华音专业大学英语教学现状调查与对策研究

论文摘要

文章首先回顾了专门用途英语(ESP)的理论起源及其发展。对定义进行了比较分析,并结合中国教学的实际情况,给出了在本文中的ESP定义。通过对国内就体育专业外语教学的研究进行了总结,发现这些研究只涉及体育专业英语教学的某些方面,缺乏全面性,并且研究不够深入。本文针对目前体育专业的英语教与学,通过问卷调查,文献回顾和数理统计等方法,从学生因素、教师因素和教材因素三个方面展开全面调查,根据所得到的数据深入分析体育专业的英语教学相对落后的深层次原因,及造成教学效果不理想的影响因素,为改善和提高教学效果提供参考意见。通过研究,作者发现以下主要问题:第一、体育专业英语教学缺乏明确的教学大纲指导,具体操作非常困难。所用教材难度偏大,和体育专业脱节,趣味性不够;第二、教师教学中缺乏对学生的学习需求的了解,不能满足学生的实际需求,缺乏对学生学习策略的训练,学生学习效果不理想;第三、学校对体育专业的英语教学重视不够,师资不足,且不稳定,工作负担太重,投入不够影响了教学的更好开展。由于教学任务过重,教师自身的发展受到限制,教师的科研和进一步学习的要求得不到满足。针对发现的问题,作者提出了以下提高体育专业英语教学的建议:第一、根据目前这一专业英语教学的实际情况,制定出符合体育专业学生实际情况的教学大纲或目标。同时依据体育专业学生的实际情况,编写适合这一专业的英语教材,并依此建立适当的统一考核体系;第二、加强体育专业英语教师的师资队伍建设,提高整体的职称结构和科研能力,特别是加强对教学理论的研究、学习。结合学生的学习需求,培养学生的学习方法,激发学生学习的主动性,提高实际教学效果;体育专业的英语教学是中国大学英语教学不可或缺的一部分,没有这些相对落后专业教学水平的提高,大学英语教学改革也就不可能取得全面的成功。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Introduction
• 1. Background
• 2. Research Orientation and Objective
• 3. Organization of the Thesis
• Chapter One Definition of ESP
• 1.1 Five Classic Definitions of ESP
• 1.1.1 Definition by Tom Hutchinson and Alan Waters
• 1.1.2 Definition by Strevens
• 1.1.3 Definition by Pauline Robison
• 1.1.4 Definition by Dudley-Evans and St. John’s
• 1.1.5 Definition by Rebecca Smoak
• 1.2 The Author’s Comprehension of ESP for PE Majors
• 1.3 Problems of Present Situation
• 1.4 Method of Study
• Chapter Two Development of ESP
• 2.1 The Origin of ESP
• 2.1.1 The Demands of a Brave New World
• 2.1.2 A Revolution in Linguistics
• 2.1.3 Focus on the Learner
• 2.2 The Development of ESP
• 2.2.1 Register Analysis
• 2.2.2 Discourse Analysis
• 2.2.3 Target Situation Analysis
• 2.2.4 Language Skills and Learning Strategies
• 2.2.5 A Learning-centered Approach
• 2.3 ESP Research on PE Majors in China
• 2.3.1 Data Collection on ESP Research for PE Majors in China
• 2.3.2 Analyzing on ESP Research for PE Majors in China
• Chapter Three Research on English Education for PE Majors
• 3.1 Research Design
• 3.1.1 Structure of the Questionnaire
• 3.1.2 Participants
• 3.1.3 Data Collection
• 3.2 Results and Analysis
• 3.2.1 The General Background of PE Majors
• 3.2.1.1 The Distribution of Marks on English in NMET
• 3.2.1.2 The Present English Levels of PE Majors
• 3.2.1.3 Learner’s Difficulties in Learning English
• 3.2.2 Investigation to Syllabus and Course Arrangement
• 3.2.2.1 Syllabus
• 3.2.2.2 Course Arrangement
• 3.2.2.3 Teaching Materials
• 3.2.3 Classroom Teaching
• 3.2.3.1 Teacher’s Roles and Teaching Activities
• 3.2.3.2 Assessment on Students’Learning Effectiveness
• 3.2.4 Learner’s Needs
• 3.2.5 Learning Strategies
• 3.2.6 Teaching Staff
• 3.2.6.1 General Information
• 3.2.6.2 Workload
• 3.2.6.3 Research Work
• 3.2.6.4 Building of Teaching Staff
• 3.2.6.5 Evaluation on Teachers
• 3.3 Summary of the Research Findings
• Chapter Four Implications and Discussion
• 4.1 Implications on Syllabus and Course Arrangement
• 4.1.1 Syllabus and materials
• 4.1.2 Course Arrangements
• 4.2 Implications on Classroom Teaching and Learning
• 4.2.1 Teachers’Roles
• 4.2.2 Learner Needs
• 4.2.3 Learning Strategies
• 4.3 Implications for Teacher Development
• Chapter Five Conclusions
• 5.1 Major Findings
• 5.2 Implications and Suggestions
• 5.3 Limitation of the Research
• 5.4 Suggestions for Further Study
• Bibliography
• Appendix I
• Appendix II
• Appendix III