Year: 2025
Type: article
Abstract: Art students in higher education, with visual thinking and professional specificity, face dual challenges of weak English foundations and inadequate teaching adaptability. Characterized by vocabulary gaps (30% lower active vocabulary than non-art majors) and weak grammar, they struggle with traditional methods—like context-divorced vocabulary cramming and grammar drills—that mismatch their visual-thinking traits. The "aesthetic awakening" philosophy proposed here, rooted in aesthetic and constructivist theories, reconstructs teaching through three dimensions: exploring English rhythmic beauty (e.g., Shakespearean sonnet cadence) and lexical cultural metaphors (e.g., art terminology etymology) at the content level; constructing cross-cultural art dialogue scenarios (e.g., bilingual analysis of Impressionist and Chinese ink paintings) methodologically; and establishing professional creation-integrated dynamic portfolios for evaluation. This approach breaks free from the "language-as-tool" paradigm, transforming English learning into an artistic thinking extension through aesthetic experience. Beyond basic skills, it aims to achieve three-dimensional unity in linguistic knowledge, cross-cultural aesthetics, and professional practice.
Author: Shao Qian
Institution: Jingdezhen Ceramic Institute
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411248050