In the context of globalization,college English teaching plays a vital role in cultivating talents with an international perspective.This study takes Geely University of China as a case,analyzing the existing issues w...In the context of globalization,college English teaching plays a vital role in cultivating talents with an international perspective.This study takes Geely University of China as a case,analyzing the existing issues within its English teaching team in terms of structure,curriculum design,and team collaboration.Utilizing the fundamental viewpoints and principles of educational ecology,the study proposes a cluster-based development model for teaching teams.It delineates specific pathways for team construction,aiming to enhance team cohesion and collaborative efficiency,foster professional development among teachers,and thereby achieve an overall improvement in the quality of college English teaching.展开更多
In order to identify and improve the level of situational crisis of college students,this paper studies and analyzes the identification and intervention strategies of situational crisis of college students,in order to...In order to identify and improve the level of situational crisis of college students,this paper studies and analyzes the identification and intervention strategies of situational crisis of college students,in order to provide references for the realization of early detection and prevention of situational crisis,improvement of intervention ability and formulation of college students'mental health service system.展开更多
This study adopts a case study approach to investigate the impact of the L2 motivational self system on Chinese undergraduate students participating in English Medium Instruction(EMI)programs.Through individual case a...This study adopts a case study approach to investigate the impact of the L2 motivational self system on Chinese undergraduate students participating in English Medium Instruction(EMI)programs.Through individual case analyses within authentic environments,the research explores how the ideal L2 self and external pressures influence students'willingness to communicate and decision-making processes in EMI settings.Three participants engaged in EMI programs were interviewed via the Tencent Meeting platform.The study employed NVivo software for qualitative data analysis.The results indicate that the ideal L2 self plays a crucial role in shaping students'willingness to communicate in EMI classrooms.Students with a clear ideal L2 self demonstrate higher levels of participation and engagement,driven by their desire to bridge the gap between their current English proficiency and their ideal level.Furthermore,external pressures,such as family expectations and career aspirations,contribute to the formation of the ought-to L2 self.While these pressures enhance students'motivation to improve their English skills,they may also induce anxiety and reluctance to participate,stemming from the fear of negative evaluation.Additionally,the ought-to L2 self strongly influences students'decisions to enroll and actively engage in EMI programs.While EMI programs align with students'personal and professional goals,individual differences in self-concept lead to variations in communication willingness among students.展开更多
文摘In the context of globalization,college English teaching plays a vital role in cultivating talents with an international perspective.This study takes Geely University of China as a case,analyzing the existing issues within its English teaching team in terms of structure,curriculum design,and team collaboration.Utilizing the fundamental viewpoints and principles of educational ecology,the study proposes a cluster-based development model for teaching teams.It delineates specific pathways for team construction,aiming to enhance team cohesion and collaborative efficiency,foster professional development among teachers,and thereby achieve an overall improvement in the quality of college English teaching.
基金This paper is a research on Situational crisis of students under the theory of"Psychosocial Transformation Model"of Youth project of 2024 university-level scientific research project of Chengdu Foreign Languages University——a case study of first-year students in Yibin Campus of Chengdu Foreign Languages University(KN24LC009).
文摘In order to identify and improve the level of situational crisis of college students,this paper studies and analyzes the identification and intervention strategies of situational crisis of college students,in order to provide references for the realization of early detection and prevention of situational crisis,improvement of intervention ability and formulation of college students'mental health service system.
文摘This study adopts a case study approach to investigate the impact of the L2 motivational self system on Chinese undergraduate students participating in English Medium Instruction(EMI)programs.Through individual case analyses within authentic environments,the research explores how the ideal L2 self and external pressures influence students'willingness to communicate and decision-making processes in EMI settings.Three participants engaged in EMI programs were interviewed via the Tencent Meeting platform.The study employed NVivo software for qualitative data analysis.The results indicate that the ideal L2 self plays a crucial role in shaping students'willingness to communicate in EMI classrooms.Students with a clear ideal L2 self demonstrate higher levels of participation and engagement,driven by their desire to bridge the gap between their current English proficiency and their ideal level.Furthermore,external pressures,such as family expectations and career aspirations,contribute to the formation of the ought-to L2 self.While these pressures enhance students'motivation to improve their English skills,they may also induce anxiety and reluctance to participate,stemming from the fear of negative evaluation.Additionally,the ought-to L2 self strongly influences students'decisions to enroll and actively engage in EMI programs.While EMI programs align with students'personal and professional goals,individual differences in self-concept lead to variations in communication willingness among students.
