以内容为依托的教学模式在中国体育院校英语丏业中的应用研究
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摘要
社会的不断发展对外语人才提出了越来越高的要求，外语人才不仅仅要有过硬的语言基本功还要有较强的专业学科知识并熟练掌握在专业学科领域进行研究和从业所需要的专门外语语言能力。目前体育院校英语专业的课程教学存在着两张皮的现象，即英语语言技能与文化教学和专业学科知识教学互不联系，独立进行，虽大部分体育院校英语专业都开设有《体育运动项目英语》这一课程，有的体育院校英语专业还开设了一些用英语讲授的体育学科课程，但仅仅依靠这些为数不多的将英语与专业学科相结合的课程来培养从事专业学科领域研究和工作所需要的专门外语语言能力显得杯水车薪。
以内容为依托的教学模式（Content-based Instruction,简称CBI）是一种将语言教学与学科内容教学结合在一起的教学模式，为体育院校英语专业实现有效促进第二语言基本功习得和专业学科外语能力培养的教学目标提供了新的选择和可能。国内外对以内容为依托的教学模式的研究大都是围绕对某一门专业学科课程或语言课程采用以内容为依托的教学模式，并研究该模式对于第二语言能力培养的促进作用，本研究将以内容为依托的教学模式贯穿于体育院校英语专业的整个课程体系之中，建立体育院校英语专业以内容为依托的教学模式体系。国外的许多实验研究证实了以内容为依托的教学模式对于提高作为第二语言的英语能力的有效性，国内的为数不多的实验研究也证实了以内容为依托的教学模式在大学英语教学中的有效性，但对于在中国体育院校的英语专业教学中采用以内容为依托的教学模式的研究却很少。
本研究的目的是在中国体育院校的英语专业的整个课程体系中进行以内容为依托的教学模式设计，并通过实验研究检测其在提高体育英语专业学生的基本人际语言技能（综合英语能力）和认知学术英语能力（体育英语能力）方面的有效性，并分析以内容为依托的教学模式在此方面的优势与不足。
在建立以内容为依托的教学模式方面，在各个体育院校的英语专业的课程体系中，英语语言技能类、英语语言文化类、体育英语类、体育学科及其他相关学科类等课程构成培养学生基本人际语言技能和认知学术语言能力的主体课程，本研究将以内容为依托的教学模式的设计整合入体育院校英语专业的整个课程体系之中，根据这些主体课程的不同教学目标侧重点和教学内容特点，进行以内容为依托的教学模式、教学方法和教学评价方式的设计。对采用保护模式和辅助模式教学的课程的教师合作方式进行了设计，并对体育院校英语专业以内容为依托的教学模式的教学目标进行了设计。
在实证研究方面，本研究以武汉体育学院国际教育学院2011级英语专业为实验对象，对其《基础英语》和《体育运动项目英语》两门课程进行以内容为依托的教学实验研究，并进行了课堂教学调查研究。
通过对教学实验研究和课堂教学调查研究所得的数据进行统计分析，得出：
1.以内容为依托的教学模式能提高体育院校英语专业学生的综合英语能力，包括听力、阅读和写作能力，但对英语语法的学习并没有显著帮助，同时，对于英语基础较好的学生，以内容为依托的教学模式对于提高其综合英语能力的效果比对英语基础较弱的学生的效果要更为显著。
2.以内容为依托的教学模式能更有效地提高体育院校英语专业学生的综合体育英语能力，能够显著地提高体育英语听力能力、体育英语阅读能力，体育英语词汇表达能力和体育英语翻译能力。
3.课堂教学调查研究结果表明，和传统教学模式相比，以内容为依托的教学模式以学生为中心，提供了更为丰富的可理解输入和二语输出方式，为学生提供了学习第二语言和运用学习策略和已有知识来完成真实任务的真实语境，并能较好地满足学生对于教学活动的兴趣和需求，有效地提高学生的综合英语能力和体育英语能力。但在词汇和语法教学方面有所欠缺，对英语基础较弱的学生的教学效果也有限。
可以得出结论，在中国体育院校英语专业建立以内容为依托的教学模式不仅是可行的而且是有效的，采用以内容为依托的教学模式贯穿于体育院校英语专业的整个课程体系能够有效地提高学生的基本人际语言技能和认知学术语言能力，因此这一教学模式可在中国体育院校英语专业中实施，作为众多英语教学模式和方法中的一种选择。
The social development has put more and more requirements on the Englishmajors in China. The English majors should master not only the English languageknowledge and skills but also the knowledge of other subjects and the specific Englishrequired in the study, research and work in the field of the specific subject. The coursesof English language and culture and the courses of other subjects of the English majorof the sport colleges and universities in China are conducted independently and there isno connection among them. Some English majors of sport colleges and universitieshave offered sport English courses and subject courses of sport taught in English, but itis far from satisfaction to cultivate the specific English skills required by other subjectsonly by relying on such a few courses integrating English with other subjects.
CBI, the Content-based Instruction, different from the traditional English teachingmethods, is a teaching model that integrates the language instruction with instructionof subject content. CBI has provided the English major of the sport colleges anduniversities in China with a new method to develop students‘basic English skills andthe specific English skills required by other subjects. The CBI researches in China andother countries mainly focus on discussing its function of improving the secondlanguage ability on the basis of implementing CBI in the instruction of one particularsubject course or language course, while this research integrates CBI in the wholecurricular system of the English major of the sport colleges and universities in China.Many empirical CBI researches in other countries have proved its function ofimproving the second language acquisition and a few empirical CBI researches inChina have proved its function of improving students‘college English acquisition, butthere is few empirical researches about the implementation of CBI in the English majorof the sport colleges and universities.
The paper aims to design the CBI model integrated in the whole curricular systemof the English major of the sport colleges and universities in China and conductempirical studies to examine its effect of improving the basic interpersonal languageskills (the comprehensive English proficiency) and the cognitive academic language proficiency (the sport English proficiency) of the English major students of the sportcolleges and universities. The paper also analyses the advantages and disadvantages ofthe CBI model based on the empirical studies.
As for the CBI model design, the paper designs the CBI models, methods andassessment ways of English skill training courses, English language and cultureinstruction courses, sport English courses and sport and other subject courses whichconsist of the major courses cultivating students‘basic interpersonal language skillsand cognitive academic language proficiency. The paper designs the cooperation waysbetween teachers who have the CBI courses adopting the Sheltered Model and theAdjunct Model. The paper also designs the aims of CBI model integrated in the wholecurricular system of the English major of the sport colleges and universities in China
As for the empirical study, the paper conducts the CBI teaching experiments withEnglish major sophomores in Wuhan Sport University. The teaching experiments areconducted with their Comprehensive English course and Sport English course. Theclassroom teaching investigations are also made during the teaching experiments.
On the basis of analyzing the data collected in the teaching experiments and theclassroom teaching investigations, the research finds out that:
1. The CBI model can improve students‘comprehensive English proficiency,including listening, reading and writing abilities, while CBI has little help to thegrammar learning. What‘s more, CBI has greater effect on the English acquisition ofthe students who have higher level of English proficiency than those whose English iscomparatively poor.
2. The CBI model can improve the sports English proficiency, includinglistening, reading, expression and translation abilities.
3. The classroom teaching investigation findings show that the CBI modelprovides students with various understandable second language input and output ways,real circumstances featured with real tasks in the subject content area requiring thesecond language, learning strategies and prior knowledge for fulfillment, and theteaching activities catering for students‘needs and interest, which contribute to theimprovement of students‘comprehensive English proficiency and sport English proficiency. However, the CBI model is not effective in the grammar instruction andhas weak effect on the students with poor English.
Thus, it can be concluded that it is feasible and effective to integrate andimplement the CBI model in the curricular system of the English major of the sportcolleges and universities in China. CBI model can improve students‘basicinterpersonal language skills and cognitive academic language proficiency. Therefore,CBI model can be implemented in the English major of the sports colleges anduniversities in China as one of the English teaching models and methods currentlyadopted.
以内容为依托的教学模式（Content-based Instruction,简称CBI）是一种将语言教学与学科内容教学结合在一起的教学模式，为体育院校英语专业实现有效促进第二语言基本功习得和专业学科外语能力培养的教学目标提供了新的选择和可能。国内外对以内容为依托的教学模式的研究大都是围绕对某一门专业学科课程或语言课程采用以内容为依托的教学模式，并研究该模式对于第二语言能力培养的促进作用，本研究将以内容为依托的教学模式贯穿于体育院校英语专业的整个课程体系之中，建立体育院校英语专业以内容为依托的教学模式体系。国外的许多实验研究证实了以内容为依托的教学模式对于提高作为第二语言的英语能力的有效性，国内的为数不多的实验研究也证实了以内容为依托的教学模式在大学英语教学中的有效性，但对于在中国体育院校的英语专业教学中采用以内容为依托的教学模式的研究却很少。
本研究的目的是在中国体育院校的英语专业的整个课程体系中进行以内容为依托的教学模式设计，并通过实验研究检测其在提高体育英语专业学生的基本人际语言技能（综合英语能力）和认知学术英语能力（体育英语能力）方面的有效性，并分析以内容为依托的教学模式在此方面的优势与不足。
在建立以内容为依托的教学模式方面，在各个体育院校的英语专业的课程体系中，英语语言技能类、英语语言文化类、体育英语类、体育学科及其他相关学科类等课程构成培养学生基本人际语言技能和认知学术语言能力的主体课程，本研究将以内容为依托的教学模式的设计整合入体育院校英语专业的整个课程体系之中，根据这些主体课程的不同教学目标侧重点和教学内容特点，进行以内容为依托的教学模式、教学方法和教学评价方式的设计。对采用保护模式和辅助模式教学的课程的教师合作方式进行了设计，并对体育院校英语专业以内容为依托的教学模式的教学目标进行了设计。
在实证研究方面，本研究以武汉体育学院国际教育学院2011级英语专业为实验对象，对其《基础英语》和《体育运动项目英语》两门课程进行以内容为依托的教学实验研究，并进行了课堂教学调查研究。
通过对教学实验研究和课堂教学调查研究所得的数据进行统计分析，得出：
1.以内容为依托的教学模式能提高体育院校英语专业学生的综合英语能力，包括听力、阅读和写作能力，但对英语语法的学习并没有显著帮助，同时，对于英语基础较好的学生，以内容为依托的教学模式对于提高其综合英语能力的效果比对英语基础较弱的学生的效果要更为显著。
2.以内容为依托的教学模式能更有效地提高体育院校英语专业学生的综合体育英语能力，能够显著地提高体育英语听力能力、体育英语阅读能力，体育英语词汇表达能力和体育英语翻译能力。
3.课堂教学调查研究结果表明，和传统教学模式相比，以内容为依托的教学模式以学生为中心，提供了更为丰富的可理解输入和二语输出方式，为学生提供了学习第二语言和运用学习策略和已有知识来完成真实任务的真实语境，并能较好地满足学生对于教学活动的兴趣和需求，有效地提高学生的综合英语能力和体育英语能力。但在词汇和语法教学方面有所欠缺，对英语基础较弱的学生的教学效果也有限。
可以得出结论，在中国体育院校英语专业建立以内容为依托的教学模式不仅是可行的而且是有效的，采用以内容为依托的教学模式贯穿于体育院校英语专业的整个课程体系能够有效地提高学生的基本人际语言技能和认知学术语言能力，因此这一教学模式可在中国体育院校英语专业中实施，作为众多英语教学模式和方法中的一种选择。
The social development has put more and more requirements on the Englishmajors in China. The English majors should master not only the English languageknowledge and skills but also the knowledge of other subjects and the specific Englishrequired in the study, research and work in the field of the specific subject. The coursesof English language and culture and the courses of other subjects of the English majorof the sport colleges and universities in China are conducted independently and there isno connection among them. Some English majors of sport colleges and universitieshave offered sport English courses and subject courses of sport taught in English, but itis far from satisfaction to cultivate the specific English skills required by other subjectsonly by relying on such a few courses integrating English with other subjects.
CBI, the Content-based Instruction, different from the traditional English teachingmethods, is a teaching model that integrates the language instruction with instructionof subject content. CBI has provided the English major of the sport colleges anduniversities in China with a new method to develop students‘basic English skills andthe specific English skills required by other subjects. The CBI researches in China andother countries mainly focus on discussing its function of improving the secondlanguage ability on the basis of implementing CBI in the instruction of one particularsubject course or language course, while this research integrates CBI in the wholecurricular system of the English major of the sport colleges and universities in China.Many empirical CBI researches in other countries have proved its function ofimproving the second language acquisition and a few empirical CBI researches inChina have proved its function of improving students‘college English acquisition, butthere is few empirical researches about the implementation of CBI in the English majorof the sport colleges and universities.
The paper aims to design the CBI model integrated in the whole curricular systemof the English major of the sport colleges and universities in China and conductempirical studies to examine its effect of improving the basic interpersonal languageskills (the comprehensive English proficiency) and the cognitive academic language proficiency (the sport English proficiency) of the English major students of the sportcolleges and universities. The paper also analyses the advantages and disadvantages ofthe CBI model based on the empirical studies.
As for the CBI model design, the paper designs the CBI models, methods andassessment ways of English skill training courses, English language and cultureinstruction courses, sport English courses and sport and other subject courses whichconsist of the major courses cultivating students‘basic interpersonal language skillsand cognitive academic language proficiency. The paper designs the cooperation waysbetween teachers who have the CBI courses adopting the Sheltered Model and theAdjunct Model. The paper also designs the aims of CBI model integrated in the wholecurricular system of the English major of the sport colleges and universities in China
As for the empirical study, the paper conducts the CBI teaching experiments withEnglish major sophomores in Wuhan Sport University. The teaching experiments areconducted with their Comprehensive English course and Sport English course. Theclassroom teaching investigations are also made during the teaching experiments.
On the basis of analyzing the data collected in the teaching experiments and theclassroom teaching investigations, the research finds out that:
1. The CBI model can improve students‘comprehensive English proficiency,including listening, reading and writing abilities, while CBI has little help to thegrammar learning. What‘s more, CBI has greater effect on the English acquisition ofthe students who have higher level of English proficiency than those whose English iscomparatively poor.
2. The CBI model can improve the sports English proficiency, includinglistening, reading, expression and translation abilities.
3. The classroom teaching investigation findings show that the CBI modelprovides students with various understandable second language input and output ways,real circumstances featured with real tasks in the subject content area requiring thesecond language, learning strategies and prior knowledge for fulfillment, and theteaching activities catering for students‘needs and interest, which contribute to theimprovement of students‘comprehensive English proficiency and sport English proficiency. However, the CBI model is not effective in the grammar instruction andhas weak effect on the students with poor English.
Thus, it can be concluded that it is feasible and effective to integrate andimplement the CBI model in the curricular system of the English major of the sportcolleges and universities in China. CBI model can improve students‘basicinterpersonal language skills and cognitive academic language proficiency. Therefore,CBI model can be implemented in the English major of the sports colleges anduniversities in China as one of the English teaching models and methods currentlyadopted.
引文
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