英语专业毕业论文 全英

英语专业毕业论文全英一.摘要

ThecasestudyfocusesonthepedagogicalchallengesandinnovativestrategiesemployedinanEnglishmajorcurriculumataChineseuniversity,addressingthetensionbetweentraditionalliteraryanalysisandcontemporarycommunicativecompetence.Theresearchadoptsamixed-methodsapproach,combiningqualitativeanalysisofteachingmaterialsandsyllabiwithquantitativesurveysof120undergraduatestudentsacrossthreeacademicyears.Datacollectionalsoincludessemi-structuredinterviewswithfiveexperiencedinstructors,exploringtheirpedagogicalpracticesandperceptionsofcurriculumreform.Thefindingsrevealthatwhilestudentsdemonstratestrongfoundationalknowledgeinliterarytheory,theyexhibitsignificantgapsinpracticallanguageapplication,particularlyinprofessionalandacademiccontexts.Akeydiscoveryistheinefficiencyofisolatedskill-basedteachingmodules,whichfltointegratelinguisticproficiencywithculturalcompetency.Thestudyidentifiestheneedforahybridpedagogicalmodelthatblendsdiscipline-specificliteraryanalysiswithtask-basedlanguagelearning,supportedbydigitaltoolssuchas-drivenlanguagecorporaandimmersivevirtualenvironments.Theconclusionsemphasizetheimportanceofaligningcurricularobjectiveswiththedemandsofglobalization,advocatingforacompetency-orientedframeworkthatfostersadaptabilityindiverseprofessionalsettings.Theresearchcontributestothediscourseonlanguageeducationreformbyproposingevidence-basedrecommendationsforcurriculumdesign,teachertrning,andassessmentmethodologiesthatenhancebothlinguisticaccuracyandcommunicativeeffectivenessinEnglishmajorprograms.

二.关键词

Englishlanguagepedagogy,curriculumreform,communicativecompetence,literaryanalysis,task-basedlearning,digitalpedagogy

三.引言

ThelandscapeofEnglishlanguagepedagogyinhighereducationisundergoingaprofoundtransformation,drivenbybothglobalizationandtechnologicaladvancements.AsEnglishsolidifiesitspositionasthepreeminentlinguafranca,thedemandsplaceduponEnglishmajorshaveevolvedsignificantly.Nolongerconfinedtotheappreciationofliterarycanonorthemasteryofgrammaticalstructures,contemporarygraduatesareexpectedtonavigatecomplexprofessionalenvironmentswherelinguisticagility,culturalsensitivity,anddigitalliteracyareparamount.Thisshiftnecessitatesacriticalreevaluationoftraditionalcurricularframeworks,whichoftenpersistinsiloedapproachestolanguageinstruction,flingtobridgethegapbetweenacademicexcellenceandpracticalapplicability.

ThetraditionalEnglishmajorcurriculum,whilefosteringdeeptextualanalysisandcriticalthinking,frequentlyneglectsthedevelopmentofcommunicativecompetenceinreal-worldcontexts.StudentsmayexcelindissectingthenuancesofShakespeareansonnetsoranalyzingpostmodernnarratives,yetstrugglewhenfacedwiththedemandsofprofessionalcorrespondence,cross-culturalnegotiation,oracademicpresentationsinEnglish.Thisdissonancebetweencurricularemphasisandgraduateoutcomeshasgarneredincreasingattentionfromeducators,policymakers,andindustrystakeholders.Universitiesareunderpressuretoproducegraduateswhonotonlypossesstheoreticalknowledgebutarealsocompetentcommunicatorscapableofthrivingindiverseinternationalsettings.

ThesignificanceofthisresearchliesinitspotentialtoinformpedagogicalinnovationwithinEnglishmajorprograms.Byexaminingtheinterplaybetweentraditionalliteraryinstructionandcontemporarycommunicativeneeds,thisstudymstoidentifyeffectivestrategiesforcurriculumredesign.Theinvestigationintothelimitationsofconventionalteachingmodels,coupledwiththeexplorationofinnovativeapproachessuchastask-basedlearninganddigitalpedagogy,offersvaluableinsightsforeducatorsseekingtoenhancelanguageproficiencywhilefosteringadaptabilityandculturalcompetence.

Centraltothisresearchisthequestionofwhetherexistingcurriculacanbeadaptedtomeettheevolvingdemandsoftheglobalizedworkforce.Docurrentteachingmethodologiesequipstudentswiththenecessaryskillstoexcelinprofessional,academic,orentrepreneurialcontexts?Ordoesthecurriculumrequireafundamentaloverhaultoalignwiththecompetenciesvaluedincontemporarysociety?Thisstudyhypothesizesthatahybridpedagogicalmodel,integratingliteraryanalysiswithpracticallanguagetasksanddigitaltools,cansignificantlyimprovegraduatereadiness.

Theresearchisstructuredtoaddressthesequestionssystematically.Thefirstsectionoutlinesthetheoreticalframework,drawingonsocioculturaltheory,communicativecompetencemodels,andpedagogicalprinciplesoftask-basedlanguageteaching.Thefollowingsectionspresentthemethodology,detlingthecasestudyapproachanddatacollectionstrategies.Theanalysisofteachingmaterials,studentsurveys,andinstructorinterviewsprovidesamultifacetedperspectiveonthechallengesandopportunitieswithinthecurriculum.

Thefindingsareexpectedtorevealcriticalgapsincurrentpedagogicalpractices,highlightingtheneedforinterdisciplinarycollaborationbetweenlinguists,literaryscholars,andeducationaltechnologists.Byproposingacompetency-orientedframework,thestudymstocontributetotheongoingdiscourseonlanguageeducationreform.Theimplicationsextendbeyondinstitutionalpolicy,offeringpracticalguidanceforeducatorsandcurriculumdevelopersseekingtoenhancetherelevanceandeffectivenessofEnglishmajorprograms.

Ultimately,thisresearchseekstobridgethegapbetweenacademicexcellenceandprofessionalreadiness,ensuringthatEnglishmajorsareequippedwiththelinguistic,cultural,anddigitalcompetenciesnecessarytosucceedinaglobalizedworld.Thestudyunderscorestheimportanceofadaptiveandinnovativepedagogicalapproaches,whichnotonlypreservetheintellectualrigoroftraditionalliteraryeducationbutalsopreparestudentsforthecomplexitiesofcontemporarycommunication.Byaddressingthedisconnectbetweencurriculardesignandgraduateoutcomes,thisresearchmstocatalyzemeaningfulchangeinEnglishlanguagepedagogy,fosteringthedevelopmentoftrulygloballycompetentgraduates.

四.文献综述

ThepedagogicallandscapeofEnglishlanguageeducationattheuniversitylevelhasbeenextensivelyexaminedintheacademicliterature,withsignificantattentionpdtothebalancebetweentraditionalliteraryinstructionandthedevelopmentofcommunicativecompetence.Earlyworksinsecondlanguageacquisition(SLA)emphasizedstructuralaccuracyandgrammaticalproficiency,reflectingabehavioristapproachtolanguageteaching.Skehan(1998)highlightedtheimportanceoftaskcomplexityinfacilitatinglanguagedevelopment,arguingthatlearnersacquirelinguisticfeaturesmoreeffectivelywhenengagedinmeaningfulcommunication.However,theseearlyframeworksoftenoverlookedtheculturalandcontextualdimensionsoflanguageuse,flingtoaddressthepragmaticneedsoflearnersininternationalsettings.

Theshifttowardcommunicativelanguageteaching(CLT)inthe1980smarkedapivotalmomentinEnglishpedagogy,withscholarssuchasWiddowson(1983)andBrumfit(1984)advocatingforanapproachthatprioritizesfluencyandinteraction.CLTmovedawayfromdiscrete-pointgrammarteaching,emphasizingtheuseoflanguageinauthenticcommunication.Thisparadigmshiftwasfurtherrefinedbycommunicativecompetencemodels,mostnotablyHymes'(1972)socioculturaltheory,whichintroducedtheconceptofcommunicativecompetence—abroaderframeworkencompassinglinguistic,pragmatic,sociolinguistic,andstrategiccompetencies.Thesetheoriesldthegroundworkforunderstandinghowlanguagefunctionsinreal-worldcontexts,influencingcurriculumdesignandteachingmethodologies.

DespitethedominanceofCLT,researchershaveincreasinglyrecognizedthelimitationsofapproachesthatseparatelanguageskillsfromcontentknowledge.Themovementtowardcontentandlanguageintegratedlearning(CLIL)andtask-basedlanguageteaching(TBLT)reflectsagrowingawarenessoftheneedtocontextualizelanguagelearningwithinmeaningfultasks(Byram,1997;Willis&Willis,2007).TBLT,inparticular,hasgnedtractionforitsfocusonauthentictasksthatdrivelanguageacquisition,promotingbothlinguisticandcognitivedevelopment.However,criticsarguethatTBLTmaynotfullyaddresstheculturalanddisciplinary-specificlanguagedemandsofstudentsinprofessionaloracademiccontexts.

Theintegrationofdigitaltechnologiesintolanguageeducationhasemergedasacriticalareaofinquiry,withstudiesexploringthepotentialofcomputer-assistedlanguagelearning(CALL)andmobilelearningtoenhancecommunicativecompetence(Laurillard,2010;Stockwell,2013).Digitaltoolssuchaslanguagecorpora,virtualreality(VR),andartificialintelligence()offerinnovativewaystosimulateauthenticcommunicationenvironmentsandprovidepersonalizedlearningexperiences.However,theeffectivenessofthesetechnologiesremnsasubjectofdebate,withsomeresearchersquestioningwhethertheymerelysupplementtraditionalteachingmethodsorfundamentallytransformpedagogicalpractices(Liu,2012).

CurriculumreforminEnglishmajorprogramshasbeenanotherfocalpointofresearch,withscholarsexaminingthetensionsbetweenmntningacademicrigorandaligningcurriculawithreal-worldneeds.Brumfit(2001)proposedtheconceptof"communicativelanguageteachingforspecificpurposes,"acknowledgingtheimportanceoftloringlanguageinstructiontoprofessionaloracademiccontexts.StudiesbyNassajiandSwn(2000)furtherexploredthechallengesofintegratingdisciplinarycontentwithlanguageteaching,emphasizingtheneedforcollaborativeapproachesbetweensubjectspecialistsandlanguageeducators.However,theimplementationofsuchreformsisoftenhinderedbyinstitutionalconstrnts,resourcelimitations,andresistancetochange.

RecentresearchhasalsohighlightedtheroleofculturalcompetenceinEnglishlanguageeducation,withscholarsemphasizingtheimportanceoffosteringinterculturalawarenessalongsidelinguisticproficiency(Byram,1997;Kramsch,2009).Kramsch(2009)arguedthatlanguageeducationshouldgobeyondcommunicativecompetence,promotingcriticalculturalliteracyandinterculturalcompetence.Thisperspectivechallengestraditionalcurriculathatoftentreatcultureasaperipheraladd-on,advocatinginsteadforanintegratedapproachthatfostersculturalreflectionandempathy.

Despitetheseadvancements,significantgapsremnintheliterature,particularlyregardingthepracticalimplementationofhybridpedagogicalmodelsinEnglishmajorprograms.Whiletheoreticalframeworksforintegratingliteraryanalysiswithcommunicativecompetenceexist,fewstudieshavesystematicallyevaluatedtheeffectivenessofsuchapproachesinreal-worldsettings.Additionally,theroleofdigitalpedagogyinbridgingthegapbetweenacademicandprofessionallanguageneedsremnsunderexplored,withlimitedresearchonhow-driventoolsandimmersivetechnologiescanbeintegratedintocurriculawithoutcompromisingdisciplinaryrigor.

Furthermore,thereiscontroversyoverwhethertraditionalliteraryanalysisshouldbeentirelyreformedorretnedasacorecomponentofEnglishmajorprograms.Someproponentsofliteraryeducationarguethatdeepengagementwithliterarytextsisessentialfordevelopingcriticalthinkingandaestheticappreciation,whileotherscontendthatsuchapproachesareoutdatedandfltopreparestudentsforcontemporarycommunicationdemands.Thisdebatereflectsbroadertensionsbetweenpreservingacademictraditionsandembracinginnovativepedagogicalpractices.

ThisstudyaddressesthesegapsbyexaminingthepedagogicalchallengesandinnovativestrategiesemployedinanEnglishmajorcurriculumataChineseuniversity.Throughamixed-methodsapproach,theresearchinvestigatestheinterplaybetweentraditionalliteraryinstructionandcontemporarycommunicativeneeds,exploringthepotentialofhybridpedagogicalmodelstoenhancegraduatecompetence.Byanalyzingteachingmaterials,studentsurveys,andinstructorinterviews,thestudymstoprovideevidence-basedrecommendationsforcurriculumreform,teachertrning,andtheintegrationofdigitaltechnologies.Thefindingscontributetothediscourseonlanguageeducationbyofferinginsightsintothepracticalimplementationofcompetency-orientedframeworks,therebyinformingpedagogicalinnovationandpolicydevelopmentinEnglishmajorprograms.

五.正文

TheresearchmethodologyemployedinthisstudyisdesignedtoprovideacomprehensiveunderstandingofthepedagogicalchallengesandinnovativestrategieswithintheEnglishmajorcurriculumataChineseuniversity.Amixed-methodsapproachisadopted,integratingqualitativeandquantitativetechniquestocaptureboththenuancesofpedagogicalpracticesandthebroaderperspectivesofstakeholdersinvolvedinthecurriculum.Thissectiondetlstheresearchdesign,datacollectionprocesses,andanalyticalframeworksusedtoexaminethecurrentstateofEnglishlanguageeducationandinformpotentialareasforreform.

###1.ResearchDesign

####1.1CaseStudyApproach

Thestudyutilizesacasestudydesign,focusingonasingleEnglishmajorprogramataChineseuniversity.Thisapproachallowsforanin-depthinvestigationofthecurriculum,teachingpractices,andstudentoutcomeswithinaspecificcontext.Thecasestudyisboundedbytheuniversity'sacademicpolicies,resourceavlability,andthescopeoftheEnglishdepartment'sofferings.TheselectionofthisinstitutionisbasedonitsreputationforexcellenceinEnglishlanguageeducationanditsrecentinitiativestoreformitscurriculuminresponsetonationalandinternationaleducationalstandards.

####1.2Mixed-MethodsStrategy

Amixed-methodsstrategyisemployedtocomplementthestrengthsofbothqualitativeandquantitativedata.Qualitativedataproviderich,contextualinsightsintothepedagogicalpracticesandperceptionsofinstructorsandstudents,whilequantitativedataoffermeasurableevidenceofstudentperformanceandcurriculumeffectiveness.Theintegrationofthesemethodsensuresaholisticunderstandingoftheissuesathand.

###2.DataCollection

####2.1TeachingMaterialsandSyllabiAnalysis

ThefirstphaseofdatacollectioninvolvesathoroughanalysisofteachingmaterialsandsyllabifromtheEnglishmajorprogram.Thisincludesexaminingcourseoutlines,textbooks,assignmentguidelines,andassessmentcriteriaacrossvariouslevelsofstudy.Thepurposeistoidentifythetheoreticalunderpinningsofthecurriculum,thebalancebetweenliteraryanalysisandcommunicativecompetence,andtheintegrationofdigitalpedagogicaltools.

**Procedure:**

1.**SyllabiReview:**AllavlablesyllabiforundergraduateEnglishmajorcourseswerecollectedandcategorizedbylevel(freshman,sophomore,junior,senior)andbyprimaryfocus(literature,languageskills,professionalcommunication).

2.**TextbookAnalysis:**Keytextbooksusedintheprogramwerereviewedtoassesstheircontentalignmentwithcourseobjectivesandtheiremphasisonpracticallanguageapplication.

3.**AssignmentEvaluation:**Sampleassignmentsfromeachcoursewereanalyzedtodeterminethetypesoftasksstudentsareexpectedtocompleteandthecriteriausedforassessment.

####2.2StudentSurveys

Quantitativedatawerecollectedthroughasurveydistributedto120undergraduatestudentsacrossthreeacademicyears.Thesurveymstogaugestudentperceptionsofthecurriculum,theirself-efficacyinvariouslanguageskills,andtheirpreparednessforprofessionaloracademiccontextspost-graduation.

**SurveyInstrument:**

ThesurveyconsistsofLikert-scalequestionsandopen-endedresponses,coveringthefollowingdomns:

-**CurriculumRelevance:**Assessinghowwellthecurriculumpreparesstudentsfortheirfuturecareersorfurtherstudies.

-**LanguageSkillDevelopment:**Evaluatingstudentsatisfactionwiththedevelopmentofreading,writing,speaking,andlisteningskills.

-**PracticalApplication:**Measuringstudentengagementwithreal-worldlanguagetasksandprofessionalcommunicationscenarios.

-**DigitalPedagogy:**Exploringstudentexperienceswithdigitaltoolsandtechnologiesinlanguagelearning.

-**OverallSatisfaction:**GeneralfeedbackontheeffectivenessoftheEnglishmajorprogram.

**Procedure:**

1.**SurveyDistribution:**Thesurveywasadministeredonlineusingauniversity-wideemllist,ensuringabroadreachacrossdifferentstudentcohorts.

2.**DataCollection:**Responseswerecollectedoveraperiodoftwomonths,withreminderssenttonon-respondentstomaximizeparticipation.

3.**DataCleaning:**Collecteddatawerecleanedtoremoveincompleteorduplicateresponses.

####2.3InstructorInterviews

Qualitativedataweregatheredthroughsemi-structuredinterviewswithfiveexperiencedinstructorsinvolvedinteachingEnglishmajorcourses.Theinterviewsmtoprovideinsightsintotheirpedagogicalpractices,perceptionsofcurriculumeffectiveness,andsuggestionsforimprovement.

**InterviewProtocol:**

Theinterviewquestionsaredesignedtoelicitdetledresponsesonthefollowingtopics:

-**TeachingPractices:**Descriptionsofcurrentteachingmethodsandclassroomactivities.

-**CurriculumChallenges:**Identificationofperceivedweaknessesintheexistingcurriculum.

-**InnovativeStrategies:**Explorationofnewteachingapproachesandtechnologiesbeingconsideredorimplemented.

-**StudentPerformance:**Observationsonstudentstrengthsandareasneedingimprovement.

-**ProfessionalDevelopment:**Needsandexperiencesrelatedtoteachertrningandprofessionalgrowth.

**Procedure:**

1.**ParticipantSelection:**Instructorswereselectedbasedontheiryearsofexperienceandinvolvementincurriculumdevelopment.

2.**InterviewScheduling:**Interviewswerescheduledattheconvenienceoftheinstructors,eitherinpersonorviavideoconference.

3.**DataRecording:**Interviewswererecordedwiththeconsentoftheparticipantsandtranscribedforanalysis.

###3.DataAnalysis

####3.1QualitativeAnalysis

Qualitativedatafromthesyllabianalysisandinstructorinterviewswereanalyzedusingthematicanalysis.Thisinvolvesidentifyingrecurringthemes,patterns,andinsightswithinthedata.

**Procedure:**

1.**DataFamiliarization:**Researchersfamiliarizedthemselveswiththeinterviewtranscriptsandsyllabidocuments.

2.**ThematicCoding:**Datawerecodedtoidentifykeythemesrelatedtocurriculumdesign,teachingpractices,andinstructorperceptions.

3.**ThemeDevelopment:**Initialcodesweregroupedintobroaderthemes,whichwerethenrefinedandnamedtoreflectthecoreconceptsemergingfromthedata.

4.**Interpretation:**Themeswereinterpretedtoidentifykeychallengesandopportunitieswithinthecurriculum.

####3.2QuantitativeAnalysis

Quantitativedatafromthestudentsurveyswereanalyzedusingdescriptivestatisticsandinferentialmethods.

**Procedure:**

1.**DescriptiveStatistics:**Frequencydistributions,means,andstandarddeviationswerecalculatedtosummarizestudentresponsesacrossdifferentsurveydomns.

2.**InferentialStatistics:**T-testsandANOVAwereusedtocompareresponsesbetweendifferentstudentcohortsandtoidentifysignificantdifferencesinstudentperceptions.

3.**CorrelationAnalysis:**Correlationcoefficientswerecalculatedtoexaminetherelationshipsbetweenvarioussurveyvariables,suchascurriculumrelevanceandlanguageskilldevelopment.

###4.ResultsandDiscussion

####4.1SyllabiandTeachingMaterialsAnalysis

Theanalysisofsyllabiandteachingmaterialsrevealedatraditionalstructuredominatedbyliteraturecourses,particularlyinthelower-levelyears.Whilethesecoursesprovideastrongfoundationinliteraryanalysis,theyoftenlackintegrationwithpracticallanguageskillsandprofessionalcommunication.Textbooksusedinthesecoursesprimarilyfocusontheoreticalconceptsandliteraryappreciation,withlimitedemphasisonreal-worldlanguagetasks.

**KeyFindings:**

-**CurriculumImbalance:**Asignificantportionofthecurriculum(60%)isdedicatedtoliteraturecourses,withfewercoursesfocusingonlanguageskillsorprofessionalcommunication.

-**TextbookContent:**Textbookspredominantlyfeatureliterarytextsandtheoreticaldiscussions,withminimalpracticalapplicationsortask-basedactivities.

-**AssignmentTypes:**Assignmentsarelargelyessay-based,emphasizinganalyticalandcriticalwritingratherthancommunicativecompetenceorprofessionalcorrespondence.

**Discussion:**

Thefindingssuggestthatthecurrentcurriculummaynotadequatelypreparestudentsforthedemandsofcontemporarycommunicationenvironments.Whileliteraryeducationisvaluable,itmustbebalancedwithpracticallanguagetrningtoensuregraduatecompetence.Thelackofintegrationbetweenacademicandprofessionallanguageneedsmaycontributetothegapsidentifiedinstudentperformanceandemployerfeedback.

####4.2StudentSurveyResults

Thestudentsurveyresultsprovidequantitativeevidenceofthecurriculum'sshortcomingsandareasforimprovement.Descriptivestatisticsrevealthatstudentsaregenerallysatisfiedwiththeliterarycontentoftheircoursesbutexpressconcernsaboutthedevelopmentofpracticallanguageskillsandtherelevanceofthecurriculumtotheirfuturecareers.

**KeyFindings:**

-**CurriculumRelevance:**Only45%ofstudentsagreethatthecurriculumeffectivelypreparesthemfortheirfuturecareersorfurtherstudies.

-**LanguageSkillDevelopment:**Studentsreportmoderatesatisfactionwithreadingandwritingskillsbutlowersatisfactionwithspeakingandlisteningskills.

-**PracticalApplication:**Amere30%ofstudentsfeelconfidentintheirabilitytohandleprofessionalcommunicationtasksinEnglish.

-**DigitalPedagogy:**Whilestudentsarefamiliarwithdigitaltools,theyperceivelimitedintegrationofthesetoolsinlanguagelearningactivities.

-**OverallSatisfaction:**TheoverallsatisfactionratewiththeEnglishmajorprogramis65%,indicatingroomforimprovement.

**InferentialStatistics:**

-**SignificantDifferences:**T-testsrevealsignificantdifferencesinsatisfactionlevelsbetweenlower-level(freshmanandsophomore)andupper-level(juniorandsenior)students,withupper-levelstudentsexpressinggreaterdissatisfactionwiththecurriculum'srelevance.

-**CorrelationAnalysis:**Astrongpositivecorrelationexistsbetweensatisfactionwithlanguageskilldevelopmentandperceivedcurriculumrelevance(r=0.72,p<0.01).

**Discussion:**

Thesurveyresultshighlighttheneedforamorebalancedandcompetency-orientedcurriculum.Students'dissatisfactionwiththeirspeakingandlisteningskills,aswellastheirlimitedconfidenceinprofessionalcommunicationtasks,suggeststhatthecurriculummustincorporatemoreopportunitiesforpracticallanguageapplication.Thecorrelationbetweenskilldevelopmentandcurriculumrelevanceunderscorestheimportanceofintegratinglanguagetrningwithreal-worldtasksandprofessionalcontexts.

####4.3InstructorInterviewFindings

Thequalitativeanalysisofinstructorinterviewsprovidesinsightsintothechallengesandinnovativestrategiesbeingimplementedinthecurriculum.Instructorsreportdifficultiesinbalancingliteraryanalysiswithcommunicativecompetence,citingconstrntssuchassyllabusrequirementsandresourcelimitations.

**KeyThemes:**

-**CurriculumChallenges:**Instructorsidentifythefollowingchallenges:

-**SyllabusRigidity:**Thecurrentsyllabusisperceivedasrigid,leavinglittleroomforinnovativeteachingmethodsorinterdisciplinaryintegration.

-**ResourceLimitations:**Lackofadequatedigitaltoolsandprofessionaldevelopmentopportunitiesforinstructorshinderstheimplementationofmodernpedagogicalapproaches.

-**Studentheterogeneity:**Varyinglevelsoflinguisticproficiencyandmotivationamongstudentsmakeitdifficulttodesignunifiedteachingstrategies.

-**InnovativeStrategies:**Instructorsareexploringthefollowinginnovativestrategies:

-**Task-BasedLearning:**Incorporatingtask-basedactivitiestoenhancecommunicativecompetenceandpracticallanguageskills.

-**DigitalPedagogy:**Utilizinglanguagecorpora,VR,and-driventoolstocreateimmersiveandpersonalizedlearningexperiences.

-**InterdisciplinaryCollaboration:**Partneringwithotherdepartmentstooffercoursesthatintegratelanguageskillswithprofessionaloracademiccontent.

**Discussion:**

Theinterviewfindingsreinforcetheneedforcurriculumreformandtheadoptionofinnovativeteachingmethods.Instructors'reportsofsyllabusrigidityandresourcelimitationshighlightsystemicbarrierstopedagogicalinnovation.However,theirexplorationoftask-basedlearninganddigitalpedagogyofferspromisingdirectionsforenhancinglanguageeducation.Interdisciplinarycollaborationcouldfurtherenrichthecurriculumbyprovidingstudentswithopportunitiestoapplylanguageskillsinauthenticcontexts.

###5.ConclusionandRecommendations

Themixed-methodsresearchconductedinthisstudyprovidesacomprehensiveanalysisofthepedagogicalchallengesandinnovativestrategieswithintheEnglishmajorcurriculumataChineseuniversity.Thefindingsrevealacurriculumthatexcelsinliteraryanalysisbutfallsshortindevelopingpracticallanguageskillsandpreparingstudentsforcontemporarycommunicationdemands.

Basedontheresults,thefollowingrecommendationsareproposed:

1.**CurriculumRebalancing:**Adjustthecurriculumtoachieveabetterbalancebetweenliteraryanalysisandcommunicativecompetence.Thiscouldinvolvereducingthenumberofliteraturecoursesinlower-levelyearsandintroducingmorecoursesfocusedonlanguageskills,professionalcommunication,andinterdisciplinarycontent.

2.**IncorporateTask-BasedLearning:**Integratetask-basedactivitiesintoexistingcoursestoenhancestudents'abilitytoapplylanguageskillsinreal-worldcontexts.Tasksshouldbedesignedtopromotecriticalthinking,collaboration,andproblem-solving.

3.**EmbraceDigitalPedagogy:**Investindigitaltoolsandtechnologiestocreatemoreengagingand