scholarly journals An Investigation on the Multiple Intelligences of English Major Undergraduates in a University in Jiangxi Province

2020 ◽  
Vol 4 (4) ◽  
pp. p131
Author(s):  
Yulan Lin ◽  
Qingsheng Lu
Keyword(s):  
Multiple Intelligences ◽  
Learning Strategies ◽  
Teaching Method ◽  
College Teaching ◽  
Jiangxi Province ◽  
Human Beings ◽  
College English ◽  
Multiple Intelligences Theory ◽  
English Majors ◽  
English Major

The Multiple Intelligences theory is composed of eight various intelligence, which concludes all aspects of human beings. Every individual has a different degree of these eight intelligences, but these eight intelligences are conducive to the overall development of persons and are in line with the current talent training goals of college English majors. So as to make better use of Multiple Intelligences theory in college English majors’ teaching, this paper did a survey of multiple intelligences to English major students in a university of Jiangxi Province. The results reveal that the level of multiple intelligences of English majors in the university is in a general state, and their weaknesses intelligence and superior intelligence are music intelligence and naturalist intelligence respectively. What’s more, the results provide three aspects of enlightenments for a better use of Multiple Intelligences for further college teaching: based on students’ current multiple intelligences; make use of students’ learning styles and learning strategies; enable students to get overall development. It is hoped that the article could offer some inspiration to current teaching of English majors in universities, and also provide some new ideas for better use of the teaching method guided by the theory of Multiple Intelligences.

Multi-Channel Data Acquisition System Analysis and Modeling

2014 ◽  
Vol 644-650 ◽  
pp. 4192-4196
Author(s):  
Ning Zhang ◽  
Ze Hua Wu
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
System Analysis ◽  
Autonomous Learning ◽  
English Learning ◽  
College English ◽  
English Majors ◽  
Science Test ◽  
English Major ◽  
Proficiency Scores

College English learning now has attracted a great deal of attention, but many non-English majors students have major problems in terms of English learning, and how to improve the non-English majors' autonomous learning efficiency is the problem that the majority of English educators can not ignore. Through a college non-English major students' English learning science test survey, usual English learning and English language proficiency scores for tracking and monitoring, and data for scientific analysis, and monitoring results, this article indicates that by increasing the non-English majors' autonomous learning teaching mode, the students' efficiency and academic performance have improved significantly. From subsequent cognitive satisfaction survey for self-acceptance, this teaching mode's performance is quite satisfactory.

scholarly journals Exploration of the Reform and Innovation of College English Teaching under Humanistic Literacy Education

2020 ◽  
Vol 11 (6) ◽  
pp. 1017
Author(s):  
Xiaoyan Wang
Keyword(s):  
Learning Strategies ◽  
Quality Education ◽  
Human Beings ◽  
Learning Methods ◽  
College English ◽  
English Teaching ◽  
Professional Students ◽  
Teaching Objectives ◽  
Self Discovery ◽  
Attention To Students

Humanistic quality education forms a systematic ultimate thinking of human beings and a comprehensive and profound understanding of culture by digging out the contents related to humanity. It is to link life closely with the culture on which individuals depend for survival, and it serves the growth of individuals, the development of professional students and the expansion and deepening of the connotation of life. At present, in College English teaching, teachers’ awareness of humanistic education and humanistic quality are low in many aspects, such as teaching objectives, teaching contents, teaching organization and teaching evaluation. And students’ learning methods and strategies are also lack of the inhalation of humanistic quality. To carry out humanistic quality education, we should pay attention to the cultivation of teachers’ humanistic awareness and quality, and further enhance the ideological and depth of curriculum content. Meanwhile, we should also pay more attention to students’ self-cultivation from learning attitude, learning methods and learning strategies, with the purpose of guiding students to self discovery, self-understanding and self-monitoring in the learning process.

Application of Task-based Instruction to College English Reading Teaching for Non-English Majors in Leshan Normal University, Sichuan, China

2017 ◽  
Vol 7 (2) ◽  
pp. 153 ◽  
Author(s):  
Ye Zhou
Keyword(s):  
Reading Ability ◽  
Teaching Method ◽  
Target Language ◽  
College English ◽  
English Reading ◽  
English Majors ◽  
Normal University ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Reading Teaching

First raised in 1980s, Task-based Instruction (TBI) is an effective teaching method advocated by many foreign language researchers, focusing on the use of authentic language and on asking students to do various kinds of meaningful tasks through the target language. Based on a study carried out in Leshan Normal University, the writer proves that the application of TBI to college English reading teaching can greatly intrigue non-English majors, help them build their self-confidence in English study, cultivate their sense of cooperation in the process of carrying out classroom activities and tasks with their classmates and thus to improve non-English majors’ reading ability. In addition, some suggestions to TBI are also presented for further studies.

scholarly journals Non-English Majors’ Listening Teaching based on Lexical Chunks Theory and Schema Theory

2016 ◽  
Vol 9 (2) ◽  
pp. 142
Author(s):  
Xiaoyu He
Keyword(s):  
Language Learners ◽  
Teaching Method ◽  
Evaluation Criteria ◽  
Schema Theory ◽  
English Speakers ◽  
College English ◽  
Foreign Language Learners ◽  
English Majors ◽  
Solid Foundation ◽  
Listening Strategies

<p>English listening is seen as a vital means of linguistic input for Chinese EFL (English as a Foreign Language) learners, which lays a solid foundation for English learning and communication with English speakers. Besides, with increasing of scores of the listening part in the newly-reformed CET-4 and CET-6 (CET refers to college English test in China and both tests are the evaluation criteria of non-English majors’ English proficiency), it is urgent to improve non-English majors’ listening abilities in language teaching. However, students find listening to English stressful and painful and it is hard for them to process information quickly enough when listening. Meanwhile, their listening abilities cannot be improved effectively by the traditional English listening teaching methods. Researchers at home and abroad have discussed listening strategies, but seldom study the combination of lexical chunks theory and schema theory in improving non-English majors’ listening. Therefore, this research first proposes a lexical chunks schema-oriented listening teaching method which can effectively improve non-English majors’ listening abilities and then conducts an empirical study to verify its effectiveness. As the lexical chunks schema-oriented listening teaching method suggests, activities about memorization, recognition and reconstruction of lexical chunks, activation of the existed schema and building up new schema should be carried out in pre-listening, while-listening and post-listening in the listening class.</p>

scholarly journals A Study on the Cultivation of Critical Thinking Ability of English Majors

2018 ◽  
Vol 8 (3) ◽  
pp. 349
Author(s):  
Zhen Zhou
Keyword(s):  
Critical Thinking ◽  
Evaluation System ◽  
Teaching Method ◽  
Student Evaluation ◽  
Classroom Teaching ◽  
College English ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
English Majors ◽  
Innovation Ability

The critical thinking ability is the premise and foundation of innovation ability. It is also an important goal of talents training in higher education. College English teaching should not only focus on the cultivation of students’ English knowledge and skills, but also the cultivation of students' critical thinking ability. This article first discusses the connotation of critical thinking ability, followed by theoretical foundation introduction and analysis of the problems of critical thinking cultivation of English majors, and finally puts forward the countermeasures of cultivating students' critical thinking from the following eight aspects: paying attention to classroom questioning skills, changing the classroom teaching mode, creating relaxing teaching atmosphere, building a new student evaluation system, designing the classroom teaching reasonably and improving teachers' critical thinking ability and raising students' awareness of critical thinking ability self training, adopting PBL teaching method, in order to effectively cultivate students' independent thinking and judgment ability, and to better improve the teaching effect of college English.

scholarly journals TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS

2015 ◽  
Vol 26 (1) ◽  
pp. 17 ◽  
Author(s):  
Tan Khye Chuin ◽  
Sarjit Kaur
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Learning Strategies ◽  
Problem Solving Skills ◽  
English Majors ◽  
English Major ◽  
Language Competency ◽  
Negative Perceptions ◽  
Group Interviews

This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of language learning strategies. The English majors were reported to use metacognitive strategies the most. The least preferred strategies among the English majors were memory strategies. Some of the students’ perceptions were positive as they perceived that language learning strategies developed their language competency and required a conscious and deliberate effort. Conversely, some negative perceptions illustrate that students had low awareness of language learning strategies and they believed that language learning strategies did not develop language competency and the usage did not require conscious effort. Research in this field should not cease from exploration in order to contribute towards the development of self-regulated language learners who have problem solving skills and are able to take control of their learning process.

scholarly journals A study on the bridge of music intelligence to Chinese comprehension

2020 ◽  
Vol 7 (1) ◽  
pp. 230-235
Author(s):  
Wei-Yu Liu
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Teaching Skills ◽  
Chinese Reading ◽  
Multiple Intelligences Theory ◽  
Theory Of Multiple Intelligences ◽  
Bridging Model ◽  
Authentic Problems ◽  
Chinese Teaching

This study aims to use the theory of multiple intelligences to explore the strategies of music intelligence bridging Chinese comprehension and their impacts on students’ learning. An action research was conducted since the purposes of this study are both to test multiple intelligences theory and to improve Chinese teaching. Several models and approaches have been developed to apply multiple intelligences theory into practice in K-8 classrooms. Baum et al (2005) identified five pathways to apply multiple intelligences theory in the elementary classroom; they are Explorations, Building on Strengths, Understanding, Authentic Problems, and Talent Development. While Viens and Kallenbach (2004) labeled the first fourth as MI Reflections, Bridging Students' Areas of Strengths to Areas of Challenge, Entry/Exit Points, and Projects. The approach of Bridging Students' Areas of Strengths to Areas of Challenge is to create a "bridge" from students' MI strengths to appropriate learning strategies, emphasizing using students' particular strengths to assist in areas of particular difficulty (Viens & Kallenbach, 2004). The models of Vocabulary-in-Song bridging Chinese reading comprehension was built and discussed. Teaching skills which must be coupled with the bridging model were discussed. The hope and limitation of Vocabulary-in-Song bridging Chinese reading comprehension were showed.

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