Professional Competence and Basic Ability-Oriented Game Theory Analysis of China's Higher Vocational College English Teaching

By Zhang, Jian | International Education Studies, August 2012 | Go to article overview

Professional Competence and Basic Ability-Oriented Game Theory Analysis of China's Higher Vocational College English Teaching


Zhang, Jian, International Education Studies


Abstract

To strengthen the professional competence and basic ability is the objective requirements of the Chinese higher vocational college English teaching, while the positioning of the teaching objectives is partial to a "prisoner's dilemma" in game situations that any party will result in. To get rid of the "dilemma", we have to adopt strategies to coordinate them by cultivating students' ability to transform their English knowledge to English applying, select or prepare a variety of professional-oriented materials, increase ESP elective courses and application assessment projects of English test.

Keywords: China's higher vocational colleges, college English, professional competence, basic ability, game theory

1. Introduction

College English teaching is an integral part of higher vocational education in China. It has also become a common view of China's most English teachers and scholars that we should improve college English teaching level, and promote the integration of English language learning and professional learning, thereby improving the level of "Learning for practice" of English learning. Some foreign language education experts with farsightedness and insight in China make it clear that the combination of "English plus Professional" teaching mode is an extension of the college English teaching, which is also the direction of College English Teaching's future development (Cai Jigang, 2004; Nan Zuomin, 2005). Thus, China's higher vocational college English teaching is oriented to students' professional disciplines. It is becoming a trend of the reform of the vocational foreign language teaching that we strengthen the culture of the students' professional English proficiency. However, this does not mean that vocational English teaching can relax or neglect the culture of students' basic ability. On the contrary, this puts forward higher requirements on students' basic English ability. For most Chinese vocational college students, the basis of their English is still comparatively weak, while the lack of solid English skills is a huge obstacle for students' professional English learning. Therefore, it has become a controversy in academia that whether vocational English teaching should be inclined to develop students' basic English ability or to cultivate students' professional English ability. Samuelson said: "Game, game, everywhere ..." (Samuelson, 2000). In the process of defining the orientation of vocational English teaching, the choice between professional competence-oriented and basic ability-oriented is in a dynamic game state, which must be treated with the standpoint of development. Game theory is a methodology and theory of games, and its appearance has changed the way people think, with its aim that two parties in a game situation try to seek one equilibrium solution that can make with each other to achieve the maximum extent possible "win-win". As to the dispute of two competence-building for the Chinese higher vocational English teaching process, use the standpoint of Game theory to analyze and coordinate it and take appropriate countermeasures, which is a useful exploration to tackle this problem properly.

2. An Overview of the Basic Connotation of Game Theory

As a methodology or theory of games, game theory uses mathematical and logical methods to research that, under the constraints of certain conditions and rules, how some individuals or teams once or more times, according to their own information, simultaneously or successively select the favorable strategies and act accordingly to obtain the theory of the process of their relatively favorable or the most favorable results. "The purpose of the game is to seek a maximum of individual interests; both parties have full rationality in the game, and have the full freedom of choice; the rules of the game are equal, thereby ensuring a reasonable expectation to achieve". (Zhang Weiying, 2003).

Game theory can be divided into cooperative game theory and non-cooperative game theory which respectively stress collective rationality and individual rationality. …

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