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.

Reflections on Non-English Major Postgraduate English Teaching Reform

This paper presents some reflections on non-English major postgraduate English teaching reform. The author points out some understandings on the English proficiency of non-English major postgraduate students and curriculum changes in the reform. The author thinks that postgraduate English teaching reform is a systematic project, with a goal to meet the practical needs of postgraduate students and improve their ability to use English in their study and work. Hence, every effort of the reform should be made to satisfy the practical needs of the students and to make their English study contribute to their achievements in their own subject area.

To Develop, Keep and Promote Non-English Majors＇ Interest in Oral English

Interest is one type of motivation and it is a vital factor in oral English learning. This paper concerns how to develop, keep and promote non-English majors＇ interests in oral English. It suggests combine interests with teaching contents, teaching activities and other factors.

Thinking differences and language output： Lexical problems arising from non-English majored graduate writing

Non-English majored learners are poor in language out. It is pointed out the widespread problem reflected in their writing is that the learners are lack of the consciousness of the thinking differences between Chinese and English, and a negative Chinese transfer brings about expressing barriers. Five main lexical problems are presented to illustrate. It is suggested that the learners＇ awareness of the thinking differences be raised so as to improve language output.

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.

A functional approach to improving non-English majors＇ writing proficiency

Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors＇ writings. To improve their writing proficiency, the writing course should have real-life purposes, balance between real and display writing, between product and process approaches, vary writing activities, train strategies in improving coherence, balance the content of feedback and use various forms of feedback.

Error Analysis of Non-English Major Students＇ Compositions and Lexical Teaching

The paper presented here investigates the kinds of lexical and grammatical errors made by Chinese EFL college students in their English compositions. Errors are then identified and .categorized to trace their causes. The analysis of the errors along with the interviews of students and teachers show that vocabulary acquisition is one of the most important factors that affect the writing proficiency of the Chinese students especially the college students. Reasons for these errors are analyzed and suggestions are Out forward for reference.

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.

A Survey on the Use of Listening Strategies Among Non-English Major Postgraduates

Strategy use is correlated with the students＇ performance, so it is necessary to provide students with some strategy instruction. In order to make the strategy instruction more pertinent to the students＇ needs, this study has investigated the status quo of the listening strategy use among the non-English major postgraduates, and has discovered that the students＇ use of listening strategy was far from sufficient, especially in management strategies and social strategies.

Influence of physical self and mindfulness on the academic possible selves of freshman nursing students

Objective:The purposes of this study were to investigate the general level of the mindfulness,physical self,and academic possible selves in the freshman nursing students,and to explore the relationship among the three variables,so as to provide a theoretical basis for the freshmen to improve their academic achievement on the basis of the correct understanding of the physical self.Methods:A total of 360 freshman nursing students were enrolled in this study from a medical school in Yantai City.Data were collected using three questionnaires:Body Self-description Questionnaire,Five Factors Mindfulness Questionnaire,and Academic Possible Selves Questionnaire.There were 341 valid questionnaires.Results:The mindfulness of the freshmen nursing students was at a medium level(3.03±0.28),their attitude to physical self(3.66±0.58)and academic possible selves(3.33±0.50)were positive.There were significant gender differences among coordination,physical activity,athletic ability,strength,endurance,observation,non-response,total physical self-score,and negative future academic possible selves.In the above factors,except negative future academic possible selves,the scores for boys were higher than that for girls(all P<0.05).There were significant positive relationships between physical self,mindfulness,and academic possible selves.Self-esteem,acting with awareness,endurance,and description were effective positive predictors of the academic possible selves,with a total explanation rate of 33.6%.Conclusion:There were close relationships among the physical self,the level of mindfulness,and the academic possible selves.Positive physical self-description and high level of mindfulness could help individuals develop a positive attitude toward their academic possible selves.

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.