体裁分析教学法在科技英语教学中的应用

论文摘要

21世纪是一个国际化的高科技时代,是一个由工业社会进一步向信息社会转化的时代。对于科技英语人才的需求日益增加,我们必须深刻认识到科技英语教学的重要性。我国的科技英语教学还停留在传统的教学上,科技英语教学重点还是单句分析和语法规则教学,满足不了目前培养科技英语人才的要求,这就需要一种新的适合科技英语教学的教学方法。体裁分析是近年来颇为人们关注的一个领域,其根本宗旨是研究语篇的交际目的和语言使用策略。随着体裁和体裁分析理论的发展,人们渐渐地使其应用到科技英语教学中,因而产生了以体裁分析理论为基础的体裁教学法。对于科技英语来说,它具有高度的结构化、明确的交际目的、交际对象以及特定的话题,使其语篇表现形式不同于其他的文体。而作为语篇体裁,科技英语文体又是体中有体、形式多样。通过体裁分析,我们可以发现同一文体不同体裁且同中有异,异中有同,并能得知其原因,因此,科技英语教学更加适合体裁分析教学法的实施。通过将体裁分析理论应用于科技英语教学实践,本研究试图研究中国的科技英语教学,为EST的教学实践服务。殷切期望本文的研究对EST教学具有一定的帮助作用,并对这方面的进一步研究有所启发。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• 1.1 General Statement
• 1.2 Purpose of This Thesis
• 1.3 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 A Survey of ESP
• 2.1.1 Origin of ESP
• 2.1.2 Definitions of ESP and EST
• 2.1.3 Classifications of ESP
• 2.1.4 Development of ESP
• 2.1.5 EST Teaching in China
• 2.2 A Survey of Genre Analysis Studies
• 2.2.1 An Overview of Discourse Analysis Studies
• 2.2.2 Previous Studies on Genre Analysis
• 2.2.3 The Relationship Between Discourse Analysis and Genre Analysis
• 2.2.4 Two Main Traditions of Genre Analysis
• Chapter Three Theoretical Framework
• 3.1 Genre Theory
• 3.1.1 Genre in Linguistics
• 3.1.2 Definitions of Genre
• 3.2 Approaches to Genre Analysis
• 3.2.1 Swale's Model
• 3.2.2 Bhatia's Model
• 3.3 Genre-based Teaching Approaches in Two Different Schools
• 3.3.1 Australian School's Teaching Approach
• 3.3.2 Swalesian School's Teaching Approach
• 3.4 Framework for the Present Study
• Chapter Four The Application of Genre Analysis to EST Teaching
• 4.1 A Brief Introduction to Traditional EST Teaching Approaches
• 4.1.1 Grammar-translation Teaching Approach
• 4.1.2 Register-based Teaching Approach
• 4.1.3 Discourse-based Teaching Approach
• 4.1.4 Genre-based Teaching Approach
• 4.2 The Suggested Genre-based EST Teaching Approach for the Present Study
• 4.2.1 Genre Analysis Stage
• 4.2.2 Independent Analysis Stage
• 4.2.3 In-depth Analysis Stage
• 4.2.4 Imitative Writing Stage
• 4.3 Objectives of the Application Study
• 4.4 The Pedagogical Application
• 4.4.1 Subjects
• 4.4.2 Teaching Materials
• 4.4.3 Teaching Procedure
• 4.4.4 The Implementation of the Suggested Teaching Approach
• 4.5 Discussion
• Chapter Five Suggestions
• 5.1 Roles of the EST Teacher in the Genre-based Approach
• 5.1.1 As a Teacher
• 5.1.2 As a Course Designer and Materials Provider
• 5.1.3 As a Researcher
• 5.1.4 As a Collaborator
• 5.1.5 As an Evaluator
• 5.2 Pedagogical Suggestions
• 5.2.1 For the Application of the Proposed Genre-based Approach
• 5.2.2 For the Improvement of the Genre-based Approach
• Chapter Six Conclusion
• Bibliography
• Acknowledgements