摘要
随着国际学术交流与合作日趋频繁,在国际顶级学术期刊上发表原创成果的多寡和引用情况,已经成为评判一所高校乃至整个国家科研能力和国际影响力的重要指标,也是评判研究生学业水平的一个重要参数。提升研究生学术英语写作能力对于促进国际学术交流、提升我国学者国际学术话语权具有积极意义。研究生公共英语课程应以需为本,只有将语言学习和学生专业学术研究相结合,才能从根本上激发学生的学习兴趣和动机。以建筑学科研究生学术英语写作教学为例,通过实例,从目的性、专业性、思辨性与合作性四个方面探讨了研究生学术英语写作项目中的任务设置原则。其中“目的性”聚焦学术英语写作能力的三大要素,即学术语言、学术技能和学术规范;“专业性”是指语言共核知识和专业文献中语言个性特征的相互结合,即教师在教学中要有意识地引导和鼓励学生自觉将专业学科知识融入语言学习中,主动将教师讲授的语言共核知识迁移至专业文献的阅读和写作中;“思辨性”关注学术英语写作过程中诸如分析、推断、评价、说明和解释等思辨能力的培养;“合作性”强调学习者能通过相互协商、沟通和协作等方式来创建和谐的学习气氛,从而克服畏难情绪,增强自信心,提升语言产出的质量。以上原则不仅对项目驱动下的研究生学术英语写作教学具有借鉴意义,切实提高学生的学术英语写作能力,实现学以致用的目标,也可对本科阶段的前期学术英语课程建设带来启示。
In today’s world where international academic communication and cooperation become frequent,publishing original research has become an embodiment of a university’s capacity,or even a nation’s capacity for scientific research and an embodiment of a country’s international influence.It is also an important parameter for assessing the academic performance of postgraduates.Enhancing students’academic writing ability in English is essential not only in promoting international academic communication,but also in increasing the chance of making Chinese scholars heard in the international academic arena.English academic writing courses for postgraduates should be based on students’needs,combining language study with students’needs for academic research in their subject areas,thus enhancing their motivation and interest.Through pedagogical examples of teaching academic writing to postgraduate students majoring in architecture science,this paper discusses task design principles of English academic writing projects from the aspects of“purposefulness”,“specialism”,“critical thinking”,and“collaboration”.Among the four principles,“purposefulness”focuses on the three principal elements of academic writing ability,namely academic language,academic skills,and academic conventions.“Specialism”refers to the combination of the common core knowledge in language and the special linguistic characteristics of subject-specific discourse.This means teachers should deliberately guide and encourage students to integrate subject-specific knowledge into language learning consciously,transferring the common knowledge taught by teachers to the process of reading and writing subject-specific academic papers.“Critical thinking”concerns the ability to think critically in the process of English academic writing,such as the ability to analyze,infer,appraise,explain and interpret.“Collaboration”emphasizes learners’ability to create a harmonious learning atmosphere through negotiation,communication and cooperation,so as to overcome the fear of difficulties and enhance self-confidence in order to improve the quality of language output.The principles mentioned above can not only have referential value for project-based English academic writing courses for postgraduates,thus enhancing students’academic writing ability and realizing the goal of putting what they have learned into practice in the real world,but also bring some enlightenment of the undergraduate pre-course development of English academic writing.
作者
周梅
ZHOU Mei(College of Foreign Languages and Cultures,Chongqing University,Chongqing 401331,P.R.China)
出处
《高等建筑教育》
2022年第6期68-77,共10页
Journal of Architectural Education in Institutions of Higher Learning
基金
重庆市研究生教育教学改革研究项目(yjg153090)
中央高校基本科研业务费专项项目“建筑学科大学英语课程改革的探索与实践”(CQDXWL-2012-091)。
关键词
学术英语
项目驱动
写作项目
任务设置原则
研究生
academic English
project-based
writing project
task design principles
postgraduates
