An Empirical Study on Higher Vocational English Reading Teaching Based on Core Competence

Abstract

In the context of mounting global and national emphasis on competence-based education, there is an urgent need to explore how core competencies can be effectively integrated into vocational English instruction. The impetus for this study stems from the discernible discrepancy between the extant theoretical frameworks and the prevailing practical teaching strategies within the domain of higher vocational English reading. This research adopts an empirical approach, using Quanzhou Ocean Vocational College in China as a case study to investigate the cultivation of core competencies in English reading instruction. The present study utilises a questionnaire survey as a methodological instrument. This enables the examination of the importance of core competence, the evaluation of the current implementation status, and the identification of key challenges. The identified challenges include a disconnect between theory and practice, reliance on single-type teaching materials, outdated instructional methods, and lack of real-world relevance in teaching content. In order to address these issues, the study proposes a number of practical strategies, including the optimisation of teaching methods, the enrichment of instructional content, and the improvement of assessment approaches. These include the adoption of diversified models such as cooperative and project-based learning, the incorporation of cross-cultural elements tailored to students' professional backgrounds, and the establishment of a more comprehensive evaluation system. The present study makes a contribution to the field by offering data-driven insights and feasible pedagogical solutions that align with China's vocational curriculum standards. The overarching objective of these strategies is to nurture students' holistic development, enhancing their adaptability and competitiveness in the workplace.