Current Foreign Language Teaching Research Articles

Improving the Effectiveness of Foreign Language Teaching in Colleges and Universities Based on Multiple Data Chains

Abstract To improve the effect of foreign language teaching in colleges and universities with high efficiency, this paper constructs a BP neural network optimized by multi-data chain by integrating multi-data chain and BP neural network, which effectively solves the shortcomings of BP neural network that is easy to fall into the local optimum. It optimizes the initial value and the threshold value of this neural network. On this basis, the multi-data chain optimized neural network is used to analyze the existing data related to English teaching in colleges and universities, to present the proportion of factors affecting foreign language teaching in colleges and universities in the form of data, and to summarize the reasons for acting the teaching effect and the problems existing in the current foreign language teaching classroom. Teachers and students make positive improvements to foreign language classroom teaching based on the data presented by the neural network to improve the effect of foreign language teaching in colleges and universities. Combined with the BP neural network optimized with multiple data chains, this paper conducted an experimental analysis of students’ concentration, satisfaction with the classroom, and performance. As can be seen from the results of data calculation, after the factors affecting the teaching effect were summarized and corrected, the concentration level of the two students in the experiment was significantly improved, and both remained above 50%. In addition, there was a massive difference in the grades of the same group of students before and after the improvement. The average grade of the control group was 76.47 and the middle grade of the experimental group was 87.6.

Analysis of the Application of Cooperative Learning Method in English Teaching

Cooperative learning is a form of teaching activity that takes group as the basic form and uses classroom interaction to promote students' learning so as to achieve common teaching objectives. This paper will look at the advantages and disadvantages of the cooperative learning method. In general, cooperative learning is a method worth studying, which has a lot of inspiration for current foreign language teaching. For example, cooperative learning can provide a variety of activities and increase the frequency and diversity of language learning. Cooperative learning can help improve the ability of cooperation and communication among students. Cooperative learning can reduce students' learning anxiety and make them devote themselves to study better. Cooperative learning can give students more opportunities to communicate in class and promote student center.

Application of Intelligent Speech Synthesis Technology Assisted by Mobile Intelligent Terminal in Foreign Language Teaching

In today’s increasingly frequent international exchanges, language ability has been paid more and more attention. However, the current foreign language teaching in some areas lacks a standard external input environment, and the gap between learners’ own ability and the new requirements has not been effectively solved. At present, intelligent speech synthesis technology is mature. It is found that this technology can play a unique advantage in language teaching. Based on this, this study studies the feasibility of the application of intelligent speech synthesis technology in foreign language teaching from the perspective of technology. On this basis, the application mode of intelligent speech synthesis technology in foreign language teaching is constructed to verify its application effect in foreign language teaching. The main research work of this paper is as follows: firstly, it analyzes the feasibility of using clever speech synthesis technologies to teach foreign languages, and it lists in detail the application conditions of intelligent speech synthesis technology in different teaching activities and course types. Then, it constructs the application mode of intelligent speech synthesis technology in foreign language teaching. Finally, the experimental research on the application mode of intelligent speech synthesis technology in listening teaching is carried out. The experimental results show that intelligent speech synthesis technology has achieved good results in foreign language teaching and laid a foundation for foreign language teaching research.

21世纪以来我国外语教学研究主题可视化分析与反思

In order to understand the research topics and research frontiers of foreign language teaching research in our country since the 21st century and its deduction process, by using the Citespace5.8 do- cument visualization software and knowledge measurement methods, the CSSCI database foreign lan- guage teaching research papers in CNKI from 2000 to 2021 were analyzed. The core author groups, key journals with papers, core establishments of papers published and keywords of foreign language tea- ching papers were extracted, analyzed and deeply excavated. This research explains the hotspot and the evolution of foreign language teaching research topics in China and summarizes the main factors affec- ting the change of foreign language teaching research topics and the improvement direction of current foreign language teaching research.

A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities During an Intercultural Exchange

This research is a Collaborative Autoethnography based on personal experiences as Au Pairs in the United States. It aims to analyze the contributions of an intercultural exchange towards the construction of the teacher’s identity. It also seeks to analyze the current foreign language teaching practices in Colombia. We achieved more significant English teaching insights from our reflections, considering a flexible language structure, more comprehensive vocabulary, and English variety. Besides, this life-changing exposed ourselves to a target context that enriched our global notions and enhanced a new linguistic identity. Two years of living abroad made us think about a different teaching ideology founded on developing interest and sensibility for diverse cultures accepting broader linguistic features of the language. The results support the idea that educators shift those traditional strategies to more context-bound and intercultural ones to meet today’s needs and place the language as a means of co-construction of reality.

The Relationship between Social Identity and Foreign Language Learning Motivation: The Sustainability of Heritage Language Learners

This study aimed to explore the relationship between social identity and language learning motivations of a group of heritage Spanish language learners in a university environment in the United States. Based on the qualitative research inquiry with semi-structured interview and focus group activity tools, a group of 78 Spanish language learners in one university environment in the United States were surveyed. Under the open-coding and axial-coding techniques, the finding of this study indicated that the three main motivations were Latinx Americans with dual identities, interests in career development, and surrounding environments and individuals. Department heads, non-profit organisation managers, and researchers may use this study as the blueprint to reform and polish the current foreign language teaching and learning programmes, courses, and policies to meet the expectations of multilingualism.

Examining foreign language teaching and learning in Nepal: An ecological perspective

AbstractIn recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

INTERNATIONALISATION OF ADVANCED TRAINING FOR TEACHERS OF MEDICAL ENGLISH

In the present context of medical science and technology advances, growing cultural diversity and the internationalisation of higher medical education, the problem of refresher training for Medical English teachers is becoming ever more relevant. The aim of the paper is to provide a scientific basis for creation of a relevant advanced training programme for Russian university teachers of Medical English. The results of the content-analysis of both national and international higher educational docu­ments, a review of research, theory, and current foreign language teaching practice in Prof. V. F. Voino-Yasenetsky Krasnoyarsk State Medical University (KrasSMU) and I. M. Sechenov First Moscow State Medical University (Sechenov University) allowed us to determine five principles that formed the basis for the design of a relevant advanced training programme for teachers of Medical English. Among the core principles of the programme development we suggested the principles of teacher’s autonomy, professionalisation, problem-based training, innovation, and internationalisation. Within the scope of these principles, characteristics of the proposed novel approach to the organisation of professional development courses for Medical English teachers make this approach effective and relevant to the modern educational context. The proposed approach to an advanced training course design is based on the use of some novel professionally focused forms of communication between students, teachers, experts and clinicians. Our findings indicate that this approach is beneficial for modern teachers of Medical English.

Some recommendations for developing Vietnam’s foreign language education policy in the era of the fourth industrial revolution

Foreign language education in Vietnam is currently receiving strong support from the authorities, the people and the learners. In recent years, with specific and practical policies, the Ministry of Education and Training of Vietnam has helped improve the foreign language proficiency of Vietnamese youth than before. However, during the implementation process, the results did not reach the set goals. Foreign language proficiency of newly graduated students is not enough to meet the job requirements. This article presents some limitations of the current foreign language teaching policy in Vietnam and give some recommendations to help build a highly effective foreign language policy.

Cultivation of Cultural Empathy Competence from the Perspective of Intercultural Communication

The focus of current foreign language teaching is to cultivate students' cultural awareness. The ultimate goal of foreign language teaching is to cultivate students' intercultural communicative competence, and cultural empathy competence is the most important factor in the intercultural communicative competence system, which will directly affect the quality, effect and process of intercultural communication. In the process of intercultural communication, people begin to realize that the cultural empathy competence is the most important part of the intercultural communication system, which will directly affect the quality, effect and process of intercultural communication. In English teaching, the education and training of cultural empathy competence is an indispensable part in cultivating students' comprehensive English competence. Reaching the ideal state of empathy is not an overnight process, but a long process of psychological adaptation and behavioral identification, which determines the nature of difficulty and long-term of cultural empathy. Therefore, in English teaching, teachers should not only teach language knowledge, but also impart cultural knowledge, guide students to realize the differences and similarities between Chinese and western cultures, cultivate students' intercultural communication awareness through multiple ways, and skillfully guide students to carry out cultural empathy, so as to improve the effect of English teaching.

The Role of The Teacher in Building Intercultural Communication Skills in Foreign Language Teaching: Teachers’ Views with Examples from France and Turkey

Globalization and communication technologies are making intercultural communication necessary in international platform. Individuals need some skills to communicate effectively. Current foreign language teaching programs need to be prepared with the practices aimed at building intercultural communication skills. As in every educational process, the teacher is the most responsible person in teaching these skills. To identify and compare views of foreign language teachers on the teacher's role in building intercultural communication skills in foreign language teaching, and to collect data, twenty teachers from two universities of France and Turkey were asked to complete an open-ended questionnaire and followed one by one interview. The ethnic and cultural diversity enabled us to make comparisons among different perspectives. The analysis revealed that all participants developed awareness about importance of intercultural communication, yet experienced difficulties in planning intercultural activities and covering them in actual lessons. It was revealed that none of the participants had received any special training on intercultural communication. Some different views of participants that emerged, as a result of this study, are attributed to their cultural codes.

Computer English Teaching Model Based on Multimedia Platform

Currently, multimedia-assisted foreign language teaching is a topic of high interest in the field of foreign language teaching. The combination between multimedia and foreign language teaching enables the teaching activity to integrate functions, such as words, phrases, sounds, images, figures and animations which can arouse and stimulate the students’ enthusiasm and initiative as well as improve the teaching efficiency. However, the insufficient study of current foreign language teaching on both of the theories and practices of the multimedia-assisted foreign language teaching results in an unsatisfactory outcome of the multimedia-assisted teaching utilized by many foreign language teachers in middle school. Based on the knowledge and analysis of the status quo of the multimedia-assisted foreign language teaching and its design, this paper systematically discusses its contents of listening, speaking, reading and writing as well as its design, aiming at promoting teachers to spontaneously use the multimedia in the foreign language teaching, taking the maximum advantage of the multimedia-assisted teaching.

The Critical Period Hypothesis Revisited: The Implications for Current Foreign Language Teaching to Young Learners

Teaching foreign languages to young learners is gaining popularity all over the world and as a result the age for learning a second/foreign language is being reduced in many countries. However, the outcomes of early language teaching haven’t been thoroughly investigated and the question related to why we are teaching English at younger ages is not answered adequately. The SLA research has investigated the issue of age as an outcome of L1 acquisition research. The studies related to age and the ‘Critical Period Hypothesis’ (CPH) were mostly conducted in the second language environments and neglected the foreign language contexts. Moreover, the results of such studies, where adults versus children; and younger children versus older children are compared, have conflicting findings. Thus, the study aims to reconsider the ‘Critical Period Hypothesis’ by discussing significant considerations in the literature, such as neurolinguistic, cognitive and affective arguments and studies comparing children with adults. It also aims to shed some light on current foreign language teaching practices. In addition, the implications of the CPH to teaching English to young learners will be discussed.

On using intelligent computer-assisted language learning in real-life foreign language teaching and learning

AbstractThis paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between activity design and restrictions needed to make natural language processing tractable and reliable, and (ii) pedagogical considerations and the influence of activity design choices on the integration of ICALL systems into FLTL practice.

The Message Is the Medium: A New Paradigm for Content‐Oriented Instruction

ABSTRACT This article focuses on the Connections goal of the National Standards—i.e., on the integration of interdisciplinary content and language skills. Although content has always played some role in foreign language courses, the complexities of “connections” to academic content are far from being realized in the current foreign language teaching and learning environment. Consequently, this article proposes a developmental model for content‐oriented instruction that moves students from familiar to unfamiliar academic and cultural content while also taking into account their language level at each stage. In the process, the article offers suggestions on how to avoid the “sudden jumps” in difficulty, characteristic of language and literature courses both in high school and college, which lead to so much student/teacher frustration as well as to often dramatic drops in enrollment from level to level.