scholarly journals On the Strategies of Improving Oral Application Ability for Students of Non-English Majors

2019 ◽  
Vol 9 (7) ◽  
pp. 821
Author(s):  
Xunfeng Yin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Strategy Training ◽  
Classroom Teaching ◽  
College English ◽  
Oral Application ◽  
Foreign Language Learners ◽  
English Competence ◽  
English Classroom ◽  
Communicative Strategy

The cultivation of students' oral application ability in college oral English teaching is a vital part of foreign language learners' communicative competence. Therefore, this paper introduces communication strategies into college English classroom teaching, and discusses the feasibility and effectiveness of communicative strategy training as well as the practical improvement of oral English competence, so as to achieve effective oral English classroom teaching in a real sense.

scholarly journals Research on the Teaching of College Comprehensive English Based on Production-oriented Approach

2019 ◽  
pp. 184-187
Author(s):  
Hongping Chen ◽  
Yu Zhang
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Teaching ◽  
Quality Education ◽  
College English ◽  
Foreign Language Learners ◽  
Chinese Characteristics ◽  
Teaching Concept ◽  
Three Stages ◽  
Oriented Approach

Production-oriented approach (POA) is a kind of teaching theory aiming at overcoming the disadvantages of "separation of learning and application" in foreign language teaching in China. With Chinese characteristics, it is suitable for middle and senior foreign language learners. In order to improve the teaching effect of current College English Comprehensive English, this paper will proceed from the current situation of College English teaching, based on the teaching concept of POA, explore the applicability of POA in College English comprehensive classroom, and carry out the teaching design from the three stages of pre-class, while class and after class. In addition, this paper puts forward targeted teaching suggestions for the teaching of College Comprehensive English course, in order to take the classroom as a practical process of cultural and language socialization, truly implement the concept of humanistic quality education, and cultivate a number of foreign language talents needed by the society.

scholarly journals Emotion Recognition of Foreign Language Teachers in College English Classroom Teaching

2021 ◽  
Vol 12 ◽  
Author(s):  
Lei Li
Keyword(s):  
Foreign Language ◽  
Facial Expression ◽  
Emotion Recognition ◽  
Body Posture ◽  
Language Teachers ◽  
Classroom Teaching ◽  
Foreign Language Teachers ◽  
College English ◽  
English Classroom ◽  
Vocal Emotion

In order to improve students’ learning effect, more and more universities favor foreign language teachers who are native speakers of English. Based on the analysis and summary of the research status of emotion recognition, this paper proposes that, in college English classroom teaching, foreign language teachers can reduce the communication barriers with Chinese students through emotion recognition. Based on literature review and actual situation investigation, this study identified four influencing factors on emotion recognition of foreign language teachers, namely, interactive action, facial expression, vocal emotion, and body posture. In our opinion, in the teaching process, teachers can adjust the four factors of emotion recognition to achieve better teaching effect. Further, improve students’ learning efficiency. Analytic Hierarchy Process (AHP) is chosen as the research method in this study. After building the analysis model, we collected the questionnaire using the Questionnaire Star, and finally got 12 valid data. After determining the importance of different factors by pairwise comparison, we draw the following conclusions: the influence degree of emotion recognition factors of foreign language teachers is in descending order, interactive action (43%), facial expression (28%), vocal emotion (21%), and body posture (9%). Our research adds to the body of knowledge on emotion recognition among college English teachers. Furthermore, this research assists students in improving their grasp of course content based on the emotions of foreign English lecturers. Based on the findings, we recommend that foreign language teachers in college English classrooms alter their interactive behaviors, facial expressions, and vocal emotions in response to various instructional materials and emphases.

scholarly journals Fixing Students’ Pronunciation Using Songs

2019 ◽  
Vol 6 (2) ◽  
pp. 77
Author(s):  
Ahmad Idris Asmaradhani ◽  
Rindawanto Evendi ◽  
Ahmad Mursid ◽  
Ruslan Abdul Gani
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Secondary School Students ◽  
Research Paper ◽  
School Students ◽  
Strong Interest ◽  
Foreign Language Learners ◽  
English Classroom ◽  
Esl Learners

As a Foreign Language, English is difficult for secondary school students in Indonesia not only in terms of grammatical systems but also in terms of phonetic systems. They find it difficult to pronounce most of the English words because in English there is no regular systems of how to pronounce the English words. For EFL/ESL learners in general, to pronounce the English words intelligibly they must refer to a standard dictionary which also means they have to understand how to use and read the dictionary systematically. To understand and improve the production of the various sounds and the supra-segmental features of English as a foreign language, it is suggested to use English songs. This research paper is discussed descriptive-qualitatively based on the authors’ experience as a foreign language learners and teachers. It is discussed how using songs in the English classroom can help students fix their English pronunciation. Supported with a simple questionnaire given to secondary school students, it is also found that most students can fix their pronunciation and they have a strong interest in listening and understanding popular English songs.

scholarly journals The Cultural Content in EFL Textbooks and What Teachers Need to Do About It

2015 ◽  
Vol 17 (2) ◽  
pp. 167-187 ◽  
Author(s):  
Luis Fernando Gómez Rodríguez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Intercultural Competence ◽  
Surface Culture ◽  
Instructional Resources ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Deep Culture ◽  
Cultural Content ◽  
English Classroom

<p>This article analyzes the cultural content in three communicative English as a foreign language textbooks that are used as main instructional resources in the English classroom. The study examined whether the textbooks include elements of surface or deep culture, and the findings indicate that the textbooks contain only static and congratulatory topics of surface culture and omit complex and transformative forms of culture. Consequently, the second part of the article suggests how teachers can address deep-rooted aspects of culture that might help English as a foreign language learners build more substantive intercultural competence in the language classroom.</p><p>En este artículo se analiza el contenido cultural en tres textos de inglés comunicativo utilizados como el principal recurso de enseñanza en la clase de inglés. Se indagó si los textos incluyen elementos de la cultura superficial o de la cultura profunda. Se observó que los textos sólo presentan temas “admirables” y representativos de la cultura superficial y no ofrecen temas complejos y trasformativos de la cultura profunda. En consecuencia, en la segunda parte del artículo se sugiere a los profesores de inglés cómo abordar aspectos complejos de la cultura profunda que podrían ayudarle a los estudiantes de inglés como lengua extranjera a construir una competencia intercultural más sólida.</p>

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

College Business English teaching in the context of multimedia network

2021 ◽  
pp. 002072092110077
Author(s):  
Yan Liang
Keyword(s):  
Language Learning ◽  
English Education ◽  
Classroom Teaching ◽  
Business English ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Multimedia Network ◽  
English Classroom ◽  
Reform Model

With the advent of the Internet age, network information technology is rapidly entering college English classes, which fundamentally changes the mode of college English teaching. In college English classroom teaching mode, as a brand teaching form, College English multimedia network teaching environment has brought advantages to classroom teaching, but also brought about impacts on teaching concepts, teaching models, teaching methods and other aspects. There are some phenomena that are inconsistent with the reform model at the students, teachers and the environment. The balance of traditional English classroom teaching has been broken, which has affected the smooth progress of college business English classroom teaching mode reform. It is very important to analyze and resolve these imbalances and find ecological methods for optimizing university English education. In this context, the advent of multimedia-assisted education technology has provided better conditions for the implementation of Business English classroom education in universities. Multimedia-powered business English education allows teachers to create a better language learning environment in class more conveniently and quickly, helping students acquire grammar knowledge and achieve their educational objectives.

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