Study On The Teaching Transformation Of English Majors In Application-oriented Universities

When the hurricane of economic transformation and development engulfed the world,innovation and transformation have become the keywords of the times.As the living fossil of the development of the times,language began in practice and was finally applied.Today's English teaching is at the crossroads of transformation.It is a new mission in the era of transforming English majors in application-oriented universities courses by cultivating marketable,high-end,application-oriented English talents in support of economic and social transformation and development.In this study,a blended research method was put in use.On the one hand,10 domestic application-oriented universities were selected as the survey subjects,and English teachers' teaching experience and student learning experience were taken as the survey contents.By using the customized data on the social needs and cultivating quality of English majors graduates provided by MYCOS,the current situation and problems in English majors teaching of application-oriented universities in China were analyzed.On the other hand,three application-oriented universities,including a public application-oriented university,a private application-oriented university,and a mixed-ownership application-oriented university were selected as qualitative research samples.Through the interpretation of different attributes of English majors teaching,such as the four dimensions,the supply of transitional systems,the identity of teacher systems,and the choice of teachers' actions and the organization reconstruction of teaching,the bottlenecks in the teaching transformation were diagnosed and evaluated,the deep roots of the difficulties in transition were reflected,and the practical strategies for smooth transition were explored and summarized.In order to enhance the scientific and logical rigor of research,the study attempted to build a theoretical framework for the transformation of English teaching for application-oriented universities on the basis of reference and appropriate transformation of new institutionalism theory.It was a dynamic,four-dimensional spiral theoretical framework that integrated "system supply-system identity-behavior selection-organization reconstruction".The teaching transformation framework was demonstrated from both macro and micro perspectives,and the concept was expanded.Firstly,in the view of the university organization,the study explored the institutional responses of multi-stakeholders in teaching transformation.In the multiple process of the formation and change of this teaching system,the study analyzed the status of system supply and system demand for English majors teaching transformation.Secondly,the formal institutional supply of teaching transformation was analyzed by using macro-level institutional environment and technological environment.Differences in the cross-relationship between the technological environment and the institutional environment would result in different combinations.Various situations will make different institutional supply choices for teaching organizations.Thirdly,in the comprehensive analysis framework,the micro-foundation of the analysis of the teaching transformation system was an analysis key of the study,scanning the system identity and behavior selection status of teachers in different application-oriented universities.The comprehensive analysis framework included the macro framework of the institutional environment,the meso-level framework of the colleges and teaching organizations,and the micro-framework of the organizational identity and individual transition identification and behavior of the teaching organization.In the end,the study was focused on the teaching organization reconstruction based on feedback from the college's organization and the teachers' transformation.The study centered on the core question of why it is difficult to promote the transition of English majors teaching in the field of application-oriented university organizations.It uses a hybrid research method and integrated the results of quantitative surveys and qualitative in-depth interviews.On the basis of the theoretical framework of the theory,three kinds of application-oriented universities were taken as the main line,the English majors teaching transformation in public,private and mixed-ownership application-oriented universities,exploring the transition path of English majors teaching for application-oriented universities in China.The main body of the paper was divided into three parts.To begin with,by constructing a dynamic four-dimensional spiral model of the English majors teaching transformation of application-oriented universities,the study analyzed the internal and external environment of transition and explored the mechanism and relationship of the four dimensions of teaching transformation.In addition to that,through questionnaires and quantitative analysis,the study conducted an overall scan of the current situations of English majors teaching of application-oriented universities in China,simplified the problem,and focused on the bottleneck.Last but not least,through the follow-up observation on the different application-oriented university transformation of English majors teaching and the in-depth interviews with teachers,the study described the emotional struggle of teachers' teaching transformation,explored the innovative practice of teaching reconstruction,reconstructed the teaching transformation theory and made targeted teaching transformation strategies.The study drew the following conclusions:First of all,the dynamic four-dimensional spiral model constructed in the study created an action chain for application-oriented university English majors teaching transformation.Teaching transformation spiraled and evolved under the combined effects of the four major factors(teaching system supply,teacher system identification,teacher action selection,and teaching organization reconstruction)and the three major mechanisms(cooperative mechanism,psychological mechanism,and feedback mechanism).What's more,under the guidance of the logic of teaching transformation with the application of disenchantment——rationalization enchantment——innovation back-enchantment,the transformation of English majors teaching in different application-oriented universities need to go through a period from academic English teaching to applied English teaching and the second transformation from traditional general English teaching to teaching of "EGP(English for General Purpose)+ESP(English for Special Purpose)".At the same time,it promoted the application-oriented transformation of matching teaching concepts,teaching models,curriculum systems,practical teaching systems,teaching management,and teacher development.The application-oriented universities with different colleges and universities' attributes,students' conditions,and teaching foundations had different stages and particular characteristics in their English teaching transformation.The study proposes the following transformation proposals for English majors teaching:In the First place,in the aspect of upgrading the supply of transformation,demand-oriented,the supply and demand of the teaching transformation system should be matched;the shortages should be checked to ensure that there is no gap in the supply of the teaching transformation system;the upgrading of the teaching system should be made to keep pace with the times;the bottom line should be adhered to and the teaching transformation system must be made in order to communicate and coordinate and to make the teaching transformation system diversified and improved.In the second place,in the aspect of strengthening the teaching system transformation identity,it is supposed to stimulate the driving force behind the transformation of teaching and meet the teachers' demands of interests and psychological motivation;grasp the transformation of secondary teaching force and deepen the system identity perception of teachers in transformation;lock the force of transformation tendency and stimulate teaching participation motivation;clearly discern the system transition of teaching and change teachers' attitude of participation in the transformation.In the third place,in the aspect of promoting the rational and high-efficiency aspects of transformation operations,it is supposed to guide navigation,define the direction of the teaching transformation,draw up blueprints,plan the transition and development of teachers' careers,take advantage of them,and highlight the important points and difficulties in teaching transformation.In the fourth place,in the aspect of reconstructing the quality and efficiency of teaching organizations,it is supposed to reengineer the processes and links;adopt students as the foundation and the ability to guide;innovate teaching,strengthen the application;provide technical support,and complement the short board;and manage transformation and share governance together.