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A Pragmatic Research on College Students' English Communication Competence Cultivation
| Content Provider | Semantic Scholar |
|---|---|
| Author | Chen, Jian-Min |
| Copyright Year | 2016 |
| Abstract | The final goal of English teaching is to enable learners to communicate in English, that is, to cultivate students' communicative competence. However, the current state of College English teaching is far from this goal. Based on experiments, questionnaires and data analysis, this research is going to explore the reasons and analyze specific influences of the interactive approach on students' communication competition cultivation. Introduction The past few years have seen a positive transition in college English teaching (CET) in China from the traditional approaches to the modern ones. In the traditional way, theorists and practitioners complain much emphasis is placed on the transmission of linguistic knowledge with a neglect of the development of the students' communicative competence. Especially in China today, in the year 2016 we have taken great pace in college English reforms from liberal education professional English teaching based on new College English Teaching Syllabus. College students' English communication competence has become a very typical topic to be studied in the future. From both the linguistic and pedagogic points of view, the focal point in College English teaching lies in how to construct a meaningful or authentic language environment for students to practise the target language, how to arouse the students' motivation, interest and initiatives to learn the language, and how to encourage their participation in classroom activities, which will then enhance the students' learning strategies and learner autonomy with the help of their own experience. In fact, the related researches have been focused on what action the teacher takes and what response the students give during the teaching process in terms of the contribution of the classroom teaching to language development, hence classroom interaction has become the centrality. In other words, CET classroom is an important setting for language learning, and the teaching process is that of communication during which the teacher and students exchange their ideas and express their meanings. As Straub (1997) puts it, "Communication, whether in speech or writing, remains our central goal as language teacher. Communication derives essentially from interaction." As far as the reform of CET is concerned, whether it can be regarded as successful or not depends on how and to what degree the classroom teaching can be made interactive with the explicit target on developing the students' communicative competence or comprehensive competence for actual use. Students' Low Communicative Competence at present As we know, English learning is a process which is involved in various factors such as teachers, students, language environment, and language policy. Students' low communicative competence is contradictory to the goal of College English teaching and frustrates current teaching and learning. What's more, classroom is regarded as a place where students attain knowledge and skills and classroom teaching is a main teaching mode in our present education system. So I made this investigation just to find the causes which happen in classroom. 2nd Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2016) © 2016. The authors Published by Atlantis Press 377 Table 1 Students' Data I gave ten questions about students' self-assessment, teacher's teaching methods, teacher's, teaching materials,classroom management and resources, and teacher's functions to help students learn English. From the results of table1, we can find: 1) Students hope to improve their English proficiency (Q5, Q6, Q7 ). They long to get as much knowledge as possible in classroom. They are bored at the passive role as a receiver, which requires teachers to adopt more scientific and various measures into classroom. Obviously only reference books cannot meet their needs. 2) 67% of the students hope that the classroom style is a flexible combination of games, students' discussion and teacher explanation (Q8). They are eager to be involved in class activities and display their initiative. But they benefit little from others students' speaking. This requires teachers managing classroom skillfully. 3) However, to some extent, the present examination system (CETB and 4and Band 6) has restricted students' eagerness to develop their communicative competence, which results in students' dissatisfaction with the present College English teaching (Q4, Q6 ). 4) In daily learning, students mainly depend on some written materials including newspapers, magazines and reference books to improve their English and Internet resources are seldom made use of (Q10). Table 2 Teachers' Data No. = Question Number Am = Amount Per = Percentage I also gave ten questions about teacher's teaching style, methods and opinions about English 0 10 20 30 40 50 60 70 80 90 100 |
| File Format | PDF HTM / HTML |
| DOI | 10.2991/sschd-16.2016.77 |
| Alternate Webpage(s) | https://download.atlantis-press.com/article/25860647.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
