Analysis of the Current Situation of Spoken Foreign Language Teaching and Learning in Ethnic Regions

With the enhancement of friendship between different nations, foreign language learning has become more and more important. In particular, spoken language is playing a vital role in foreign language learning and practice. In order to improve foreign language teaching and learning proficiency in ethnic regions, the author analyses the current situation of spoken foreign language teaching and learning in ethnic regions and suggests some ways to solve the existing problems.

Using Communicative Language Teaching of English in Spoken English for the Major of International Economics and Trade

Enhancing the ability of oral communication is the general trend of language teaching in China. Through analyzing the characteristics of International Economics and Trade Major, this paper identifies and analyses contextual factors in English Language Teaching in the major, and discusses the practices of communicative language teaching which could be adapted to this context, in which learners are undergraduates of International Economics and Trade, then the importance and difficulties of the teaching approach has been highlighted.

Differences between Spoken Language and Written Language and Their Influence in English Teaching

Spoken language and written language serve different functions in communication.It’s necessary for English teachers to know the differences between them in order to teach effectively.This thesis analyzes the differences between spoken language and written language in four respects and their influence in English teaching.

A Situated Learning Practice for Language Teaching Classes： Teaching Spoken English With Authentic Sketches

SL （situated learning） is a term first proposed by Lave and Wenger （1991） as a model of learning in a community of practice. According to Lave and Wenger （1991）, learning should not be viewed as simply the transmission of abstract and decontextualised knowledge from one individual to another, but a social process whereby knowledge is co-constructed. The exposure to spoken language and cultural elements of foreign language is the best way of teaching the language itself rather than grammatical patterns and rules of the language. In this study, we aim to review ＂situational learning approach＂ in context with its role and efficiency of teaching spoken language. An experimental study was conducted on the university students in the preparatory classes at the School of Tourism of Erzincan University. Twelve male and 11 female students in the control group and 14 male and 10 female students in the experimental group took part in the research. The language levels of the students were determined by a language proficiency test which is used as pre-test of the study. Language proficiency test composed of mainly dialogues including spoken language patterns. After eight weeks of lectures with authentic sketches which were used as reading materials in experimental group and classical reading materials in control group, the students were given the same language proficiency test as post-test. When pre- and post-test results were evaluated, significant difference was found between the pre- and post-test results of the subjects on behalf of the students in the experimental group. It is concluded that spoken language can be achieved by authentic sketches which are designed to serve as a situated learning setting.

On Language Anxiety and Countermeasures in University Spoken Language Teaching

Language anxiety is the anxiety or disconcerted feeling felt by language learners when they need to express in foreign languages or second foreign language.Anxiety is very important emotional barrier in language learning,and it has important im pact on language learning,especially on spoken language learning.The general lack of spoken language capacity in university stu dents is an incontrovertible fact,and language anxiety is one of the important reasons that cause the imperfect effect of spoken lan guage teaching.This article generally talks about the main reasons for language anxiety,which include the barrier by self-esteem,risk-taking,competitiveness to spoken language learning of university students.This article also discusses a series of countermea sure to ease the language anxiety,so as to reduce the anxiety effectively to promote the teaching of university spoken English.

Self-development of the Teachers and Improvement on EnglishTeaching

For a long time, there have been extensive and deep studies and researches about how to upgrade the level of language education in universities. Now people have realized that the key factor that influences the language education most is teachers＇ self-development and the promotion of teachers＇ personalities. A new teaching concept -- reflective teaching has become very popular in the educational circles. It emphasizes that students should become positive and active learners while teachers should bear more dynamic and capacities for self-development.

A Discussion of Foreign Language Listening Problems and Their Causes among Intermediate EFL learners in Chinese universities

Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years.The Foreign Language(FL)listening problems gradually reveal when students attend to the Listening Course in universities or colleges.This paper at first illustrates the importance of listening in foreign language learning and provides a discussion on the top-down and bottom-up processes with the analysis of Anderson's three-model of language comprehension[9]as well as the factors affecting listening comprehension in Foreign Language in general,aiming at the illustration of the necessity on one of the bottom-up processes-the Spoken Word Recognition(SWR).The analysis of two issued official guiding documents for Chinese university students and the current situation of English listening teaching in Chinese universities are followed,providing a general background on English listening teaching in Chinese context.Three possible foreign language listening problems and their causes are proposed,followed by the pedagogical suggestions to EFL learners who are improving their listening skills and instructors who are advancing their teaching procedures.

The Use of Task-Based Activities to Improve Listening and Speaking Skills in EFL Context

The aim of this study was to improve EFL learners＇ English listening and speaking skills at a State University in Turkey, School of Foreign Languages, Department of Basic English B1 and BI＋ groups through task-based activities. The participants were 56 in total, studying in the academic year of 2014-2015 Spring Fall. The instruments used for collecting data were 16 lesson plans and the speaking and listening quiz results as post-tests. The data were statistically analyzed by mean, max, and min values of the scores. Teaching process and the lesson plans were recorded by researcher then presented in essay form. After the implementation and the post-tests, the participants＇ opinions about the task were collected as an interview. The results of the study showed that B1 groups did not get significant results from listening test and get nearly significant scores from speaking test while the listening and speaking results of BI＋ groups through task-based learning after the implementations were highly significant, which shows that their participation in the task-based activities in the classroom reflected the results positively. Also the students＇ opinions about task-based learning and teaching activities were respectively positive. As a result, it can be said that task-based activities play a significant role in improving listening and speaking skills in EFL settings.

A Study of Vocabulary Teaching in Junior Comprehensive TCSL Courses

Vocabulary teaching is an integral part of teaching Chinese as a second language(TCSL).Based on a collection and analysis of words that foreign students at the junior level usually get wrong,①this paper suggests that TCSL teachers should make sure that new words in textbooks are explained accurately and foresee the words that students may misunderstand during vocabulary teaching.In addition to conceptual meanings,they should analyze and explain affiliated meanings,grammatical functions,and common collocations with other words through typical sentence examples.They should also pay attention to the potential role played by the semantic transparency of words in understanding,acquiring,and selecting the meanings of such words.The teaching of separable words should focus on their pragmatic forms.Simple conversations can be made to strengthen students’memorization,while quantifiers can be taught via their etymology to help students develop a reasonable understanding of the collocation rules between quantifiers and corresponding nouns.

Art of Stimulating Interest in Oral English Teaching

English is a tool for communication.English teaching aims are to nurture the students’ability to use this language.This ability is mainly reflected by their spoken ability.So the training of spoken-English-Expression ability is obviously impor tant.This article discusses spoken English teaching methods from two aspects.The first aspect consists of the students’interest in speaking English out,making good use of the artistic methods to correct students’mistakes and comparing the culture between China and Western countries.The main point in this aspect is reflected on classroom-teaching,it contains using concrete objects to enrich teaching content;using body language to stimulate the students interest.The second aspect is to make the students have the positive attitude towards by establishing a harmonious teacher-student relationship.Spoken-English teaching is of value in the whole English teaching procedure.Through using this methods,the teachers can improve the ability of English expression arouse the students’enthusiasm,in the meanwhile,the teachers can transmit the knowledge to the students in a relaxed atmo sphere.Therefore,it is advantageous to improve students’English ability.

基于OBE理念与胜任力模型的程序设计创新教学

针对程序设计教学中存在教学概念落后、方法僵化、手段单一、内容固化、目标偏颇等问题,以胜任力培养为目标构建程序设计教学生态建设教学环境和教学团队,开展以学生为中心的教学。在教学过程中,以教学成效OBE为导向形成学生为主体、教师为主导的教学模式,通过胜任力培养提升学生的计算思维、新工科创新能力和意识。实践表明,坚持开展基于OBE理念和胜任力模型的程序设计创新教学已取得一定成效。

论外国语言文学类本科专业全面系统开设汉语课程的必要性

针对外国语言文学类本科专业汉语课程设置普遍不足的现状,该文从人才培养目标、培养规格与学生历史使命出发,讨论外语类专业大学生汉语水平的重要性,结合学生汉语语言文化水平现状,指出提高其汉语水平的迫切性。并进一步讨论四门核心汉语课程的教学目标、教学内容、教学方法,以示在外国语言文学类本科专业全面系统开设汉语课程的必要性。

分组教学在语文课堂中的价值及运用策略刍探

语文教师培养学生的分组学习意识,有助于提高学生的语言运用能力、提升学生语文综合水平。在运用分组教学方法时,教师需要将教学要点落在以学生为主体的核心思想上,保证学生对课程的积极参与、对内容的扎实掌握,提高语文教学效率和教学效果,有效推动语文教学发展。分组教学在语文教学中的运用可采取以下策略:合理划分小组成员,公正选择小组领队,制订有效学习计划,实施多样教学方法。

增强文化认同与铸牢中华民族共同体意识研究

本文意在阐明增强文化认同对于铸牢中华民族共同体意识的重要意义,拟从最深层次认同即为文化认同,中华民族共同体是中华文化共同体,加强国家通用语言文字教育和推行国家统编教材之于文化认同的重大意义以及深入挖掘内蒙古文化资源,进一步铸牢中华民族共同体意识等方面进行解析。

COMPREHENSION OF SPOKEN LANGUAGE AND ITS IMPLICATIONS FOR TEACHING LISTENING

Introduction For many years, listening comprehension has been taken for granted as a course and has simply been continuous and constant listening given to the students regardless of the strategies employed, the stages needed to achieve the goal and the appropriateness of the materials. Teachers teach their students listening in the way they themselves were taught. This empirical perspective of teaching, which lacks a sufficiently scientific basis, has been challenged in recent years by evidence from psycholinguistic research. This influential field of study has provided many fresh insights into the nature of the human mind and broadened our view of language teaching.

Confucian Heritage and Spoken English Anxiety in China

In order to promote learners’spoken English proficiency,a further understanding of the impact of Confucian tradition,as a historically dominant ethical and philosophical system,on learner anxiety and eventually on learning efficiency in a spoken English class is generated,and a theoretical analysis is conducted,from the perspectives of second language acquisition and intercultural communication.Some Confucian values including self-restraint,propriety observation,paying reverence to teachers and face-keeping principle may increase learner anxiety in oral English class,hindering the development of their spoken English proficiency.Accordingly,a set of teaching strategies to help control culture-related anxiety in spoken English class are systematically presented.

室内外一体测量平差教学实验平台建设

针对测量数据处理实践教学需求,依托教材示例、工程测量控制网数据处理任务,设计开发了室内外一体化的测量平差教学实验平台。实验平台由工程测量控制网、测量平差实验教学软件组成。测量平差实验教学软件分为基础、进阶和创新3个阶段,从易到难渐进式开展实验,包含测量数据读写、精度评价、平差函数模型建立及参数值估计等十余项实验内容,它具有组件、交互、扩展及填充等特征。实践应用表明,该平台为学生提供了工程测绘数据处理应用场景,提高了学生发现问题、分析问题与解决实际问题的能力,加深了学生对误差理论与测量平差原理的理解,缓解了“教师难教、学生难学”的课程教学难题。

西藏小学藏族教师国家通用语言文字能力及其影响因素调查研究

小学藏族教师国家通用语言文字水平是影响西藏基础教育阶段学生国家通用语言文字发展的重要因素。文章从语言认知能力、语言表达能力两个维度对439名西藏小学藏族教师国家通用语言文字能力进行调查并对其中199名参加过国家通用语言文字培训的教师进行有关国家通用语言文字培训的调查。发现:总体上西藏小学藏族教师国家通用语言文字能力合理,但是国家通用语言文字的表达能力相对认知能力有所欠缺;36-45岁的中年藏族教师以及没有任教语文学科的小学藏族教师在国家通用语言文字的认知能力与表达能力上呈现出不同水平的问题。培训方面,西藏小学藏族教师参加国家通用语言文字相关培训的频次较低,且有关文化涵养的培训内容相对较少。鉴于此,从课堂内外使用国家通用语言文字、国家通用语言文字培训、国家通用语言文字使用能力评价三个层面提出了对应的建议。

少数民族教师国家通用语言文字教学能力提升的策略研究——以青海省海南州少数民族教师为例

以青海省海南藏族自治州少数民族教师为研究对象,从少数民族教师国家通用语言文字水平、教学能力以及教学水平提升三个维度对少数民族教师的国家通用语言文字教学能力进行调查分析,分析了影响国家通用语言文字教学能力提升的因素,并提出了提升少数民族教师国家通用语言文字教学能力的措施。具体而言,应对少数民族教师加强国家通用语言文字培训,同时增强其提升国家通用语言文字教学能力的内生动力,为他们创设良好的语言文字环境和语言能力提升氛围,加强少数民族教师的自主学习能力以及建立长效帮扶与跟踪服务机制等。

基于多元识读教学法的大学英语口语混合教学模式研究

基于多元识读教学法探讨了大学英语口语混合教学模式的现状及其存在的问题。混合教学模式结合了传统的面对面教学和在线教学的优势,为学生提供了一个更加灵活、个性化的学习环境。而为了确保教学效果,教师、学生和教育机构都需要进行相应的调整和准备。多元识读教学法为混合教学模式提供了新的实践维度,强调在多元化的学习资源中培养学生的批判性思维、信息评估和整合能力的重要性。因此,基于多元识读教学法的大学英语口语混合教学模式具有巨大的潜力和应用价值,值得进一步研究和探讨。