a study on the effectiveness of vocational english instructional design

1、<p>　　A Study on the Effectiveness of Vocational English Instructional Design</p><p>　　Abstract. Instructional design in class generally includes the analysis of learners， the analysis of learning conte

2、nts， the design of teaching objectives， the design of teaching strategies， the design of teaching process， instructional media design， class assessment and other aspects. The correct understanding and handling of every a

3、spect are closely related to the effectiveness of instructional design. In the Instructional Design of Vocational English， the combination with the professional serv</p><p>　　Key words： Vocational English te

4、aching； Instructional design； Effectiveness. </p><p>　　1. Preface </p><p>　　Instructional Design is a systematic process that is employed to develop education and training programs in a consiste

5、nt and reliable fashion. In addition， Instructional Design models or theories may be thought of as frameworks for developing modules or lessons that increase and/or enhance the possibility of learning and encourage the e

6、ngagement of learners so that they learn faster and gain deeper levels of understanding. [1] General class instructional design contains learners’ analysis， the a</p><p>　　2. The effectiveness of learners’ a

7、nalysis </p><p>　　Before class， teachers should first analyze the learners systematically， including learners 'cognitive development characteristics， learners’ initial level， learners’ learning needs， le

8、arners' learning styles， learners’ multiple intelligences and so on. Modern instructional design emphasizes the necessity and importance of the analysis of learners before class to promote learners to learn in an eff

9、ective way. I’m teaching two classes majoring in logistics. The learners from Class One have higher</p><p>　　3. The effectiveness of the analysis of learning content </p><p>　　Teachers should be

10、 aware that the implementation of the course is not a "copy" process in which the course is developed by experts and passed to the teachers and then passed by teachers to students. On the contrary， the course s

11、hould be constructed and generated in the interpretation with the learners through the understanding and explanation of the teachers， which is beneficial to converse the course knowledge into part of the learners' co

12、gnitive structure. So， teachers should analyze teaching </p><p>　　While teaching Unit 8 Employment and Job Service， from Applied English Integrated Course Ⅱ published by Foreign Languages Press， I found that

13、 the students were not interested in two articles （one is about the employment status of graduates in the UK； the other is about how to adapt to your new job） in the textbook. Perhaps because the materials are too far aw

14、ay from their real life and there is no intersection with the students' cognitive structure. In view of this situation， I chose another art</p><p>　　In short， teachers should try to change their roles to

15、 study and develop more suitable teaching and learning materials and contents and use them under the guidance of teaching theory and curriculum to make it more suitable for learners’ characteristics and then to converse

16、the teaching course into learning course in order to make the instructional design produce better results. 　　4. The effectiveness of the design of teaching objectives </p><p>　　Teaching objectives （or learn

17、ing objectives） should be a specific and clear statement of the behaviors of the learners through teaching. Teaching objectives also are known as behavioral targeting， which emphasizes the observability and scalability o

18、f educational outcomes. The accurate and reasonable teaching goals are also helpful to reach a certain teaching effectiveness. So， in the design of teaching objectives， the following aspects should be paid attention to.

19、</p><p>　?。?） The actors of teaching objectives must be learners but not teachers. So it is not appropriate to describe teaching objectives as "training the capacity ..." and so on， because the act

20、ors of these actions are teachers， not students. </p><p>　?。?） Teaching objectives have to be described using the results of the teaching and learning activities rather than using the process of teaching act

21、ivities. For example， “the listening ability of learners should be trained in the teaching process”. Obviously， this kind of description is not appropriate， for it can’t express the ultimate results of teaching activitie

22、s and also make it hard to t evaluate the teaching effectiveness. </p><p>　?。?） The verbs to describe teaching objectives should be specific， but not abstract or empty. Such as “know， understand， grasp， enjo

23、y …” the meanings of these words are too broad， making it difficult to evaluate teaching effectiveness. Try to use such words as "operate， say， list， compare， repeat， select， design" to describe the specific ac

24、tion. </p><p>　?。?） The classification theory of teaching objectives. Classifying teaching objectives can not only make trivial targets become orderly， but also prevent omissions and biases in the target ana

25、lysis. At the same time， it can make teaching objectives hierarchical to meet different learning groups achieve more rational teaching effectiveness. [1] The teaching objectives of Higher Vocational English include quali

26、ty targets in addition to knowledge and ability ones to develop humanities and profession</p><p>　?。?） Listing some important phrases in this unit and pointing out the features and precautions of Noun Clause

27、 </p><p>　?。?） Retelling the three main factors causing the difficulties of employment in Britain and comparing the difference with the employment difficulties in China. </p><p>　?。?） Discussing

28、 and designing your own resume. </p><p>　　Obviously， the teaching objectives above are simple， clear and easy to reach， which can help to achieve the effectiveness of instructional design. </p><p&

29、gt;　　5. The effectiveness of the design of teaching methods </p><p>　　and strategies </p><p>　　The choice and design of teaching methods and strategies in the teaching process should be targeted

30、， that is to say， different teaching contents and objects should select and design different teaching methods or strategies. Some teaching methods and strategies， such as lecture methods， discussion methods， situational

31、and communicative approaches， task-based teaching methods etc， are often used in Vocational English class teaching. These teaching methods and strategies should be suitable to learn</p><p>　　6. The effective

32、ness of the design of teaching activities </p><p>　　Teaching activities are some kinds of interaction between teachers and students or students and students which are designed to achieve specific learning ob

33、jectives. These teaching activities can be divided into the start of teaching， language learning， language practice and several other types. Teaching activities can be carried out in a different order according to teachi

34、ng needs， and also can be used alternately. [2] Teaching activities are intended for teaching goals， so the most effective ac</p><p>　　（1） The choice and design of teaching activities should depend on learne

35、rs' actual level to maximize their motivation to learn； </p><p>　?。?） Class management factors should be considered. Certain activities can be completed individually， some activities in pairs and others

36、in groups； </p><p>　?。?） Different levels of activities should be intended for different learners with different English levels to carry out the activities smoothly； </p><p>　?。?） Please fully r

37、ealize the time required for the organization and preparation of the activities and ensure that students should have sufficient time to organize， and complete the activities while the feedback time can be shorter dependi

38、ng on the case； </p><p>　?。?） The more real the activities are designed， the better effectiveness will be. In this way， learners can do it naturally through learning. [3] </p><p>　　As for vocati

39、onal English teaching， the closer to the professionals and work the students major teaching activities are designed， the more obvious teaching effectiveness there will be. </p><p>　　Also taking Employment an

40、d Job Services for example， at the beginning， I designed a question to let students discuss and answer， “What are you planning to do when graduating from colleges？” During the step of language learning， I let the student

41、s discuss and answer “Will you choose a hard， dirty， and disgraceful job if you can't find a better one？ And why or why not？” Finally， I designed some activities in which the students interviewed some students who ha

42、d graduated to know about the employmen</p><p>　　It can be seen that the teaching activities mentioned above are closely linked to the teaching process and students participate with high interest and the eff

43、ectiveness is good. </p><p>　　7. The effectiveness of the design of teaching media </p><p>　　Teaching media is a kind of tool used for carrying and delivering teaching information and also an el

44、ement of teaching systems. The more types of teaching media there are， the wider the channel of delivering teaching information will become. The role of teaching media is not only to transmit information， but also helpfu

45、l to stimulate students’ interest， form a good personality and to promote students to understand and grasp knowledge and skills. [4] In order to achieve expected teaching effectiv</p><p>　?。?） The unity of t

46、eaching media and teaching objectives. Teaching objectives are the guiding ideology throughout the entire process of teaching and learning activities， which not only provide the content and manner of teaching activities，

47、 but also control the choice of media types and content. </p><p>　　（2） The unity of teaching media and teaching content. Different subject contents decide different teaching media； even in the same subject，

48、different unit contents require different teaching media. </p><p>　?。?） The unity of teaching media and learners’ cognitive level. Learners of different ages have different cognitive levels， which needs diff

49、erent teaching media. Therefore， the choice of teaching media must take the characteristics of their age into account. </p><p>　?。?） The unity of teaching media and learners’ learning styles. Different learn

50、ers have different learning styles， and some tend to be auditory learners， some are visual learners and others tactile learners. [5] </p><p>　　In short， different audience groups must be taken into account i

51、n the selection and use of teaching media rather than choosing and using a ready-made media blindly and randomly. </p><p>　　8. The effectiveness of teaching evaluation and assessment </p><p>　　C

52、lass evaluation and assessment include learning assessment and teaching evaluation. Learning evaluation mainly points to students’ learning attitude， learning behavior and learning effectiveness. Teaching evaluation main

53、ly points to the organization， management， evaluation of class activities and some other factors related to this， is a kind of analysis of teaching effectiveness and teaching process and also an integral part of a whole

54、teaching process， which plays an important role of promotin</p><p>　　In general， vocational English teaching evaluation can be divided into the following variety of evaluation according to evaluating forms，

55、evaluating subjects and evaluating points of view. </p><p>　　9. Conclusion </p><p>　　In short， it is helpful to carry out teaching contents and achieve teaching effectiveness if the aspects of i

56、nstructional design mentioned above are prepared well. So， in accordance with this instructional design， vocational English is no longer the headache and fear of its learners， but a bridge leading to future professionals

57、. </p><p>　　References </p><p>　　1. He Kekang， Zheng Yongbo， Xie Youru. 2002. Instructional System Design. Beijing： Beijing Normal University Press. </p><p>　　2. Gong Yafu， Luo Shao

58、qian. 2006. Task-based language teaching. Beijing： People's Education Press. </p><p>　　3. Zhu Ping， Su Chenjie. 2007. The design and application of English teaching activities. Shanghai： East China Norma

59、l University Press. </p><p>　　4. Pi Liansheng. 2000. Instructional Design - the theory and technology of psychology. Beijing： Higher Education Press. </p><p>　　5. Lu Ziwen， Wang Duqian. 2006. Ne

60、w English teaching theory. Shanghai： East China Normal University Press. </p><p>　　6. Gagne， Briggs， Wager. 2001. Instructional Design. Shanghai： East China Normal University Press. </p><p>　　7.

61、 O’Mally， J.M.& Chamat，A.U. 1991. Learning Strategies in Second Language Acquisition. Cambridge： Cmbridge University Press. </p><p>　　8. Ellies. R. 2003. Tasked-based Language Learning and Teaching. Oxfo