Under the widespread view that verbal competence is essential in foreign language acquisition. nonverbal communication has not been given sufficient attention and importance in foreign language teaching in China. In m...Under the widespread view that verbal competence is essential in foreign language acquisition. nonverbal communication has not been given sufficient attention and importance in foreign language teaching in China. In most cases in intercultural interaction, people focus on verbal cues while neglecting those nonverbal messages produced by the bodies and the environment. Such neglect often results in misunderstandings and conflicts because nonverbal communication reveals basic cultural traits from which people are able to gather clues about underlying attitudes and values. So the study of nonverbal communication is an important component to the study of intercultural communication. It deserves due attention in foreign language acquisition. Grounded on the model of cultural learning put forward by Hanvey, the study puts forward a set of feasible suggestions on how to improve intercultural nonverbal communication competence of college non-English majors.展开更多
English is one of the most common languages in the world,and it has become one of the most important subjects in various countries.The native languages of China and Thailand are not English,and both countries are loca...English is one of the most common languages in the world,and it has become one of the most important subjects in various countries.The native languages of China and Thailand are not English,and both countries are located in Asia and have many similarities in geographical location and cultural background.The Ministries of Education of the two countries have successively put forward relevant policies to promote the development of English education in the country.The implementation of these policies has promoted the development of college English course teaching in the country.These factors determine that the two countries have similarities in college English course teaching for Non-English majors.However,there are differences in teaching mode and teaching staff in the two countries because of their different national conditions,which make many differences,exist in college English course teaching for non-English majors in the two countries.During the author’s career as an exchange student in Chiang Mai University,she experienced the difference of college English course teaching for non-English majors in Thai universities,so the author did some researches on the basis of the understanding of English course teaching in Thai universities.Therefore,this thesis takes Sino-Thai college English course teaching for non-English majors as the research object—takes Jiujiang University and Chiang Mai University as example,and analyses their present situation from the aspects of the development and evolution,the teaching mode,and teaching staff of college English course teaching for non-English majors.On this basis,the author makes a comparative analysis of the English course teaching for non-English majors in two selected universities,then find their respective advantages and disadvantages,and put forward some suggestions on the development of Sino-Thai college English course teaching.展开更多
English is not only a language,but also a tool.There are many factors that affect students’English learning quality and ef?ficiency,among which the biggest one is learning motivation.At present,some non-English major...English is not only a language,but also a tool.There are many factors that affect students’English learning quality and ef?ficiency,among which the biggest one is learning motivation.At present,some non-English majors in our country lack the motiva?tion of English learning,and the phenomenon of students’grade differentiation becomes more and more obvious,which seriously affects the process and quality of English teaching in the whole class.Analyzing and exploring the present situation and cultivation of English learning motivation of non-English majors can improve the quality and level of English learning of Chinese college stu?dents as a whole.展开更多
By adopting quantitative analysis,based on the statements for oral scale of CSE(China Standards of English)level five,this paper investigated the current status,common difficulties and control factors on oral English ...By adopting quantitative analysis,based on the statements for oral scale of CSE(China Standards of English)level five,this paper investigated the current status,common difficulties and control factors on oral English competency of nonEnglish majors in second-tier universities,which was conducted using questionnaires that includes six dimensions of language expression:accuracy,complexity,coherence,fluency,appropriateness,and flexibility.The results showed that:(i)the overall oral English competency of college non-English majors hasn't met the statements of CSE level five;(ii)female students significantly outperformed male students,and business majors students significantly outperformed those in liberal arts majors who were significantly better than those in science majors;(iii)there was no significant difference between grades;(iv)the flexibility,coherence and accuracy of language expression almost reached the standard grade,but the common core difficulties faced by the students were mainly in pronunciation,scope oflanguage expression,fluency and appropriateness.Unclear goals,less practice and poor vocabulary were major impact factors.The research is helpful for strengthening students?knowledge on their own oral English competency as well as adjusting their oral practice objectives,thereby shedding light on students5 actual oral English proficiency and helping to clarify and refine the teaching objectives of speaking and promote the effective practice of oral English as well as the rational application of CSE.展开更多
文摘Under the widespread view that verbal competence is essential in foreign language acquisition. nonverbal communication has not been given sufficient attention and importance in foreign language teaching in China. In most cases in intercultural interaction, people focus on verbal cues while neglecting those nonverbal messages produced by the bodies and the environment. Such neglect often results in misunderstandings and conflicts because nonverbal communication reveals basic cultural traits from which people are able to gather clues about underlying attitudes and values. So the study of nonverbal communication is an important component to the study of intercultural communication. It deserves due attention in foreign language acquisition. Grounded on the model of cultural learning put forward by Hanvey, the study puts forward a set of feasible suggestions on how to improve intercultural nonverbal communication competence of college non-English majors.
文摘English is one of the most common languages in the world,and it has become one of the most important subjects in various countries.The native languages of China and Thailand are not English,and both countries are located in Asia and have many similarities in geographical location and cultural background.The Ministries of Education of the two countries have successively put forward relevant policies to promote the development of English education in the country.The implementation of these policies has promoted the development of college English course teaching in the country.These factors determine that the two countries have similarities in college English course teaching for Non-English majors.However,there are differences in teaching mode and teaching staff in the two countries because of their different national conditions,which make many differences,exist in college English course teaching for non-English majors in the two countries.During the author’s career as an exchange student in Chiang Mai University,she experienced the difference of college English course teaching for non-English majors in Thai universities,so the author did some researches on the basis of the understanding of English course teaching in Thai universities.Therefore,this thesis takes Sino-Thai college English course teaching for non-English majors as the research object—takes Jiujiang University and Chiang Mai University as example,and analyses their present situation from the aspects of the development and evolution,the teaching mode,and teaching staff of college English course teaching for non-English majors.On this basis,the author makes a comparative analysis of the English course teaching for non-English majors in two selected universities,then find their respective advantages and disadvantages,and put forward some suggestions on the development of Sino-Thai college English course teaching.
文摘English is not only a language,but also a tool.There are many factors that affect students’English learning quality and ef?ficiency,among which the biggest one is learning motivation.At present,some non-English majors in our country lack the motiva?tion of English learning,and the phenomenon of students’grade differentiation becomes more and more obvious,which seriously affects the process and quality of English teaching in the whole class.Analyzing and exploring the present situation and cultivation of English learning motivation of non-English majors can improve the quality and level of English learning of Chinese college stu?dents as a whole.
基金the Project"Research on Peer Education in College English Classroom Reconstruction"(GD18WZX34)A Study of Chinese SBUs from the Perspective of Ritual Theory of Interpersonal Relations55(GD17WXZ19)supported by Guangdong Philosophy and Social Science Foundation.
文摘By adopting quantitative analysis,based on the statements for oral scale of CSE(China Standards of English)level five,this paper investigated the current status,common difficulties and control factors on oral English competency of nonEnglish majors in second-tier universities,which was conducted using questionnaires that includes six dimensions of language expression:accuracy,complexity,coherence,fluency,appropriateness,and flexibility.The results showed that:(i)the overall oral English competency of college non-English majors hasn't met the statements of CSE level five;(ii)female students significantly outperformed male students,and business majors students significantly outperformed those in liberal arts majors who were significantly better than those in science majors;(iii)there was no significant difference between grades;(iv)the flexibility,coherence and accuracy of language expression almost reached the standard grade,but the common core difficulties faced by the students were mainly in pronunciation,scope oflanguage expression,fluency and appropriateness.Unclear goals,less practice and poor vocabulary were major impact factors.The research is helpful for strengthening students?knowledge on their own oral English competency as well as adjusting their oral practice objectives,thereby shedding light on students5 actual oral English proficiency and helping to clarify and refine the teaching objectives of speaking and promote the effective practice of oral English as well as the rational application of CSE.
