An Experimental Research on a New Vocational English Teaching Model Three Stages in One

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1 An Experimental Research on a New Vocational English Teaching Model Three Stages in One XIE Jie English Department, Hengshui University, P.R.China, xiejieaaa666@163.com Abstract: Based on Constructionism, humanism, needs analysis and task-based teaching, Three Stages in One teaching model is put forward. It is composed of situational-experiencing, communicative training and applicational practicing. It is carried out by stimulating students s interest to study by creating situations, English activities designed according to task-based teaching theory and internship activity outside school. An experimental research method is adopted to conduct a comparative study between the experimental class and the control class in their English study. The new model is applied in instructing the experimental class, whereas the traditional method is used in the control class. The experiment lasts two semesters. It attempts to find out whether there is a significant difference between progress trending of the two classes. An Independent Sample Test is carried out for testing equality of means of their differences between previous and posttest grades. As a result, P-value <0.05.Therefore, there exists a significant difference between progress trending of the two classes. The experimental result proves that the new model is superior to the traditional one and the new model can improve students s practical English ability effectively. Keywords: Three Stages in One teaching model situational-experiencing, communicative training, applicational practicing; practical English ability, experimental research 1 Introduction There still exist some disadvantages in English teaching in higher vocational colleges, such as, the tendency of rigidity of teaching model and examination-oriented education. Thus reforms are needed badly. English lessons in vocational technical colleges are arranged under the guidance of practicality. [1] It aims at an target of the development of actual ability about using language by students. English lessons should not only lay a solid foundation of language knowledge for students but also pay more attention to developing their practical language skills, especially the practical ability in dealing with general and foreign-related business [1]. Therefore, it must be done to break the traditional teaching models, focus on improving students' ability of communication and application of language, establish the student-centered approach, create a more natural language environment to improve teaching and learning atmosphere by the use of multimedia teaching means, strengthen practice activities, improve their practical competence so as to train the talents of application to meet the demands of the society. 2 Theoretical Bases of Constructionism, Humanism, Needs Analysis and Task-based Teaching Constructivist teaching theories believe knowledge is invented by cognizing subjects rather than transmitted from teachers. In humanistic education, learning is not an end in itself; it is a means to progress towards the pinnacle of self development and self-actualization.learners have the potential of self-realization, self-consciousness, self-direction and self-criticism. Therefore, classroom must be student-centered. The teacher's task is not to teach but promote learners to achieve their full potential.teaching aims are to cultivate students' ability to analyze and solve problems and make them obtain happiness and fulfillment through the participation of teaching activities. Needs analysis is to help teachers learn about student's needs, change the teaching methods, carry out teaching tasks. This is crucial for the success of teaching. 541

2 The English task-oriented teaching is to let students "finish work by English" and make them obtain the opportunity to use language through a great amount of pair activities and group activities. It emphasizes learning by using, learning by doing [2] as the best way to learn instead of listening only to teachers' lectures, whether they are studing theories or skills. Base on the above-mentioned teaching theories, combining the Internet, multimedia, traditional classroom teaching and off-campus practice, the researcher puts forward a new vocational English teaching model Three Stages in One and test its effect by the experimental research below. 3 Research Design 3.1 Research purpose The research purpose is to test whether there exists a significant difference between progress trending of the experimental class and the control class in the new teaching model and the traditional teaching mode respectively. 3.2 Research subjects Class One (39 students) in Grade 2005 of Applied English in English department is chosen as the experimental class, Class Two (38 students ) as the control class. The teaching experiment lasts two semesters. The course is Advanced English.The teaching material is Contemporary College English (Book 5 and Book 6) edited by Mei Renyi. The teaching materials and teachesr are identical in the two classes. Students' English are at the same level in general. Their personal learning experiences are similar basically. The teaching hours in their English study are the same. Test results have no significant differences in placement test.the new model is applied in instructing the experimental class, whereas the traditional method is used in the control class. 3.3 Data collection and analysis At the beginning of the first semester, the two classes are tested. The testing results serve as the pretests. Tests are carried out after every semester. The results at the end of the second semester serve as the post-tests. All the data obtained are put into SPSS11.0 to undergo statistic processes including means, standard deviation, t-test and other management. Finally, an Independent Sample Test is carried out for testing equality of means of their differences between previous and posttest grades to see whether there exists a significant difference between progress trending of the two classes. 3.4 Three Stages in One new teaching model and its experimental process Stage one: Situational-Experiencing. The greatest teachers are those who are good at motivating the students. [3] In English teaching the teacher instructs students to experience the reading materials, the listening materials, or the visual materials in the Internet in advance so that students' interest to study can be stimulated. Take Lesson seven Inaugural Address in Book Six [4] for example. It is the inaugural address by John F. Kennedy, the 35 th president of the United States. The speech has a strong sense of rhythm, an aesthetic effect and is highly infectious.the teacher instructs students to watch videos of its original copy to experience the exciting atmosphere in order to arouse a strong interest in learning it and lay a foundation for their deeper study and comprehension of the text.. Stage Two: Communicative Training. The teacher tries to create the environment that is closer to actual working conditions to train students oral English. On this stage, the teacher mainly takes two strategiess. One strategy is to tolerate students mistakes to wait for their own realization. The teacher tries his best to instruct and encourage students to speak English, participate in English activities, performances and discussions. The other straegy is the principle of focused explanation and adequate practicing to save time for students. That is, first, the teacher explains the important points and difficult points. Secondly, students are directed to carry out their group discussion or performance which is related to the theme of the text in question. Thirdly, the teacher designs a situation which is related to the content studied directly or indirectly, at the same time, providing some useful words, phrases and 542

3 sentence patterns to help students to avoid the embarrassment of nothing to say. Lastly, the students can adapt themselves to the communicating training more rapidly. Take Lesson two Two Kinds in Book Five [5] for example. This text is part of the novel The Joy Luck Club which had already been made into a movie. The teacher chooses the most exciting part of the text and requires students to dramatize it in groups. To arouses everybody's enthusiasm, the teacher requires that every group divide and cooperate among themselves to finish the following tasks after class: to dramatize the chosen part, to allocate roles for group members, add some necessary and reasonable actions, to find props and to rehearse for their roles. The teacher also tells them a text drama contest will be held in the audiovisual studio in a week. At the appointed time on the occasion, a group of judges is formed by one member from each group, the teacher, the tutor of the class by special invitation. The judges will score each drama according to their performance. Finally, Most Creative, Premio Miglior cooperazione, Best Actor and Best Actress are awarded. This kind of teaching form aims at activating the teaching material, mobilizing the class, and realizing intercourse of English teaching process in accord to students need and personality. It pays great attention to fostering students autonomous learning, organizing ability, creative thinking, team-work spirit so as to improve students integrated English competence. Stage Three: Application And Practice. Practice bases should be established in local relevant foreign business enterprises. All the chances should be taken to help students to participate in practical application of language practice activities out of school. Take students internship in international trade department of Hengshui Haijiang Filter Press Croup Co., Ltd. for instance. The interns task is to receive foreign clients.the reception office is a window unit of the company, representing the image of the company. The duty includes every aspect of all matters in the reception,whether it is important or trivial. Therefore, the work demands that a receptionist possess extreme comprehensive qualities rather than only the English communicative competence. After the training of international business etiquette and standard reception in English given by the international trade department, the interns are divided into two groups and begin to work under two instructors. In the real work, students have a deep understanding of Principle of Three Combinations in the reception work. They refer to combinations of nationalization and internationalization, full preparation in advance, playing to the score in scene and prompt afterwards sum-up and warm hospitality and respect first. The internship has improved and reinforced students practical English ability one the one hand; on the other hand, students gained lots of precious social experience, such as skills of interpersonal communication, the ways one gets along with others, and so on. This becomes an unforgettable memory of their first close contact with the social employers. To sum up, the three stages discussed above advance step by step and are all linked with one another, inseparable and united into one. Therefore, they form Three Stages in One model. 4 Research Result and Its Analysis At the beginning of the first semester, the two classes are tested. The testing results serve as the pretests. Tests are carried out after every semester. The results at the end of the second semester serve as the post-testes. All the data obtained are put into SPSSfor windows 11.0 to undergo statistic processes including means, standard deviation, t-test and other managements. Finally, an Independent Sample Test is carried out for testing equality of means of their differences between pretest and posttest grades to see whether there exists a significant difference between progress trending of the two classes. The results are shown in the following table. Independent Sample T-test results of Experimental Class and Control Class Experimental Class Control Class t M SD M SD p 543

4 pretests After semester 1 After semester 2 / posttests Posttests minus pretests * *** Notes:M=Mean,SD=standard deviation,t=t-test,significant differences p=0.05 As is shown in the above table, firstly, in the scores of pretest of the two classes, it is easy to know that the mean of the experimental class is 0.45 higher than that of the control class. In Independent Sample T-test, p=0.747,p >0.05,therefore there is no significant difference between the experimental class and the control class. After one semester of experiment, a second test is conducted. Now the mean of the experimental class is 1.92 higher than that of the control class. In Independent Sample T-test, p=0.145,p >0.05,therefore there is still no significant difference between the experimental class and the control class. Then, After two semesters of experiment, a third test is conducted. This is also the posttest. The mean of the experimental class is 3.90 higher than that of the control class. In Independent Sample T-test, p=0.000, P<0.05, therefore, there exists a significant difference between the experimental class and the control class. Lastly, an Independent Sample Test is carried out for testing equality of means of their differences between previous and posttest grades, p=0.000, P<0.05. This result shows that there exists a significant difference between the experimental class and the control class after two semesters of experiment. Therefore, a conclusion can be drawn that Three Stages in One instructing model is superior to the traditional teaching model. 5 Conclusion Three Stages in One instructing model is proved to be superior to the traditional one after two semesters of teaching experiment. Pactical English ability of students in the experimental class is improved more obviously when compared with that of the control class. And a better teaching effect is achieved. However, it is very necessary to intensify co-operation with the enterprise in order to familiarize students with their knowledge about such work posts and to perfect students knowledge structure. In addition, double qualified teachers who know practical technology of first line should be introduced into vocational college English teaching. This is also helpful for students to have more chances to use English in the society. Despite some existing defects of this research, Three Stages in One instructing model has solved the following problems successfully to some degree. First, the guiding role of teachers is properly adjusted; the core status of students stands out prominently. Secondly, concentrating on the applications, oriented by core competence, the core of the new model realizes a transformation from emphasis on knowledge teaching to focus on skills training. Thirdly, The effective use of multimedia and network is a breakthrough of traditionl class in both time and space. Lastly, the enhancement of practice in and out of school emphasizes English communication and application learning by using, learning by doing ; it improves students capacity in finishing some tasks in English in real life. To conclude, Three Stages in One instructing model can improve students s practical English ability effectively and promote their employment competence. References [1]. Department of Higher Education, Ministry of Education. Fundamental Requirements for English Course in Vocational and Three-year Colleges[M]. Beijing: Higher Education Press, 2005:4.(in Chinese). 544

5 [2]. Foreign Language course design:modern Theory and Practice[M]. Shanghai: Shanghai Foreign Language Education Press,2004:125(in Chinese). [3]. Shu Dingfang, Modern Languages Teaching: Theory, Practice and Methods [M]. Shanghai: Shanghai Foreign Language Education Press,2008:160.(in Chinese) [4]. Mei Renyi. Contemporary College English(Book6)[M]. Beijing: Foreign Language Teaching and Research Press, 2002:2002:91~100. [5]. Mei Renyi. Contemporary College English(Book5)[M]. Beijing: Foreign Language Teaching and Research Press, 2002:20~