Construction and Practice of English Teaching Methodology Based on AIAS Model

This paper mainly analyzes the establishment of system model of artificial intelligence technology in higher vocational English classroom teaching. Artificial intelligence technology gives full play to its intelligent and efficient application advantages in higher vocational English classroom teaching. Through the construction of artificial intelligence expert system model, the paper designs and improves the teaching system of English course in vocational colleges, and realizes the comprehensive application of artificial intelligence expert system in English teaching by using artificial intelligence data processing model. In order to further integrate vocational English classroom and realize the technical guarantee of vocational English individualized teaching. In view of the relationship between artificial intelligence technology and English teaching in vocational colleges, this paper deeply studies the shortcomings of artificial intelligence data processing model in English teaching in vocational colleges, and puts forward solutions.

In order to maximize the students' brain potential in English learning, this paper makes an investigation and analysis of brain-based college English teaching classroom, and proposes an English classroom teaching mode considering brain cognition enhancement method according to the investigation. By means of comprehensive analysis of the application of brain science theory and the teaching of brain science, in combination with the model of literature investigation and questionnaire survey, this paper summarizes the theoretical basis of brain cognitive science and explains its application in college English teaching. This paper puts forward the strategies and suggestions of English classroom innovation based on brain science, so that English teaching classroom can be innovated and transformed according to the laws of brain cognition as much as possible, arouse students' brain activity, and finally realize the better learning of English knowledge. On the one hand, this study provides reference for English classroom teaching based on brain science in colleges and universities, on the other hand, it has guiding significance for the reform of English teaching in colleges and universities.

In order to explore the construction of multiple English teaching ("learner-centered and teacher-led" classroom teaching + autonomous learning + interactive learning + multiple evaluation) mode based on cloud technology, a teaching system and operation procedures of new English teaching model are designed based on cloud technology. The design is completed through the analysis of the construction of mul-tiple teaching mode under cloud technology and the introduction to multiple English language teaching steps. In addition, the English teaching modes under the traditional English teaching are compared with those based on cloud technology. Finally, the application of multiple teaching mode under cloud technology is analyzed. The results showed that multiple English teaching mode under cloud technology perfectly complied with the English teaching under modern conditions. To sum up, the proposed method plays a significant role in promoting the English teaching mode, which is worthy of further study and utilization.

With the prosperity of the economy, China’s foreign exchanges are becoming more and more frequent, and English is becoming more and more important as the common language of international communication. For decades, Chinese educators and scholars have achieved great success in teaching English, but there are also some problems, including neglecting the teaching of crosscultural knowledge in English classrooms. And in the crosscultural English teaching based on hierarchical correlation analysis, its specific structure system is not complete, and its application scope is also less. Therefore, this paper analyzes hierarchical correlation analysis, teaching mode, etc., which lays the foundation for subsequent research. In addition, combined with the current research status, this paper analyzes the past crosscultural knowledge system and proposes a new structural model. A large number of experiments have verified the application effect of the improved knowledge architecture model in crosscultural English teaching under the hierarchical correlation analysis. The new model can improve students’ crosscultural awareness and crosscultural communication competence and improve the previous teaching system structure. There is a problem that both hierarchical teaching and overall planning cannot be taken into account. This paper studies the crosscultural issues in English teaching and conducts research from the following four aspects: first, it discusses the cultivation of crosscultural communicative competence of college students in English teaching and proposes some feasible solutions to the problem of neglecting the integration of crosscultural knowledge in English teaching. Sexual suggestions cultivate students’ crosscultural awareness of English learning and improve the efficiency of English learning. The second is to point out that college school students should pay attention to the differences in cultural communication between China and foreign countries and develop the awareness and ability of crosscultural communication. The third is to explore ways to improve students’ crosscultural communicative competence and cultivate all-round English talents for the country and society. The fourth is how to achieve crosscultural communication, so that people with different cultural backgrounds can communicate and learn smoothly. Based on the above problems, this paper adopts the method of case analysis to discuss the problem of imperfect cross-cultural knowledge system in English teaching in China, and the educational structure is incomplete.

Building an intelligent English grading teaching model helps to improve English teaching and students’ English performance in colleges and universities. In this paper, the PLS-ELM model is constructed from partial least squares as the base algorithm, the concept of an extreme learning machine is introduced, and the principal component score of the PLS algorithm is used to the number of neuron nodes of ELM, and then the adjustment of weights is realized. The principal components of PLS were used to analyze the selection of independent variables for the English-graded teaching model. The effectiveness of the English-graded teaching model was verified by comparing students’ satisfaction with teaching evaluation and performance after teaching implementation. Regarding student satisfaction, the percentages of those evaluated as very satisfied, generally satisfied, and dissatisfied were 53.71%, 32.86%, and 13.43%, respectively. Regarding students’ performance, the average score of students in the experimental group was 88.6, 14.62% higher than the English performance of the control group. This shows that the English grading teaching mode can improve students’ English learning performance, enhancing students’ own quality and professional ability, improving university English teaching, and cultivating students’ English application ability.

Teaching and teaching evaluation are inextricably linked and the scientific system of teaching evaluation can evaluate students' English ability and teachers' teaching quality so as to provide scientific guidance for improving teaching quality. Nowadays, the English teaching evaluation system is not comprehensive enough in most vocational colleges, which can not fully reflect the students' English ability and teachers' teaching effect. In this thesis, the current situation for the application of formative evaluation in higher vocational English teaching is expounded and the strategies for the construction and application of formative evaluation in higher vocational English teaching are put forward. Keywords—Formative Evaluation; Higher Vocational English Teaching; Current Situation; Principle With the students' final exam results as the evaluation criterion and basis, the higher vocational English teaching evaluation is not comprehensive and objective. The formative evaluation method put forward in this thesis highlights the principal status of student and scientifically evaluate the learning condition of student. The formative evaluation method can improve the students' comprehensive quality and lay a solid foundation for their future development.

English teaching should be incorporated with modern information technology, especially artificial intelligence technology, so as to foster the innovative, composite and application-oriented talents with an international outlook in a more favorable manner. In the wake of the speedy development of science and technology, artificial intelligence has exhibited explosive growth in various fields, which has also presented opportunities and challenges to English teaching in basic period. On the one hand, it has exploited diversified learning paths, while on the other hand, there are also some development bottlenecks owing to the lagging technology and shortage of talents. By conducting a mixed-methods study on a sample of 4,085 students from School Q in City J, this paper presents a more comprehensive compendium and analysis of the specific application of AI technology in English teaching in basic period, in addition to researching and summarizing the merits and dilemmas of AI technology in English teaching in basic period. Moreover, it also puts forward strategies such as incorporating interdisciplinary research teams and cultivating composite talents to address the existing development bottlenecks, in an attempt to provide theoretical references for future research on the application of AI technology to the new model of English education and teaching in basic period.

In this paper, a multimodal teaching model based on vector autoregressive (VAR) model is constructed for English teaching in colleges and universities, and the model is optimized and improved. The VAR model can predict the potential future paths of the specified variables in the model, and thus measure the long-term equilibrium relationship of multiple variables in English teaching in colleges and universities. This model was empirically studied in the multimodal teaching of four listening, speaking, reading and writing aspects. The results of the study show that the students in the experimental group significantly improved their performance in the listening test, in which the average scores of Groups A, B, and C were 18.49, 20.265, and 21.99, respectively, with a p-value of 0.000, which is lower than the 0.05 level of significance. Most of the students think that the multimodal English film and video clip teaching mode helps improve English thinking ability and fluency of oral expression. Regarding reading comprehension, the average score of the experimental class reaches 20.89 while the control class is 16.8, with a p-value of 0.001, indicating that the practical class is significantly better than the control class. Regarding writing instruction, most students also preferred multimodal instruction and recognized its positive effects. The application of multimodal teaching mode based on VAR model in English teaching in colleges and universities is practical and can significantly improve students’ listening, speaking, reading and writing abilities.

English is one of the essential contents in the higher education system, and the innovative research of English teaching has become a research hotspot in the academic world. This paper introduces the neural network model to the research of English classrooms in colleges and universities and constructs a neural network prediction model based on teacher-student interaction behavior. It is used to identify, classify, and predict the behavior of teacher-student interactions. Further, explores the impact of teacher-student interaction on student behavior and its quality on college English teaching. The neural network model in this paper achieves optimal performance in the long-term prediction of teacher-student interaction behavior, and the overall short-term prediction accuracy significantly exceeds that of other prediction models. The differences in grade level, gender, and number of lecturers were all significant for the quality of English classroom teaching in colleges and universities. There was a significant correlation between teacher-student interaction behaviors (classroom cooperation, classroom games, classroom communication, and situational interpretation) and English teaching quality (English achievement, classroom participation, and learning interest). Teacher-student interaction behaviors significantly improve English classroom teaching quality and predict teaching quality by up to 45.24% of the explained variance. Classroom cooperation is the primary factor in positive classroom interaction behavior between teachers and students.

The intelligent use of digital teaching resources and the deep penetration of information technology can help promote the change and development of English teaching and improve the sharing, interactivity, interestingness and effectiveness of English translation teaching resources. This paper develops an intelligent classroom teaching model for English translation that combines scaffolding and multimodal discourse teaching using the U Campus teaching platform. To create an intelligent learning environment for English translation, this paper uses distributed crawler technology to crawl English teaching resources and Minhash algorithm to de-weight and optimize the data, constructs an English translation corpus, and introduces a lightweight Transformer network to establish a machine translation model. This paper quantitatively analyzes the teaching effect of the English translation smart classroom teaching model using data from University C students as the research object. The results of the study show that the students in class A1 scored 95.02 points in topic comprehension, the translation theory and skills improved by 8.46 points compared with the students in class A2, and there was a significant difference between the students’ cross-cultural communication skills at the 1% level. By integrating the information technology platform with English translation teaching, students’ translation skills can be enhanced, they can learn more English resources, and their intercultural knowledge and competence can be improved.

An important task of the new round of teaching reform is to change the relatively single teaching mode, make full use of modern information technology, especially network technology, to build a new model of college English teaching based on classroom and computer. This research, from the perspective of metrology, takes the key words of the paper as the research object, and explores the relevant research status of the new round of college English teaching reform in China through visual means, and provides reference for the deepening of college English teaching reform and the formulation of English disciplinary development planning policy. This paper mainly focuses on the visualization of college English teaching research under the network environment. All in all, the development of college English classroom teaching in a network environment not only enriches the content of classroom teaching, but also truly realizes the student teaching structure. It can also continuously enhance students’ enthusiasm for learning and promote the substantial improvement of teaching quality. Out of the role and value of teachers in teaching, but also to promote students to achieve long-term development in the future.

The traditional mixed oral English teaching model has many obvious shortcomings, such as the inability to correct the students’ oral pronunciation errors and feed them back in time, which leads to the slow improvement of students’ English learning level. For this reason, this paper proposes a guided teaching model based on core literacy. According to the structure of the oral English mixed teaching model, determine the application plan of the oral English mixed teaching model, design the development environment, obtain the corpus, design the oral training model, extract the oral features, identify the wrong pronunciation and correct it in time, clarify the evaluation purpose, obtain preliminary evaluation indicators, reduce evaluation indicators and determine indicator weights, obtain indicator feature information, generate fuzzy rules, obtain fuzzy matrices, achieve quantitative evaluation, and synthesize all evaluation scores to construct a result vector matrix to realize the study of mixed spoken language teaching mode. Research shows that the mixed teaching method is effective and feasible and can effectively improve the accuracy of the evaluation results of the mixed oral English teaching model.

<p>The existence of development in the education field requires teachers to be able to act more than just a teacher who knows how to teach. To become an advanced teacher, a teacher should have good professional competence and pedagogical competence. However, there are still problems that hinder the teacher when conducted the teaching and learning process. The problems that appear in the English classroom are teachers’ professional competence and teachers’ pedagogical competence.</p><p> This study aims to describe and explain teachers’ experience in dealing with their professional and pedagogical competence in teaching the English language. This is a qualitative study and used interview and observation as the instruments to collect the data from 3 teachers as the participant in SMA NegeriBenlutuSo’e - East Nusa Tenggara.</p> The results of the study found that teachers’ low professional and pedagogical competence caused the teachers to have inadequate English teaching competence in teaching. It caused the teachers to teach the students with inappropriate learning materials, monotonous learning activities, and uncooperative assessment methods. The results of this study also recommend that teachers have high English language proficiency and teaching competence to be able to teach English in Senior High School.

With the rapid development of network technology, network users have higher and higher requirements for understanding and using the network. At present, the wide application of cloud technology provides the best solution for people. Network is the main carrier of information exchange and interpersonal communication and a new way for human beings to obtain information. The education community, like other industries, is increasingly recognizing the importance of cloud computing and constantly using these new capabilities in education and instruction. Cloud service group and WeChat group are the new mobile applications. This article introduces cloud computing technology into college English classroom, aiming to explore new methods of college English by using the new Internet technology. At the same time, it also discusses some problems existing in the current college English classroom, providing new ideas for the reform of college English classroom. This paper adopts J2EE technology in college English classroom teaching cloud platform application. Based on B/S model, a cloud university English teaching platform is established. The cloud platform English classroom teaching system covers three modules of English listening, English reading, and English writing, covering various fields of education and management. It has laid a solid foundation for the development of education informatization and network.

Teaching evaluation plays a key role for universities to improve its teaching quality and becomes a hotspot research field for related researchers. The paper takes university English teaching for example and presents a new model for evaluating English course teaching based on improved BP neural network. Firstly an evaluation indicator system of university English teaching is designed through analyzing the aspects of teaching effects and teacher factors and student factors. Secondly, BP Neural network is improved by improving its Non-monotone linear search and adaptive step change to overcome its shortages of low convergence in calculation. Thirdly data from of some universities are taken for examples to verify the validity and feasibility of the model and the experimental results show that the model can evaluate university English teaching practically and can help university and English teachers take corresponding concrete measures to enhance its education performance. DOI: http://dx.doi.org/10.11591/telkomnika.v11i8.308 5