Applying the multimedia technology to the English teaching is an innovation for the English teaching methods and means, because the traditional teaching cannot solve the problems of listening and speaking locally, but...Applying the multimedia technology to the English teaching is an innovation for the English teaching methods and means, because the traditional teaching cannot solve the problems of listening and speaking locally, but the multimedia teaching can well solve this problem, and can also improve the students＇ English comprehensive abilities. It is a question of the teaching skills whether the teachers can adroitly, effectively and skillfully adopt the advanced teaching methods to implement the teaching.展开更多
In recent years,many interpreting textbooks have been published in China,making a great contribution to the training of interpreting talents.However,some interpreting textbooks have deficiencies,such as topic repetiti...In recent years,many interpreting textbooks have been published in China,making a great contribution to the training of interpreting talents.However,some interpreting textbooks have deficiencies,such as topic repetition and structure similarity,too academic in content,and too much emphasis on written translation.This paper takes A Practical Course in Oral Interpretation(3rd ed.)as an example,and draws on the compiling methods of other interpreting textbooks which reflect critical thinking concept,in order to put forward suggestions for compiling interpreting textbooks to cultivate students’critical thinking ability to the greatest extent.展开更多
Little research has been conducted on Oral English course exams for tertiary-level English major students in China. Issues found in recent surveys of teachers and students of Oral English classes at four universities ...Little research has been conducted on Oral English course exams for tertiary-level English major students in China. Issues found in recent surveys of teachers and students of Oral English classes at four universities suggest that the Oral English course exam needs a theoretical model to ensure its reliability and validity and hence to better lead students' learning of spoken English. Applying language testing theories and using ethnographic methodologies, this paper attempts to propose such a model through discussing the problematic issues in current practice in Oral English course exams and defining the targeted oral English abilities to be examined.展开更多
文摘Applying the multimedia technology to the English teaching is an innovation for the English teaching methods and means, because the traditional teaching cannot solve the problems of listening and speaking locally, but the multimedia teaching can well solve this problem, and can also improve the students＇ English comprehensive abilities. It is a question of the teaching skills whether the teachers can adroitly, effectively and skillfully adopt the advanced teaching methods to implement the teaching.
基金The Eleventh China Foreign Language Education Fund Project“On the Blended Teaching Model of Interpretation Course with the Synergistic Development of Interpretation Ability and Critical Thinking Ability”(ZGWYJYJJ11A071)USST 2022 Excellent Postgraduate Case Database Construction Project“MTI(English)Graduation Thesis Teaching Excellent Case Database”First-Class Curriculum Construction Program of USST“English Interpreting Ability Training”(YLKC202204).
文摘In recent years,many interpreting textbooks have been published in China,making a great contribution to the training of interpreting talents.However,some interpreting textbooks have deficiencies,such as topic repetition and structure similarity,too academic in content,and too much emphasis on written translation.This paper takes A Practical Course in Oral Interpretation(3rd ed.)as an example,and draws on the compiling methods of other interpreting textbooks which reflect critical thinking concept,in order to put forward suggestions for compiling interpreting textbooks to cultivate students’critical thinking ability to the greatest extent.
文摘Little research has been conducted on Oral English course exams for tertiary-level English major students in China. Issues found in recent surveys of teachers and students of Oral English classes at four universities suggest that the Oral English course exam needs a theoretical model to ensure its reliability and validity and hence to better lead students' learning of spoken English. Applying language testing theories and using ethnographic methodologies, this paper attempts to propose such a model through discussing the problematic issues in current practice in Oral English course exams and defining the targeted oral English abilities to be examined.
