Research on Thematic Teaching Mode Driven by Situational Tasks in Military English Course

Abstract

The Military English curriculum plays a key role in preparing students for future professional paths and international cooperation missions. However, several challenges have been identified, including limited student language production, misaligned course units with allocated classroom time, insufficient practical content, vague value-based education elements, and a lack of a comprehensive assessment framework. To address these issues, this study proposes a topic-based instructional approach driven by contextual tasks. Through restructuring lesson modules, enriching auxiliary learning content, embedding value-oriented narratives, and establishing a diversified feedback mechanism, this model aims to offer insights for enhancing the instruction of Military English.