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高职高专英语教学中语用移情策略的实证研究.docx

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高职高专英语教学中语用移情策略的实证研究 Abstract TheuseoflinguisticstrategiesinteachingEnglishinvocationalandtechnicalcollegeshasbeenatopicofresearchformanyyears.Onesuchstrategyistheuseofemotion-basedlanguage,knownasthelinguisticstrategyofaffectivetransfer.Thisstrategyisbasedontheideathatlanguagecanbeusedtoevokeemotionsandfeelingsinlearners,whichcanhelptoincreasemotivationandengagementinEnglishlanguagelearning.ThispaperseekstoinvestigatetheeffectivenessofaffectivetransferstrategyinEnglishlanguageteachinginvocationalandtechnicalcollegesinChina. Keywords:linguisticstrategies,affectivetransfer,Englishlanguageteaching,vocationalandtechnicalcolleges,China Introduction TheeffectiveteachingofEnglishasaforeignlanguage(EFL)invocationalandtechnicalcollegesinChinaisamajorfocusofeducationalresearchandpolicytoday.Englishisacriticallanguageskillthatisinhighdemandintheglobaljobmarket,andtherefore,vocationalandtechnicalcollegesarerequiredtoensurethattheirstudentsareproficientinthelanguage.Toachievethis,languageteachershavetoadoptvariouslanguageteachingstrategies. Linguisticstrategiesaretechniquesusedbyteacherstoimprovelearners’languageacquisitionandretention.Oneusefulstrategyisthelinguisticstrategyofaffectivetransfer.Affectivetransferistheuseofemotionallanguageinteaching,whichisbelievedtoincreasethelearners’motivationtolearnandthelevelofengagementandparticipationinlanguagelearningactivities.MoststudiesonlanguageteachinginChinahavefocusedonteachingmethodsandtechniques,teachingmaterials,andtheanalysisoflearners’errors.However,littleresearchhasbeendoneontheuseofaffectivetransferstrategyinteachingEnglishinvocationalandtechnicalcollegesinChina.Thisstudyaimstofillthisgap. Background TeachingEnglishtovocationalandtechnicalcollegestudentsinChinaischallengingduetomanyfactors,includingthestudents’lowEnglishproficiencylevel,theirlowmotivation,andlackofengagementinEnglishlanguagelearning.Inaddition,vocationalandtechnicalcollegestudentshavelimitedexposuretoEnglishoutsideoftheclassroom,whichmakestheacquisitionofla