Agentive engagement in intercultural communication by L2 English-speaking international faculty and their L2 English-speaking host colleagues

The development of informatization in education has provided the possibility of using resource libraries to enhance English translation courses. Facing this new demand, this paper adopts an entity-based approach to connect multimodal entities with other structured entities, to construct a multimodal knowledge graph for English translation courses in colleges and universities. On this basis, the recommendation model of collaborative filtering is introduced to provide students with personalized English translation exercise recommendation services according to the mastery of knowledge points processed by the knowledge graph. After the model is designed, the knowledge points of the English translation course in a university are firstly extracted physically, and then two classes are selected in the university for controlled experiments. The number of successes in terms of vertical depth strategy is 264, the success rate is 88%, and the success rate of recommendation based on the centrality of knowledge points and contribution value is 94.66%. The mean score of the experimental class was 72.12 and the control class was 67.48. The significant difference in the scores can be confirmed by the fact that the p-value of the independent square root test for the two classes was less than 0.5. English teachers can benefit from this model’s assistance in evaluating English translation resources and providing a variety of teaching methods.

Section: Introductionmentioning

confidence: 99%

Diversified Teaching of English Translation Courses in Colleges and Universities Based on the Integration of Multiple Features

Yang

2024

Design and Innovation of English Teaching Methods in Colleges and Universities Based on Topological Number Theory

Li,

Wang,

Gao

2024

This research delves into the innovative application of topological number theory to reform English language teaching methodologies in higher education. We introduce and assess a novel approach to English teaching in colleges and universities, inspired by the principles of topological number theory. Our methodology leverages a unique model for recognizing handwritten English based on visual topological cognition, applying the insights of topological cognition theory to enhance English language instruction. The empirical analysis reveals a low word error rate of just 9.42% for our model, outperforming traditional models like the CRNN, which exhibits a 15.12% error rate. In a 10-week instructional experiment, students taught using the topological approach demonstrated significant improvements across all dimensions of English learning compared to their peers in a control group. The findings underscore the substantial potential of topological number theory in elevating English language teaching in colleges, offering significant benefits in teaching effectiveness and student motivation.

Cultivation of Intercultural Communication Competence of English Teacher Training Students in Colleges and Universities in Ethnic Areas under the Background of Deep Learning

Zhong

2024

The assessment of intercultural communicative competence (ICC) is increasingly recognized as a critical component of students’ professional competency development in higher education settings. This paper explores the objectives of cultivating ICC and proposes an assessment scheme aligned with the principles of competency cultivation and the ICC acquisition model. To elucidate the linkage between teaching activities and ICC development, the Apriori algorithm is employed to analyze their relationships and to construct a weight matrix for these activities. Further, the Sim Rank algorithm is applied to determine similarities among students, while the K-means algorithm is used to cluster students into distinct groups. The assessment system’s feasibility is validated by analyzing the variations in assessment outcomes. This study also conducts a detailed graphical analysis of students’ attitudes towards ICC and examines the influence of five dimensions of English language proficiency—listening, speaking, reading, writing, and translating—on ICC. The results reveal a strong correlation between the three ICC dimensions—attitude, knowledge, and skill—with the overall ICC level. These dimensions are ranked in terms of correlation strength as follows: knowledge (0.963), skill (0.881), and attitude (0.758). Additionally, a positive correlation exists between the five facets of English language proficiency and cross-cultural variables, suggesting that learning English and cultivating ICC are mutually reinforcing. This underscores the need to enhance English language instruction to effectively support the development of ICC.