成果导向教育模式下应用型本科英语专业教学研究——以三亚学院为例

为更好地服务于海南自由贸易港的建设和发展,海南部分本科院校的专业转型为应用型试点专业,着力于培养应用型人才。因此,以学生的学习产出成果为导向的教育模式得到了广泛的应用。文章以成果理论为基础,从人才培养目标构建、课程体系设置、学生的学习成果评估等三方面探讨了英语专业教学的改革,致力于提升应用型英语专业人才的培养质量。

社会文化理论视域下高校英语专业教学与文化自信研究

在英语专业课的教学中,教师的职责不仅是要把英语知识传授给学生,而且承载着传递与弘扬中华优秀传统文化的重任。文章从社会文化理论的视角,依据该理论中的中介、最近发展区、内化等三个核心概念,探讨了任务型互动式的课堂教学与文化自信的结合,旨在分析如何通过课堂上师生之间、学生之间的互动,让学生甄别中西文化的差异,深入了解本民族文化的内涵,增强学生的文化自信。

Sociocultural Theory on Interaction between Teachers and Learners in a Second Language Classroom

This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness.

Perception of English Tense and Lax Vowel Contrasts in Chinese Learners of English

This paper aims at examining the perception of English tense and lax vowel contrasts by testing an identification task of CVC syllables with different manipulated durations in Chinese learners of English.This can provide some empirical evidence for English as a second language teachers in teaching second language pronunciation.

Mandarin Particle ba at the Syntax-Pragmatics Interface

This paper discusses the Mandarin particle ba concerning its syntactic and pragmatic issues. In the different positions of the various sentence types in Mandarin, ba performs specific speech acts and encodes a specific illocutionary force from the perspective of pragmatic discourse analysis. Under the Universal Spine Hypothesis, the sentence-internal ba relates to the grounding layer, and the sentence-final ba is located in the responding layer, which is extended domains of the Universal Spine Hypothesis.

The Efficacy of Explicit Instruction about Discourse Connectives in English Argumentative Writing on Second-Year Chinese University Students

This study investigated the effect of explicit instruction about DCs in argumentative writings by 15 Chinese learners of English. This study involved in a 4-week experiment. Pre-and post-writing tests were quantitatively analyzed to examine whether the explicit instruction about DCs had a significant effect on the students'argumentative writing. The findings revealed that the ex-plicit instruction of the target DCs facilitated the improvement of the participants in their argumentative writing .