课语整合式学习视域下高职英语教学资源建设
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摘要
课语整合式学习(CLIL)融合各种语言教学、认知心理学、学习理论,聚焦认知、语言交际、课目知识与文化视野,对国内外语言教学改革有着较大影响。总结了CLIL由来与优势,指出了课程主要构建模式以及教材和教学资源建设中遇到的问题。建议在高职英语教材中引入课目知识,以知识框架理论为指导,以学习矩阵为优化工具,创建自然语言学习语境,激发学生学习动机,以期提升语言学习附加值。
Content and language integrated learning(CLIL) is more than a pedagogical approach as integrating pluralistic language pedagogies, cognitive psychology, learning theory to serve cognitive, communicative, content and cultural purposes. It is bound to bring great impact to the reform of language teaching. Through a review on the background and benefits of CLIL, its major curriculum construction, and problems found in textbook and teaching materials development, it is proposed that subject content be introduced to create natural context for language learning, knowledge framework be taken as guidance for organizing materials, and CLIL learning Matrix be utilized as a tool to optimize learning tasks. With so designed teaching materials, it is hoped to motivate higher vocational college students while enhancing the values of language curriculum.
Content and language integrated learning(CLIL) is more than a pedagogical approach as integrating pluralistic language pedagogies, cognitive psychology, learning theory to serve cognitive, communicative, content and cultural purposes. It is bound to bring great impact to the reform of language teaching. Through a review on the background and benefits of CLIL, its major curriculum construction, and problems found in textbook and teaching materials development, it is proposed that subject content be introduced to create natural context for language learning, knowledge framework be taken as guidance for organizing materials, and CLIL learning Matrix be utilized as a tool to optimize learning tasks. With so designed teaching materials, it is hoped to motivate higher vocational college students while enhancing the values of language curriculum.
引文
[1] 盛云岚.欧洲CLIL模式:外语教学法的新视角[J].山东外语教学,2012(05):65-69.
[2] Russell Cross.Research and Evaluation of the content and language integrated learning approach to teaching and learning language in Victorian schools[R] Melbourne :Victorian Department of Education and Early Childhood,2013,1-125.
[3] 黄雪萍,左璜.课目与语言整合式学习模式的兴起、课程建构与启示[J].外国教育研究,2013(11):39-50.
[4] 金忍冬.CLIL视角下高职英语教学的误区及对策研究[J].职业技术教育,2013(02):41-44.
[5] Early,M.Enabling first and second language learners in the classroom[J].language arts (67) :567-574.
[6] 苏德.多维视野下的双语教学发展观-内蒙古地区蒙古族中小学个案[D].北京:中央民族大学,2005.
[7] Mohan,B.A.Language and Content[M].Reading,Ma:Addison-Wesley,1986:921,35.
[8] Coyle,D,.Hood,P.&Marsh,D..Content and Language Integrated Learning[M].Cambridge:Cambridge University Press,2010.1,3,41,43.
[9] Mayer,O..Toward quality-CLIL:Successful planning and teaching strategies [J].International CLIL Research Journal,2010,(33):11-29.
[10] Lorenzo,F.An analytical framework of language integration in L2 content-based courses:The Eruopean dimension [J].language and Education 21(6):502-513.
[11] 何安平.语料库语言学与英语教学[M].北京:外语教学与研究出版社,2004.
[12] Liss Kerstin Sylvén,Are the Simpsons welcome in the CLIL classroom?[J].View,2007,16(3):53-60.
[13] Y.L.Teresa Ting,Insights from Italian CILI-Science classrooms:refining objectives,constructing knowledge and transforming FL-Learners into FL-users[J].View,2007,16(3):60-69.
[14] Pat Moor & Franciro Lorenzo,Adapting authentic materials for CLIL classrooms:an empirical study[J].View,2007,16(3):28-35.
[15] AnneCzura,Translation is not enough-the need for pedagogical adaptation in CLIL textbook development [J].Porta Linguarum.27.35-46.
[16] 罗芳.高职公共英语精品教材建设的研究[D].长沙:湖南师范大学,2008.
[17] 连卫钰.高职专业英语教材建设初探[J].新疆职业大学学报,2009(6).
[18] 杨理.高职基础英语教材体系的研究-以无锡旅游商贸高等职业技术学校为例[D].上海:上海师范大学,2012.
[19] 刘会英,黄甫全.欧洲新兴课语整合式学习(CLIL)的背景视角与启示 [J].广东外语外贸大学学报,2013(09).
[2] Russell Cross.Research and Evaluation of the content and language integrated learning approach to teaching and learning language in Victorian schools[R] Melbourne :Victorian Department of Education and Early Childhood,2013,1-125.
[3] 黄雪萍,左璜.课目与语言整合式学习模式的兴起、课程建构与启示[J].外国教育研究,2013(11):39-50.
[4] 金忍冬.CLIL视角下高职英语教学的误区及对策研究[J].职业技术教育,2013(02):41-44.
[5] Early,M.Enabling first and second language learners in the classroom[J].language arts (67) :567-574.
[6] 苏德.多维视野下的双语教学发展观-内蒙古地区蒙古族中小学个案[D].北京:中央民族大学,2005.
[7] Mohan,B.A.Language and Content[M].Reading,Ma:Addison-Wesley,1986:921,35.
[8] Coyle,D,.Hood,P.&Marsh,D..Content and Language Integrated Learning[M].Cambridge:Cambridge University Press,2010.1,3,41,43.
[9] Mayer,O..Toward quality-CLIL:Successful planning and teaching strategies [J].International CLIL Research Journal,2010,(33):11-29.
[10] Lorenzo,F.An analytical framework of language integration in L2 content-based courses:The Eruopean dimension [J].language and Education 21(6):502-513.
[11] 何安平.语料库语言学与英语教学[M].北京:外语教学与研究出版社,2004.
[12] Liss Kerstin Sylvén,Are the Simpsons welcome in the CLIL classroom?[J].View,2007,16(3):53-60.
[13] Y.L.Teresa Ting,Insights from Italian CILI-Science classrooms:refining objectives,constructing knowledge and transforming FL-Learners into FL-users[J].View,2007,16(3):60-69.
[14] Pat Moor & Franciro Lorenzo,Adapting authentic materials for CLIL classrooms:an empirical study[J].View,2007,16(3):28-35.
[15] AnneCzura,Translation is not enough-the need for pedagogical adaptation in CLIL textbook development [J].Porta Linguarum.27.35-46.
[16] 罗芳.高职公共英语精品教材建设的研究[D].长沙:湖南师范大学,2008.
[17] 连卫钰.高职专业英语教材建设初探[J].新疆职业大学学报,2009(6).
[18] 杨理.高职基础英语教材体系的研究-以无锡旅游商贸高等职业技术学校为例[D].上海:上海师范大学,2012.
[19] 刘会英,黄甫全.欧洲新兴课语整合式学习(CLIL)的背景视角与启示 [J].广东外语外贸大学学报,2013(09).