Innovative Construction of Employment-oriented Two-year Vocational English Teach

Foreign Languages Department, Handan Polytechnic College, Handan, Hebei 056005, China 056005

Abstract. This paper by analyzing the current situation and problems in China's current two-year vocational college English teaching system, employment-oriented focuses on developing students' professional competence jobs for Reconstruction and innovative two-year vocational college English teaching system reform ideas, curriculum segments, curriculum construction, teaching design, teaching evaluation model and extracurricular teaching supplement five in-depth discussions, in order to make it more effective, science, flexibility and professional relevance, and lay a good foundation for English language students' future employment and real work.

Keywords: Vocational Colleges; Two-Year System; College English; Teaching System; Innovation

1. Introduction

Currently, two-year vocational college has been involved in finance and economics, art, sports, management, machinery and other professionals, especially Enrollment professional. However, as the two-year vocational English teaching hours are greatly reduced, the current two-year English teaching system has many scientific and non-adaptive. To complete the development and promulgation of the "Vocational English courses teaching basic requirements of the teaching objectives of education" issued by Department of Higher Education, lay a good job working in English language foundation for the students' future career to meet the employment needs of students, teaching system reform and innovation is imperative.

2. Two-year English teaching system status quo

According to the survey, the current two-year English teaching primarily is in two modes. One is front style. Some schools in the two-year professional English teaching professionals still use a three-year teaching program, but due to class greatly reduced the number of operators can only talk about how to complete the entire course content, the basic English teaching, often do not have time professional English section start speaking. The other is second stage. Some schools in order to meet the limited teaching hours, only set up professional English classes, resulting in lack of convergence between high school and college English teaching is. Neglecting students’ Basic English teaching make students have difficulties in the acquisition of professional knowledge of English, influencing teaching. In addition, a two-year vocational schools specializing in English teaching hours are not the same, as some schools offer three semesters, some offer two semesters and some offer some 4 hours per week, as well as 2 hours per week. So, for a two-year vocational English teaching, how to make reasonable arrangements for the classroom and build a scientific system to improve teaching effectiveness, scientific, systematic and targeted job is an important issue we face now.

3.2 Parallel advance, three-dimensional construct

Two-year vocational English teaching is divided into five special parallel plates, including pronunciation, vocabulary, reading, communicative and professional English, abandoning the traditional package of comprehensive English training model. It launched five modules in parallel. In the first week of enrollment (4 hours), it strengthens the voice parts mainly for students to master the IPA pronunciation rules and mouth, and through training courses under the task left to the students, achieve the purpose of setting the right voice. From the second week it began using 10 weeks (40 hours) time on the outline of the provisions of the special vocabulary enhancement, quickly resolve students learning English vocabulary constraints of the problem, and lay a solid foundation for the later study. Reading through the 10 weeks (40 hours) of special training, consolidate vocabulary, grammar review and improve the reading, translation capabilities. The next 10 weeks (40 hours) is for communicative competence training, including daily communication listening and speaking training, and communication style, such as letters, resumes, fax writing training. Finally, 10 weeks (40 hours) is used for intensive professional English, whose main task is the scene of English professional job training to improve students' English ability to meet the needs of post work. The above five sections need 164 hours of teaching totally, without more burden to the total two-year vocational professional class, which is entirely feasible.

3.3 Professional personality and featured programs

Despite there are similarities among English teaching professionals of two-year vocational high school, however, there are still significant differences in the students' basic English, professional features, the ability to demand jobs and other aspects, which requires English teaching reform must be personalized, abandon the traditional single school English teaching practice programs, depending on the specific circumstances and characteristics of professional "tailor", targeted to different professional tailor different teaching programs and curricula, so that students of English teaching more in line with reality, more prominent professional features. For example: foreign professionals with higher English proficiency requirement can consider to appropriately increase the total number of hours of teaching English class and communicative teaching modules; generally for good English-based professionals, they can consider appropriately reduce the hours of vocabulary teaching modules, only strengthen A level students vocabulary. In short, we should, depending on the specific reality of professional, scientifically and personalize arrange five teaching modules proportion of the difficulty of teaching, teaching schedule and teaching methods. Meanwhile, we adjusted annually according to changes in the actual situation and job newborn needs in a timely manner professional teaching programs, teaching programs and curricula to maintain the scientific and flexibility. This approach is also consistent with the principles and the "Vocational Education English Teaching basic requirements".

3.5.3 Environment extension

Research shows that a good English environment will help students learn English. Therefore, we can make use of spare time, and create a strong learning atmosphere on campus by English Corner, posters, broadcasts in English, English movies, English competition, English and English evening lectures and other forms of English, so that students will learn knowledge in the joy.

In short, in the practice of teaching, vocational colleges should, with the spirit of "seeking truth from facts, theory and practice", actively explore, summarize, and timely adjustment the two-year vocational English teaching reform. Only in this way, we can gradually form a truly distinctive two-year vocational English teaching system with vocational training objectives, meeting the students' practice and serving the professionals.

References

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