Practice Research Of Integrated Pedagogy In Oral Tourism English Classes In Vocational Colleges

With the development of international tourism, English is becoming a lingua franca incross–cultural communication. Oral tourism English also shows its importance. However, oraltourism English teaching in the vocational colleges in China is encountered with someproblems. From the teaching practice on oral tourism English in Shanxi Youth VocationalCollege, the author found that the mainly using of Situational Teaching Method during theclass period could not get the ideal improvement in students’ oral tourism English, while theflexible Integrated Pedagogy using can greatly improve the students’ oral tourism Englishlevel.The subjects of this experiment are28students majored in Tourism Management whoenrolled in Shanxi Youth Vocational College in2012, and23students majored in TourismManagement who enrolled in the college in2013. The reasons why choose the subjects thisway are there’s only one class for Tourism Management each year in Shanxi Youth VocationalCollege; moreover, the oral tourism English is arranged in the first semester for the freshmenfor32teaching hours according to the personnel training program. Therefore, the28studentsmajored in Tourism Management who enrolled in the college in2012had to act as thereference subjects in the experiment, and the23students who enrolled in2013as theexperimental subjects. At the same time, Prof. Lai Xiaoping, an oral tourism English teacherof Shanxi Youth Vocational College, played as the observer to participate in the experiment.The aims of the experiment are to quicken the pace of educational reform for spoken Englishin vocational college, to make further improvement in oral tourism English teaching method,and to make great progress on oral tourism English in vocational college. Of course, throughthe experiment, the author also wanted to find the limitations of Integrated Pedagogy, andeven tried to find the further research aspects of the Integrated Pedagogy using.During the experiment, the author took pre-questionnaires, post-questionnaires, pre-test, and post-test on the two classes. In the class2012, the author mainly used SituationalTeaching Method during the teaching period; while in the class2013, the author usedIntegrated Pedagogy during the teaching period. Meanwhile, the author shared her view withProf. Lai and talked about the students’ current oral tourism level with Prof. Lai throughpre-interview and post-interview.After the experiment, the author analyzed all the data from the51students and Prof. Lai.The finding is: applying Integrated Pedagogy to oral tourism English classes will helpvocational college students improve their oral tourism English level better than usingSituational Teaching Method. But there’re also some limitations of Integrated Method. Thefindings on this aspect are: the experiment on Integrated Pedagogy can be expanded into otheroral English classes; more subjects should be involved in it; the teachers should improve theirprofessional skills and teaching enthusiasm quickly; double-professional oral English teachersneed to be trained urgently by vocational colleges.