认知学术语言学习方法在高职船舶英语教学中的应用

论文摘要

认知学术语言学习方法是将学习策略培训、主题内容及语言发展活动融为一体的旨在帮助英语学习者提高学术语言水平的一种教学模式,其中最主要的组成部分是针对英语学习策略培训的五步教学模式,包括准备,呈现,实践,评价,扩展。本文提倡认知学术语言学习方法,就是把学术语言的培养落实在教学过程中；提倡学习策略的在学习过程中的应用,就是强调学生能利用学习策略完成各种任务。本文旨在研究认知学术语言学习方法在船舶专业英语教学中运用的可行性及有效性,其目的是探索一种有效的专业英语教学的方法,帮助学生掌握有效的专业英语学习方法,提高专业英语综合运用能力。全文从专业英语现状、学生的需求分析情况以及本课题的研究背景、意义和目的入手,并阐述了教学模式的理论研究成果及教学模式的实施情况。笔者从教学目标,教学原则和教学实施步骤来阐述认知学术语言学习方法的构建成分。对两个平行班进行实验研究发现认知学术语言学习方法在专业英语教学中有积极作用,具体表现在如下几点：1.需求分析结论表明学生对船舶专业英语的需求较大,尤其意识到其对今后工作的帮助和作用。2.两个班的实验前测表明,两班的英语成绩无显著性差异,可作为实验对照班。3.英语前测成绩与策略总分的相关性分析说明两组之间存在相关性,为下一步实验垫好基础。4.实验后测成绩显示两个班在专业英语成绩上有明显差距,说明经过培训后,认知学术语言学习方法(CALLA)对实验班的学生成绩有积极影响。5.实验班前后学习策略有显著性变化,进一步推断CALLA对学生策略的使用有积极影响。本实验基于以上结论,结合CALLA的教学特点,提供了一些教学建议,为广大一线教师提供教学参考。

论文目录

• Abstract
• 摘要
• List of Tables
• List of Figure
• Chapter One Introduction
• 1.1 Background and purpose of the research
• 1.2 Significance of the research
• 1.3 Organization of the thesis
• Chapter Two Literature Review
• 2.1 English for Specific Purpose
• 2.1.1 Definition of ESP
• 2.1.2 Categories of ESP
• 2.1.3 The studies on ESP
• 2.2 Needs analysis
• 2.2.1 The definition of needs analysis
• 2.2.2 The importance of needs analysis
• 2.2.3 Models for needs analysis
• 2.3 Research on strategy training
• Chapter Three Theoretical Framework
• 3.1 CALLA model
• 3.2 Introduction to the components in CALLA model
• 3.3 The implementation of CALLA
• 3.4 The studies on CALLA
• Chapter Four Research Methodology
• 4.1 Research questions
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Pretest and posttest
• 4.3.2 Questionnaires
• 4.4 Procedure for data collection and data analysis
• 4.4.1 Pre-class preparation for CALLA
• 4.4.2 The implementation of CALLA
• 4.4.3 Data collection
• 4.4.4 Data analysis
• Chapter Five Data Analysis and Discussion
• 5.1 Needs analysis
• 5.1.1 Target needs analysis
• 5.1.2 Learning needs analysis
• 5.1.3 Summary
• 5.2 Learning strategy
• 5.2.1 Status-quo of the usage of learning strategy
• 5.2.2 The post-questionnaire of learning strategies
• 5.3 Language proficiency
• 5.3.1 Pretest Language proficiency
• 5.3.2 The relation between pretest language proficiency and pretest learning strategy
• 5.3.3 Post-test of Shipbuilding English
• Chapter Six Conclusion
• 6.1 Major Findings
• 6.1.1 Needs analysis
• 6.1.2 Learning strategy
• 6.1.3 Language proficiency
• 6.2 Evaluation of the CALLA model
• 6.3 Implications
• 6.4 Limitations of the study and suggestions for the future research
• 6.5 Conclusions
• Bibliography
• Appendix one English proficiency test
• Appendix two needs analysis questionnaire
• Appendix three Learning Strategy questionnaire
• Appendix Four Shipbuilding English Test
• Appendix five the status-quo of each strategy of pretest
• Appendix six Independent T test of individual strategy of pretest
• Appendix seven Post-questionnaire of individual strategy
• Appendix eight Independent T-test of individual strategy of posttest
• Acknowledgement