A Study on Discourse Guidance Strategies of Adult English Teachers under the Orientation of Ideological and Political Education

Abstract

In the era of comprehensive advancement of "Curriculum-based Ideological and Political Education," adult English education not only involves the imparting of language skills but also carries the significant mission of value guidance and cultural cultivation. Adult learners possess unique cognitive and psychological characteristics that differ from those of students in basic education stages. Their learning motivations often stem from practical needs, and their thinking patterns tend to be more critical and independent. Consequently, rigidly implanting ideological and political elements or presenting them in a didactic manner can easily trigger learning resistance. Teacher discourse, as the core medium of classroom instruction, directly influences the effectiveness of achieving the goals of ideological and political education through its guidance strategies. Grounded in adult learning theory and discourse analysis theory, this paper conducts an in-depth analysis of the current difficulties faced in guiding ideological and political discourse within adult English teaching. It systematically proposes core discourse guidance strategies for adult English teachers under the orientation of ideological and political education from four dimensions: constructing relevance-oriented discourse, employing inquiry-based discourse, implementing encouraging discourse, and fostering empathetic discourse. The aim is to promote the deep integration of ideological and political education with adult English teaching, achieving an organic unity between "fostering virtue through education" and language empowerment.