摘要
40年来,尽管国家和社会的发展以及学生的英语水平和知识发生了很大变化,我国公共英语教师的知识结构却未发生太大变化,还是用较为扎实的语言技能、较为系统的语言知识和较为深厚的英美文学文化知识开展教学。这种1.0知识结构无法适应新时代国家对国际化复合型人才的外语能力的要求。因此,公共英语教师必须从1.0知识结构升级到2.0知识结构,即通晓学生专业知识是如何用英语构建和传播的专门用途英语教学能力。本文介绍了以学生为中心的两种教学法:"基于文献归纳的项目教学法"和"基于语步辨认和分析的教学法"。
Despite the improvement of university students’English proficiency in vocabulary and grammar in the past 40 years,the knowledge structure of college English teachers has remained unchanged.They are still conducting their classroom teaching with relatively solid language skills,systematic linguistic knowledge and some knowledge of English and American literature and culture.This knowledge structure,called 1.0,is increasingly unable to meet the requirements of the new era for the university students’international competitiveness.Therefore,it is necessary that the English teacher’s knowledge structure be upgraded from 1.0 to 2.0.The purpose of English teaching is for using it in students’academic studies and research instead of passing a particular test or having a beautiful English accent.To use English entails a particular context and genre.As knowledge construction and dissemination vary from discipline to discipline and from genre to genre,a student even with comparatively strong English proficiency could not effectively conduct their disciplinary studies and research without learning discipline-specific English or ESAP(English for specific academic English).Therefore college English teachers in the new era must change their knowledge structure from 1.0 to 2.0,that is,to understand and teach how target students’disciplinary knowledge is constructed in English.It requires that English teachers be equipped with knowledge and ability to teach English related with students’disciplines and different genres used in academic studies.English related with target students’disciplines could be composed of popular science and specialized knowledge.English teachers should focus on the former.For example,for the students of petroleum and electric power,teachers may use English texts of renewable energy,of petroleum/electric power,of environment,of culture,of politics,of economy,of technology and of livelihood.Genre knowledge of the target students is critical and indispensable.It is widely accepted that a student has to be taught explicitly in terms of different genres,research paradigms and discourse conventions before becoming a qualified member of his or her disciplinary community.Hence,language teachers must learn to know how their students’disciplinary knowledge,theories and research findings are built and communicated in English in a particular context and genre,and provide them with an understanding of the features of the discourses they will encounter in academic studies and research.For example,they must know what particular grammatical structures,metadiscourse features and language expressions matched with the rhetorical moves or communicative functions their students should learn when teaching writing research articles for publication.We recommend that two pedagogical methods might be used when teaching discipline-related knowledge and genre-related knowledge.The method of literature-reviewbased project could be used when students are grouped and each is required to search for sources in relation to a unit theme.Each group must write a report based on their literature review and make oral presentation in class.Another method is move-analysis-based task.Students are divided into groups based on disciplines.Each member is required to download two or three research articles from their disciplinary journals.They are required to identify the moves and steps of each section and linguistic features matched with the function of each move/step.Finally,they will be asked to write a miniresearch article similar to the research article they studied.
作者
蔡基刚
CAI Ji-gang(College of Foreign Languages and Literatures,Fudan University,Shanghai 200433,China)
出处
《外语电化教学》
CSSCI
北大核心
2020年第1期65-70,10,共7页
Technology Enhanced Foreign Language Education
基金
国家社科基金项目“中国大学生学术英语能力及素养等级量表建设和培养路径研究”(项目编号:016BYY027F)的阶段性研究成果。
