Design of wireless audio transmission system for college English language teaching

2021 ◽  
pp. 1-11
Author(s):  
Huaqiang Li
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Transmission System ◽  
English Language Teaching ◽  
Quantization Noise ◽  
Single Frequency ◽  
Clock Signal ◽  
College English ◽  
Teaching Content ◽  
Audio Transmission

In the past, the use of wireless microphone was affected by overload noise, resulting in incomplete transmission of teaching content. In order to solve this problem, a wireless audio transmission system design for College English language teaching is proposed. The overall architecture of SEP6010 wireless voice system is designed, which is output by PWM channel to complete voice playback. UDA1341TS low-power stereo analog-to-digital converter is used to control audio transmission. The voice circuit is designed by adding clock signal or internal programmable clock. The A/D conversion module is used to amplify the collected signal, and the original voice signal is restored through the audio playback module. MATLAB is used to simulate the process of encoding, decoding and filtering. According to CVSD quantization integral coding algorithm, the quantization noise is reduced to a given allowable value. Start Audacity software to complete wireless audio transmission. The experimental results show that the highest transmission teaching content integrity of the system under single frequency input is 98%, and the highest transmission teaching content integrity under mixing input is 93%.

scholarly journals Designing Technology of English Language Teaching Content Based on International Component

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Elena V. Grigoryeva ◽  
Irina I. Leyfa ◽  
Lyubov P. Yatsevich ◽  
Marina A. Demyanenko ◽  
Natalya V. Makovey ◽  
...  
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Content

scholarly journals Scholastic Grammar in College English Teaching

2017 ◽  
Vol 7 (4) ◽  
pp. 191
Author(s):  
Yanghua Peng
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
College English ◽  
English Teaching ◽  
Vital Part ◽  
Long Time

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis

2020 ◽  
pp. 136216882093163
Author(s):  
Wenchao Zhao
Keyword(s):  
English Language ◽  
Knowledge Building ◽  
Language Teaching ◽  
English Language Teaching ◽  
Code Theory ◽  
College English ◽  
English Teaching ◽  
Knowledge Practices ◽  
Rhetorical Figures ◽  
Legitimation Code Theory

Despite a voluminous literature addressing English language teaching, the explorations focused on knowledge-building are rather limited in number. This is particularly the case with China’s tertiary English education. Unlike existing research, this study investigated Chinese college English teachers’ knowledge-building about rhetorical figures by drawing on the ideas of Autonomy and Semantics in Legitimation Code Theory. Designed as sequential mixed-method research with a development purpose, the study takes as its analytical data the pedagogic discourse generated in the finals of China’s National College English Teaching Context. It was found that the knowledge practices about rhetorical figures vary, for one thing, in their likelihood of shifting to introjected codes and returning to the initial sovereign code and the motivations for their possible drift into exotic codes; and for another, in whether they are unpacking-oriented, repacking-oriented, or unpacking-and-repacking-integrated. With this, the study demonstrated how varied knowledge practices in English language teaching or English-medium teaching can be portrayed, distinguished and explicated in terms of autonomy and semantic code shifts and by reference to their display of autonomy pathways and semantic profiles. The study also makes contributions by actualizing the perspectival complementarity between Autonomy and Semantics in describing and interpreting pedagogic practices, shedding light on the design and improvement of knowledge-building in both English language teaching and disciplinary teaching, and highlighting the necessity of developing non-native English teachers’ metalinguistic awareness of Legitimation Code Theory and systemic functional linguistics.

Sign in / Sign up

Export Citation Format

Share Document