ESP教师处理学科专业知识的策略研究 ——基于提高课程《商务英语阅读》教学

论文摘要

专门用途英语起源于二十世纪六十年代后期。通过综合对比不同学者对ESP作出的四种定义,我们发现ESP的两个显著特征是以学习者的需求为基础和具有特殊的教学内容,所谓特殊的教学内容即是教学内容涉及到相关学科专业知识。国内外学者对专业知识在ESP中的定位呈现出明显差异,国外学者更强调ESP教师作为语言教师这一角色,因而认为ESP教师不必掌握或学习专业知识,而国内学者却强调ESP教师要具备一定的相关学科专业知识以保证ESP教学的成功。因而,在中国高校对不具备相关学科专业知识背景的学生进行ESP教学时,处理专业知识就显得尤为必要。但是,通过文献阅读,笔者发现中外学者对ESP教学策略研究多集中在教师如何培养学生语言技能和交际能力的教学策略研究上,而对教师如何处理专业知识的策略研究很少见,因此笔者以重庆某高校针对非英语专业学生开设的ESP提高课程《商贸英语选读》为例,对教师处理专业知识的策略进行了实证研究。通过课堂观察、问卷调查、半结构式访谈、结构式访谈等研究方法,结合学生反馈,研究发现ESP教师采取的策略基本可以分为五类。其中形象生动化、目的语言参照和母语参照以及师生、生生互动三类策略受到学生肯定,有助于学生对专业知识的理解和掌握,从而进一步促进学生目的语的综合运用能力。然而,激发学生学习主动性和关注语言知识这两类策略受学生欢迎程度较低。此外,就教师处理专业知识时,教师对自身的角色定位和学生对教师的角色定位存在异同。老师和学生都认为ESP教师在处理专业知识时应该作为知识传授者和引导者,但学生还认为ESP教师还应该成为激励者。以此研究为从事ESP教学的教师就如何处理专业知识提供借鉴,促进ESP教学研究的平衡发展。

论文目录

• 中文摘要
• ABSTRACT
• CHAPTER ONE INTRODUCTION
• 1.1 BACKGROUND OF THE STUDY
• 1.2 STUDY PURPOSE AND SIGNIFICANCE
• 1.3 ORGANIZATION OF THE THESIS
• CHAPTER TWO LITERATURE REVIEW
• 2.1 A SURVEY OF ESP
• 2.1.1 The Definition of ESP
• 2.1.2 The Role of ESP Teachers
• 2.2 SUBJECT KNOWLEDGE IN ESP
• 2.2.1 Opinions Put Forward by Foreign Scholars
• 2.2.2 Opinions Put Forward by Chinese Scholars
• 2.2.3 A Summary of Subject Knowledge in ESP
• 2.3 TEACHING STRATEGY
• 2.3.1 Language Teaching Strategy
• 2.3.2 Teaching Strategies in ESP Teaching Practice
• CHAPTER THREE METHODOLOGY
• 3.1 THE COURSE OF BUSINESS ENGLISH READING
• 3.2 PARTICIPANTS
• 3.3 DATA COLLECTION
• 3.3.1 Classroom Observations
• 3.3.2 Post-observation Semi-structured Interviews with Teachers
• 3.3.3 Questionnaire Surveys
• 3.3.4 Structured Interviews with Students
• 3.4 DATA ANALYSIS
• CHAPTER FOUR RESULTS AND DISCUSSION
• 4.1 TEACHERS’ STRATEGIES FOR DEALING WITH SUBJECT KNOWLEDGE
• 4.1.1 Strategies the Teachers Adopt to Deal with Subject Knowledge Observed in Teaching Practice
• 4.1.2 Strategies the Teacher Adopt to Deal with Subject Knowledge Based on Interviews
• 4.2 STUDENTS’ FEEDBACK
• 4.2.1 Students’ Feedback on the Teachers’ Quality
• 4.2.2 Students’ Feedback on Their Learning of This Course
• 4.2.3 Students’ Feedback on the Teachers’ Strategies for Dealing with Subject Knowledge
• 4.3 STUDENTS’ SUGGESTIONS ON THE WAY TEACHERS DEAL WITH SUBJECT KNOWLEDGE IN CLASSROOM TEACHING
• 4.4 TEACHERS’ AND STUDENTS’ VIEWS ON TEACHERS’ ROLE WHEN TEACHERS DEAL WITH SUBJECT KNOWLEDGE
• 4.4.1 Teachers’ Views
• 4.4.2 Students’ views
• CHAPTER FIVE CONCLUSION
• 5.1 MAJOR FINDINGS OF THE STUDY
• 5.2 LIMITATIONS OF THE STUDY
• 5.3 SUGGESTIONS FOR FUTURE RESEARCH
• ACKNOWLEDGEMENT
• REFERENCES
• APPENDIX Ⅰ
• APPENDIX Ⅱ
• APPENDIX Ⅲ
• APPENDIX Ⅳ
• Publications