On non English major Interpretation Teaching.docx
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On non English major Interpretation Teaching.docx
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OnnonEnglishmajorInterpretationTeaching
Onnon-EnglishmajorInterpretationTeaching
Name
10English,Class3
DepartmentofForeignLanguages
Adviser:
Onnon-EnglishmajorInterpretationTeaching
Content
Abstract2
Introduction3
Literaturereview4
2.1Teachingmethod4
2.2Non-EnglishmajorsspendlesstimeonEnglish5
2.3Foreignlanguageteaching5
2.4ImprovelearningEnglishability6
Methodology6
4.1Purpose6
4.2Methodlogy7
FindingandDiscussion8
5.1Fingding8
5.2Dicussion8
5.3Abouttheresultofthesurvey9
Conclusion11
Reference13
Appendix:
14
Appreciate15
Abstract
Inthisarticle,itisfocusonnon-Englishmajorsinterpretationteaching.InthebasicstageofinterpretationskillsteachingintoEnglishteaching,canpromoteEnglishteaching,andrelievefutureinterpretationteachingpressure.Intheincreasingstage,combiningtheEnglishteachingwithinterpretingskillsteachinginimprovingstudents'languagelevel,basedonthecultivationofprofessionalinterpreters,meettheneedsofall.
[Keywords]nonEnglishmajorteaching;interpretingteaching;golfofteaching
Introduction
Interpretationinvolveseveryaspectofsociallife,sometimesoncertaindiscussedtopics,needavarietyofprofessionalbackgroundstogethertocompletethetaskofinterpretingtheinterpreter.Atpresent,ourinterpretertrainingmainlyconcentratedintheforeignlanguagedepartment,thevastmajorityofstudentsarethelanguagebackground,notonlyaccountforasmallpercentageofstudentslanguagebackground.Thebackgroundistoosinglestudentcomposition,causesourinterpreterteamprofessionalbackgroundtoosingle,notconducivetoChina'soccupationinterpreterteamselfdevelopmenttochangethissituation,onthepartofthehigherlevelofEnglishofnonEnglishMajorStudents'interpretationtrainingisverynecessary.ThispapermainlydiscussesthenonEnglishmajorteachingcontent,stepsandmethods.
Literaturereview
2.1Teachingmethod
Thisisaresultoftherealizationthatsuccessfullanguageteachingprobablydependsmoreonthetypeofinteractionthattakesplaceintheclassroomthanontheactualteachingmethodused.”Therefore,thediscoursebetweentheteacherandstudentsbecomesthesubject.Thestructureandthenatureofclassroomdiscoursearestudiedtoshowhowtheteacherandthestudentstogethercreatechancestolearninsteadofonlytheteacherteaches.
2.2Non-EnglishmajorsspendlesstimeonEnglish
Non-EnglishmajorshavetheirownprofessionallearningtimewithintheprescribedtimeprofessionalcoursesgreatlycrowdingouttimeforlearningtheEnglishlanguage,EnglishlanguagecoursesandlessonsfarlessthanthenumberofcoursesandlessonsoftheEnglishMajornumber.
Sonon-Englishmajorstudentsaprofessionaladvantageanddisadvantageoflanguagemakestheteachingofnon-EnglishspeakingprofessionalinterpreterscannotcopytheEnglishprofessionalinterpretersteachingmode,adifferentinterpretationteachingobjectivesmustbedesignedaccordingtostudentcharacteristics,teachingcontent,followthedifferentstepsandmethods.
2.3Foreignlanguageteaching
InChina,althoughoursocietyhasaconsiderabledemandofforeignlanguageteaching,anditneverfunctionswellintermsofexplorationsofteachertalk.Therefore,researchofTeacherTalkinChinaseemquiteinadequateandmaynotmeettheactualdemandsofforeignlanguageteaching.WemayrealizethatChineseforeignlanguageteachersdoconcernmostabouttheresearchofthesecondlanguageacquisition,teachingmethodologiesandcross-culturalcommunication,butcaretheleastaboutlanguageclassroomandlanguageteachers.
2.4ImprovelearningEnglishability
Teachersmustteachstudentshowtoimprovelisteningandspeakingability,knowhowtodiscoveravarietyofpronunciationinthelearningprocessrequiresstudentstofocusonmethods,theuseofskills,learnto,andflexible.Thismethodcan,incommunicationapplicationssuchasEnglishlanguage,languageknowledgeandskillstomakeperfectly,therebyincreasinginterestintheinterpretationandeffectoflearningEnglish.
Methodology
4.1Purpose
BecauseofnonEnglishmajorstudentshavetheirownprofessional,thereforeinthestudytime,theprofessionalcoursestudytimegreatlydivertedtheEnglishlanguagelearning,EnglishcoursesandthenumberoftheclassesisfarlessthantheEnglishMajors'curriculumandclassnumber.Toimprovethelevelofgradethreeorfour,alargenumberofvariousprofessionalcoursesfurthersqueezetheEnglishcurriculum,thenon-EnglishmajorstudentsinEnglishcourseinmostuniversities(ESP)only2weeklyclasses,thenumberisnotassociatedwiththesamegradeofEnglishMajorsin.Itisnotdifficulttounderstand,thewholelevelofEnglishforNon-EnglishMajorsinparticulartoEnglish
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