good cross-cultural skills.This paper points out that the training model of cross-cultural competence should be constructed from the theoretical and practical levels,and the concept of cross-cultural competence should be redefined,that is,cross-cultural knowledge at the cognitive level,language integration at the functional level,creativity and initiative at the behavioral level,and sense of responsibility and speculative consciousness in cross-cultural communication.Expand students’international vision and knowledge structure,develop critical thinking,and effectively cultivate their awareness and ability of cross-cultural communication in real situations.

On Cultivation of Students'Communicative Competence in Language Teaching

Communicative competence is a very important concept in second language acquisition.It is of great importance to develop students'communicative competence in language teaching.Cultivation of students'communicative competence should be conducted in different stages of language teaching,including syllabus design,materials design,teaching training,teaching activities,etc.

Improving College Students＇ Language Applying Competence in the Teaching of Reading

College English teaching aims to cultivate the students＇ language applying competence, to help them broaden their mind, to absorb in foreign cultural essence and to improve cultural accomplishment. For college students, acquiring reading comprehension ability plays an essential part in understanding cultural distinctions and communicating effectively. However, the truth is that their reading comprehension ability and language applying competence prove not very optimistic. Therefore, the Present paper gives some insight to teachers on how reading English should be taught more effectively to college students.

Towards Closing the Language & Culture Gap: A Pedagogical Approach

This paper advances an approach to culture and language instruction through the theoretical construct of the 3Ps (Products, Practices, Perspectives), combined with an inquiry-based approach utilizing the theory on stages of second language acquisition. Culture elements, when embodied in a properly developed and organized curriculum can be systematically implemented all along the different phases of language growth. Mastery of a language is not simply mastery of vocabulary as well as grammar and spelling rules. The most successful language learners learn both culture and language together. The conceptualizations provided by research, although at times conflicting, form a useful foundation for language teaching that provides a deeper and a more enriching human experience. Making culture the core in a language class is akin to asserting the obvious (Furstenberg, 2010);they are two flip sides of the same coin. With its focus on revisiting the role of culture in the FL Classroom, the paper seems to fall into the same category - affirming the tried and true, but like Furstenberg, the author believes there is good reason to re-consider the possibility of closing the language and culture gap.

The Interplay of Task Complexity(±Here-and-Now)and Students’Proficiency in the Written Narratives in English as a Foreign Language

Task-Based Language Teaching has witnessed growing interest in the impact of task complexity on Second language(L2)learners’linguistic performance.Within this field,the influence of resource-directing and resource-dispersing features of cognitive task complexity has attracted much attention.Research on task complexity focuses on the influence of different task features on language learners’production in terms of linguistic complexity,accuracy,fluency and lexis.Within this field,a line of investigation that has attracted much attention is the influence of resource-directing and resource-dispersing features of cognitive task complexity.The review is helpful for better understanding of task complexity and allows to draw some preliminary pedagogical implications that may be useful for task-based syllabus design.

Chinese Language Teacher Competency: A Literature Review for a Study Series

Teaching is a special profession with complex pedagogical procedures. It prepares qualified workers and citizens who are expected to yield values and bring benefits to the society, the nation, and the whole world (Nessipbayeva, 2012). This makes the profession require well-qualified teachers. In light of this, teachers must have (and be able to exercise) a broad range of competency array every day in an especially complex environment so that students can realize their full academic potential with the help of teachers (Jackson, 1990). The more competent a teacher is, the better students' achievements will be (Johansson, Myrberg,& Rosen, 2015). It is urgent for us to know how to prepare competent teachers.

On the vocabulary acquisition theories and vocabulary teaching of foreign languages

As one of the important phases of language acquisition process, vocabulary acquisition has great impact on one＇s language competence and communication competence. However, there are still some problems in students＇ vocabulary acquisition. This paper first discusses the current problems in vocabulary teaching, and then analyzes some laws in vocabulary acquisition, and at last it discusses the advantages of making use of Internet in vocabulary teaching, which aims to find a possible solution to the problems.