外语教育政策的冲突:复合型人才还是英语专业人才培养
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摘要
复合型英语人才培养模式在一片批评声中终于从最新颁布的《英语专业本科教学质量国家标准》(下称《国标》)正式淡出。尽管从学科地位和人文教育等角度,这个变化似乎有道理,但从满足国家和社会对外语人才需求上看,这个变化不能不说是一种倒退。国家经济建设和科技发展不需要每年几十万研究英美语言文学或只有人文通识和通用语言的英语专业毕业生。新时代国家和社会需要的"高端英语人才"是跨学科的复合型英语人才。当然,英语专业培养的复合型英语人才不能照搬英语语言文学人才的培养模式,而是要用专门用途英语的理论来指导,即不是让学生用英语去系统地学习和掌握一门学科(如法律、医学和工程),教学重点应该是让学生掌握特定学科的语篇结构、语言特征和交流方式,以便为特定学科和行业提供语言服务,或成为专门用途英语教师。
The cultivation of interdisciplinary English talents has been finally excluded from the newly released The National Criteria of Teaching Quality for BA Programs.The exclusion might be reasonable in terms of the lack of a disciplinary status and humanistic education.From the perspective of meeting the national needs,however,the change goes backwards.The economic and technological development in the new era needs a growing number of interdisciplinary graduates instead of almost a million graduates per year whose disciplines are English linguistics or literature or who merely have general English proficiency with good humanistic education.Of course,the new model of cultivating interdisciplinary English talents should differ from its traditional one.It should not copy the way of cultivating talents of English linguistics and literature.Instead,it might be guided by ESP theories which equip students with the knowledge of discourse structures,rhetorical devices and syntactic pattern as well as meta-discourse which are employed in a given discipline to construct and disseminate its theories and knowledge.The graduates will provide qualified language service in aparticular field and will be the ESP teachers in secondary or tertiary education.
The cultivation of interdisciplinary English talents has been finally excluded from the newly released The National Criteria of Teaching Quality for BA Programs.The exclusion might be reasonable in terms of the lack of a disciplinary status and humanistic education.From the perspective of meeting the national needs,however,the change goes backwards.The economic and technological development in the new era needs a growing number of interdisciplinary graduates instead of almost a million graduates per year whose disciplines are English linguistics or literature or who merely have general English proficiency with good humanistic education.Of course,the new model of cultivating interdisciplinary English talents should differ from its traditional one.It should not copy the way of cultivating talents of English linguistics and literature.Instead,it might be guided by ESP theories which equip students with the knowledge of discourse structures,rhetorical devices and syntactic pattern as well as meta-discourse which are employed in a given discipline to construct and disseminate its theories and knowledge.The graduates will provide qualified language service in aparticular field and will be the ESP teachers in secondary or tertiary education.
引文
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[17]彭龙.外语类高校人才培养模式怎样创新[N].光明日报,2019-02-19(13).
[2]戴炜东.关于面向21世纪培养复合型高级外语人才发展战略的几个问题[J].外语界,1999(4).
[3]胡文仲,孙有中.突出学科特点,加强人文教育——试论当前英语专业教学改革[J].外语教学与研究,2006(5).
[4]文旭,司卫国.从复合型人才培养到“全人”教育[J].山东外语教学,2018(3).
[5]蒋洪新.构建人类命运共同体视阈下的中国外语教育改革[J].外语教学与研究,2018(3).
[6]李传松,许宝发.中国近现代外语教育史[M].上海:上海外语教育出版社,2006.
[7]蒋洪新.人文教育与高校英语专业建设[J].中国外语,2010(3).
[8]何其莘,黄源深,秦秀白,等.近三十年来我国高校英语专业教学回顾与展望[J].外语教学与研究,2008(6).
[9]蓝仁哲.改革开放时代的外语专业:回顾与反思[A].庄智象.外语教育名家谈(1978-2008)[C].上海:上海外语教育出版社,2008.
[10]韩宝成.整体外语教育及其核心理念[J].外语教学,2018(2).
[11]文旭.全人教育与英语专业人才培养[J].东北师大学报(哲学社会科学版),2016(3).
[12]蒋洪新.关于新时代英语教育的几点思考[J].外语教学,2018(2).
[13]蔡基刚.从语言属性看外语教学的工具性和人文性[J].东北师大学报(哲学社会科学版),2017(3).
[14]Hutchinson T.&Waters A.English for Specific Purposes:A learner-Centered Approach[M].Cambridge/New York:Cambridge University Press,1987.
[15]Swales J.M.Genre Analysis:English in academic and research settings[M].Cambridge:Cambridge University Press,1990.
[16]Hyland K.Specificity revisited:how far should we go now?[J].English for Specific Purposes,2002(4).
[17]彭龙.外语类高校人才培养模式怎样创新[N].光明日报,2019-02-19(13).
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