Computer-assisted Foreign Language Education 

Abstract: This study reports a university-based foreign language educational experiment on flipped classroom instruction based on self-developed College English MOOC( massive open online courses). The paper first analyzed the typical features of MOOC and how they can be incorporated into College English curriculum design. Then, the educational practice of college English MOOC development and flipped classroom instruction was introduced.Quantitative and qualitative data analyses of the learners' feedback showed that the MOOC-based flipped classroom instructional model is suitable for College English teaching. Both MOOC and the flipped classroom designs are highly recognized by the students. It also showed that a coordination of MOOC and flipped classroom teaching can lead to fully blended learning in foreign language education supported by information technology.

Abstract: The concept of English for liberal education(ELE) is recently emerging in College English Teaching (CET) and increasingly gaining popularity.It is strongly recommended as a turning point or key point of the development of CET.Based on the analysis of the views of foreign language teaching experts and the trend of the nonmajor English teaching in the world,the paper arrives at the conclusion that the orientation of CET is academic English rather than ELE.The further analysis of ELE's background and definition reveals that ELE in CET is nothing more than English courses of the humanities(ECH).Despite a laudable attempt to learn English through content and to meet the individualized needs,the courses are one kind of optional courses of CET and they should not be viewed as the mainstream and even orientation of CET.

Abstract: This paper studies the use of chunks in Chinese learners' English argumentative writing based on SWECCL corpus.The results of the study show that(a) Chinese students used fewer types of chunks and overused three-word chunks;(b) Those high-frequency chunks used by Chinese learners can be classified into ten categories,with a dominance of noun/pronoun + verb,noun and verb phrases;(c) Chinese learners show some features of spoken register in chunk use;(d) Chinese learners differ in the use of passive and active sentence builders from the native speakers.