A Practical Study Of Immersion Foreign Language Teaching In College English Teaching

Immersion foreign language teaching originated from French teaching in Canada.In the 1970 s,in Quebec,eastern Canada,parents of some English-speaking children wanted the school to help children learn French so that they could use both legal languages in the future.To meet this requirement,French is widely used in history,geography,psychology and sports.These children gradually learn French and reach their parents' wishes.Through achieving the goal of “language education” by teaching courses with target language,Canada's immersion foreign language teaching method is considered to be the most successful bilingual teaching model,which is widely used in various social,cultural and political environments.Since then,many countries around the world have been improving their immersion teaching model,for example,the US two-way immersion teaching mode is one of the most unique ones.Since 1989,Hungary has conducted immersion bilingual teaching experiments in English,German,Russian and Italian.Countries such as Australia and the Netherlands are engaged in different types of second language immersion teaching models and have achieved good results.It is a very sensible move to adopt a bilingual education system based on the Singapore Government's English language,which is fully in line with national conditions.On the basis of consulting a lot of literature at home and abroad,this study systematically collates and analyses the concepts,types and characteristics of immersion foreign language teaching and its theoretical basis.Then,based on the author's internship experience in a university in Zhuhai,Guangdong Province and the basic principles of the Canadian immersion foreign language teaching model,this study attempts to explore the application of immersion foreign language teaching in College English teaching,and empirical research has been carried out.In this paper,quantitative and qualitative methods are used to explore the following three aspects through comparative experiments,English proficiency tests and questionnaires.1.What changes have students made in learning oral English through immersion foreign language teaching methods? 2.What changes have students made in English listening through immersion foreign language teaching methods? 3.What changes have students made in learning English culture through immersion foreign language teaching methods?According to the results of the English proficiency test at the beginning of the school,the author selected two classes with similar initial English proficiency,25 students each,one class is regarded as the experimental class,using immersion foreign language teaching method,the other class is regarded as the control class,using the traditional foreign language teaching method.Through a semester of study,the students in two classes were tested and questionnaires were conducted again at the end of the semester.The results of the experiment and the survey show that the students participating in immersion foreign language teaching improve their English listening,speaking,reading and writing skills apparently faster than those in traditional foreign language teaching methods.In the course of the study,the author finds that in the process of immersion English learning,students have a more active attitude towards English learning,besides acquiring a lot of social and cultural knowledge besides books.Based on the empirical research,observation and summary over the past six months,the author believes that under the current network technology conditions,immersion foreign language teaching in college English teaching is completely feasible and to a large extent makes up for the shortcomings and deficiencies of traditional teaching.