基于在线语料库的法律英语词汇教学模型实证研究
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摘要
本研究针对英语专业学生法律英语词汇学习与应用能力的提高,结合专门用途英语、词汇习得理论、外语教育技术理论,构建基于在线语料库的法律英语词汇教学模型,并通过课堂实践来验证该模型是否有助于学生对法律英语词汇的学习和掌握。结果表明,在该模型下,通过课上课下学生的自主学习与教师的正面引导,语料库的积极介入能有效促进学生法律英语词汇的认知与习得及自主学习意识的养成。
With the purpose of improving English Major students' learning effectiveness and application of legal English vocabulary, the authors of this paper integrate theories of ESP, English instructional technology and lexical acquisition, and construct an instructional model of legal English vocabulary teaching based on an online corpus. To verify the model an experiment is conducted to examine whether the students in two classes can make progress in the capability and awareness of legal English learning and using. Experimental results suggest a remarkable teaching effect of the application of the instructional model and the active engagement of the online corpus by students' autonomous study and teacher's guidance inside and outside classroom. It is proved that the model facilitates students' lexical acquisition and cultivation of autonomous study awareness in their legal English learning.
With the purpose of improving English Major students' learning effectiveness and application of legal English vocabulary, the authors of this paper integrate theories of ESP, English instructional technology and lexical acquisition, and construct an instructional model of legal English vocabulary teaching based on an online corpus. To verify the model an experiment is conducted to examine whether the students in two classes can make progress in the capability and awareness of legal English learning and using. Experimental results suggest a remarkable teaching effect of the application of the instructional model and the active engagement of the online corpus by students' autonomous study and teacher's guidance inside and outside classroom. It is proved that the model facilitates students' lexical acquisition and cultivation of autonomous study awareness in their legal English learning.
引文
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[40]苏力.判决书的背后[J].法学研究,2001(3).
[41]王娜,张敬源.信息技术与外语教学深度融合之反思---基于技术融合的大学英语课堂教学改革实践[J].外语电化教学,2018(5).
[42]许家金,吴良平.基于网络的第四代语料库分析工具CQPweb及应用实例[J].外语电化教学,2014(5).
[43]杨惠中,黄人杰.JDEST科技英语计算机语料库[J].外语教学与研究,1982(4).
[44]于涵静,戴炜栋.国外二语词汇习得研究趋势的可视化分析---基于社会网络分析方法[J].外语界,2016(5).
[45]张法连.“一带一路”背景下法律翻译教学与人才培养问题探究[J].中国翻译,2018a(2).
[46]张法连.新时代法律英语复合型人才培养机制探究[J].外语教学,2018b(3).
[47]张萍,陈艳艳,陈颖园.语境类型对英语词汇联想反应的启动效应[J].外语教学,2018(3).
[48]朱文雁.从“全知”到“聚焦”:法律英语课程体系改革的思路[J].山东师范大学学报(人文社会科学版),2018(4).
[2]Belcher,D.What ESP is and can be:An introduction[A].In Belcher,D.(ed.).English for Specific Purposes in Theory and Practice[C].Ann Arbor:University of Michigan Press,2009.
[3]Benson,P.What's new in autonomy[J].Clinical Neurophysiology,2006(10).
[4]Bhatia,V.Language of the law[J].Language Teaching,1987(4).
[5]Breeze,R.Moodle glossary tasks for teaching legal English[A].In Bárcena,E.,Read,T.&J.Arús(eds.).Languages for Specific Purposes in the Digital Era[C].London:Springer International Publishing,2014.
[6]Breeze,R.Teaching the vocabulary of legal documents:Acorpus-driven approach[J].ESP Today,2015(1).
[7]Coulthard,M.,Johnson,A.&D.Wright.An Introduction to Forensic Linguistics:Language in Evidence(2nd edn)[M].London:Routledge,2017.
[8]Coxhead,A.Vocabulary and ESP[A].In Paltridge,B.&S.Starfield(eds.).The Handbook of English for Specific Purposes[C].Oxford:John Wiley&Sons,Inc.,2013.
[9]Davis,M.Introduction of corpus of US supreme court opinions[OL].Retrieved from https://www.englishcorpora.org/scotus/,2018-12-12.
[10]Fan,M.&X.Xu.An evaluation of an online bilingual corpus for the self-learning of legal English[J].System,2002(1).
[11]Fanego,T.&P.Rodríguez-Puente.“Why may not that be the skull of a lawyer?”English legal discourse past and present[A].In Fanego,T.&P.Rodríguez-Puente(eds.).Corpus-Based Research on Variation in English Legal Discourse[C].Philadelphia:John Benjamins Publishing Company,2019.
[12]Gibbons,J.Forensic Linguistics:An Introduction to Language in the Justice System[M].Oxford:Blackwell Publishing Ltd.,2003.
[13]Hafner,C.&C.Candlin.Corpus tools as an affordance to learning in professional legal education[J].Journal of English for Academic Purposes,2007(6).
[14]Hundt,M.,Messelhauf,N.&C.Biewer.Corpus Linguistics and the Web[M].New York:Rodopi B.V.,2007.
[15]Hutchinson,T.&A.Waters.English for Specific PurposesA Learning-Centered Approach[M].Cambridge:Cambridge University Press,1987.
[16]Lewis,M.The Lexical Approach:Putting Theory into Practice[M].Andover:Heinle Cengage Learning,2008.
[17]Marin Perez,M.,Orts Llopis,M.&A.Fitzgerald.Adata-driven learning experiment in the legal English classroom using the FLAX platform[J].MisceláNea:AJournal of English and American Studies,2017(55).
[18]Mattila,H.Legal language:History[A].In Brown,K.(ed.).Encyclopedia of Language and Linguistics[C].Oxford:Elsevier,2006.
[19]McEnery,T.&A.Hardie.Corpus Linguistics:Method,Theory and Practice[M].Cambridge:Cambridge University Press,2012.
[20]Mouritsen,S.C.Hard cases and hard data:Assessing corpus linguistics as an empirical path to plain meaning[J].Columbia Science and Technology Law Review,2011(13).
[21]Nation,I.S.P.Learning Vocabulary in Another Language[M].Cambridge:Cambridge University Press,2001.
[22]Nesi,H.ESP and corpus studies[A].In Paltridge,B.&S.Starfield(eds.).The Handbook of English for Specific Purposes[C].Oxford:John Wiley&Sons,Inc.,2013.
[23]Northcott,J.Legal English and ESP[A].In Paltridge,B.&S.Starfield(eds.).The Handbook of English for Specific Purposes[C].Oxford:John Wiley&Sons,Inc.,2013.
[24]O'Keeffe,A.&M.McCarthy.The Routledge Handbook of Corpus Linguistics[M].New York:Routledge,2010.
[25]Schmitt,N.,Schmitt,D.&C.Clapham.Developing and exploring the behavior of two new versions of the vocabulary levels test[J].Language Testing,2001(1).
[26]Van Merri3nboer,J.J.G.,Clark,R.E.&M.B.M.de Croock.Blueprints for complex learning:The 4C/ID-model[J].Educational Technology Research&Development,2002(2).
[27]Van Patten,B.From Input to Output:A Teacher's Guide to Second Language Acquisition[M].Beijing:Beijing World Publishing Corporation,2007.
[28]Webb,S.The effects of repetition on vocabulary knowledge[J].Applied Linguistics,2007(1).
[29]蔡基刚.专门用途英语的信仰与理念的再认识---改革开放40周年我国高校外语教育的回顾与反思[J].外语研究,2018(2).
[30]陈坚林,贾振霞.大数据时代的信息化外语学习方式探索研究[J].外语电化教学,2017(4).
[31]戴炜栋,任庆梅.基于网络技术的词汇习得认知心理环境设计[J].外语电化教学,2005(2).
[32]杜金榜.论法律英语课程“双高”教学目标的实现[J].广东外语外贸大学学报,2006(2).
[33]高强,刘振前,王梅花.英语专业大学生学习动机消退成因探究[J].外语教学,2014(2).
[34]胡加圣,靳琰.教育技术与外语课程融合的理论与实践研究[J].中国电化教育,2015(4).
[35]马庆林,孟超.法律英语高级教程[M].北京:对外经济贸易大学出版社,2010.
[36]屈文生.法律英语教学须直面的若干问题[J].中国外语,2017(4).
[37]束定芳.外语课堂教学新模式刍议[J].外语界,2006(4).
[38]束定芳.论外语课堂教学的功能与目标[J].外语与外语教学,2011(1).
[39]束定芳.外语课堂教学中的问题与若干研究课题[J].外语教学与研究,2014(3).
[40]苏力.判决书的背后[J].法学研究,2001(3).
[41]王娜,张敬源.信息技术与外语教学深度融合之反思---基于技术融合的大学英语课堂教学改革实践[J].外语电化教学,2018(5).
[42]许家金,吴良平.基于网络的第四代语料库分析工具CQPweb及应用实例[J].外语电化教学,2014(5).
[43]杨惠中,黄人杰.JDEST科技英语计算机语料库[J].外语教学与研究,1982(4).
[44]于涵静,戴炜栋.国外二语词汇习得研究趋势的可视化分析---基于社会网络分析方法[J].外语界,2016(5).
[45]张法连.“一带一路”背景下法律翻译教学与人才培养问题探究[J].中国翻译,2018a(2).
[46]张法连.新时代法律英语复合型人才培养机制探究[J].外语教学,2018b(3).
[47]张萍,陈艳艳,陈颖园.语境类型对英语词汇联想反应的启动效应[J].外语教学,2018(3).
[48]朱文雁.从“全知”到“聚焦”:法律英语课程体系改革的思路[J].山东师范大学学报(人文社会科学版),2018(4).