武汉体育学院高水平运动员英语教学策略研究
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摘要
武汉体育学院的高水平运动员是一个特殊的学生群体,他们既要顺利完成大学课程,又要刻苦训练﹑提高竞技成绩﹑参加各项比赛。了解和分析高水平运动员的英语学习现状并对此提出适合运动员需求的教学策略,对武汉体育学院高水平运动员的英语教学有实际意义。同时,结合北京奥运会的契机,对培养出符合时代要求﹑高素质的大学生运动员,为我国体育事业做出贡献有重要意义。
本文采用文献资料法、调查法和数理分析法对武汉体育学院高水平运动员英语学习的现状做出分析和研究。通过分析发现,武汉体育学院高水平运动员的英语学习在现阶段面临着诸多问题。高水平运动员的英语基础普遍较差,他们比较依赖于课堂上教师的讲授,学习兴趣不大。大部分高水平运动员对于英语学习的目的多为应试,态度不够端正,从而影响到他们学习的积极性和主动性。目前武汉体育学院的英语教学环境也不够完善,学习氛围和学习环境的硬件设施都有所欠缺;学生的学习时间较少,课外活动开展得不够丰富。此外,英语教学模式和教学方法比较单一化,是传统的“填鸭”式教学,教学效果不明显。
根据存在的问题,本文建议,从学习主体的情感因素引导入手,帮助高水平运动员明确英语学习目的,培养学习兴趣,激发学习动机并树立正确的学习态度;挖掘高水平运动员的智力潜能,转变认知风格;完善学习环境,从语言技能、口语、听力、阅读和写作几方面实施正确的教学策略,并对教师进行针对性的培训,发展体育英语的概念,将体育专业知识和英语应用能力结合起来,满足高水平运动员的学习需求。
As a special group of college students, high-level athletes of Wuhan Institute of Physical Education have to both finish college courses and train hard to participate in the sports competitions at different levels and to perform well. It is significant for the English teachers to analyze the current situations of these students' English learning and apply effective teaching strategies to meet their needs in English learning. Meanwhile, with the approach of the 2008 Beijing Olympic Games, it is important to cultivate high-quality college athletes with a good command of English, who cannot only accord with the requirements of the times but make contributions to the Chinese sports.
Based on the methods of literature study, questionnaires, interviews and mathematical statistics, this dissertation analyzed the current situation of the high-level athletes’English learning. Analyses show that there are many problems facing the high-level athletes in their English learning. Most of the high-level athletes of Wuhan Institute of Physical Education are weak in English. They rely much on the teacher’s explanations in class and are not interested in English. Their purpose of English learning is to pass the examinations, and their attitudes are not correct, which influence their enthusiasm and initiative in their English learning. At present, the English teaching environments of Wuhan Institute of Physical Education are not satisfactory; the learning equipments with modern technology are not sufficient and the academic atmosphere is not poor. The students do not spend much time learning English and there are not many ex-curricular English related activities. The teaching method is simplified, mainly cramming method of teaching. Therefore, the teaching results are not obvious.
According to the above-mentioned problems, the dissertation has proposed some solutions based on the emotional factors of the learners. The high-level athletes need to be helped to establish their goals for the English learning, to be more interested and motivated, and to have correct attitudes towards English learning, so that their intelligent potential can be developed, and their cognitive style of learning can be changed. Moreover, the academic atmosphere can be improved and the effective teaching strategies from the respects of the English speaking, listening, reading and writing can be applied. And the teachers should be more aware of English related to sports and combine it with their teaching so that the demands of the high-level athletes in learning English can be met. This purpose can be met by the relative training of the teachers.
本文采用文献资料法、调查法和数理分析法对武汉体育学院高水平运动员英语学习的现状做出分析和研究。通过分析发现,武汉体育学院高水平运动员的英语学习在现阶段面临着诸多问题。高水平运动员的英语基础普遍较差,他们比较依赖于课堂上教师的讲授,学习兴趣不大。大部分高水平运动员对于英语学习的目的多为应试,态度不够端正,从而影响到他们学习的积极性和主动性。目前武汉体育学院的英语教学环境也不够完善,学习氛围和学习环境的硬件设施都有所欠缺;学生的学习时间较少,课外活动开展得不够丰富。此外,英语教学模式和教学方法比较单一化,是传统的“填鸭”式教学,教学效果不明显。
根据存在的问题,本文建议,从学习主体的情感因素引导入手,帮助高水平运动员明确英语学习目的,培养学习兴趣,激发学习动机并树立正确的学习态度;挖掘高水平运动员的智力潜能,转变认知风格;完善学习环境,从语言技能、口语、听力、阅读和写作几方面实施正确的教学策略,并对教师进行针对性的培训,发展体育英语的概念,将体育专业知识和英语应用能力结合起来,满足高水平运动员的学习需求。
As a special group of college students, high-level athletes of Wuhan Institute of Physical Education have to both finish college courses and train hard to participate in the sports competitions at different levels and to perform well. It is significant for the English teachers to analyze the current situations of these students' English learning and apply effective teaching strategies to meet their needs in English learning. Meanwhile, with the approach of the 2008 Beijing Olympic Games, it is important to cultivate high-quality college athletes with a good command of English, who cannot only accord with the requirements of the times but make contributions to the Chinese sports.
Based on the methods of literature study, questionnaires, interviews and mathematical statistics, this dissertation analyzed the current situation of the high-level athletes’English learning. Analyses show that there are many problems facing the high-level athletes in their English learning. Most of the high-level athletes of Wuhan Institute of Physical Education are weak in English. They rely much on the teacher’s explanations in class and are not interested in English. Their purpose of English learning is to pass the examinations, and their attitudes are not correct, which influence their enthusiasm and initiative in their English learning. At present, the English teaching environments of Wuhan Institute of Physical Education are not satisfactory; the learning equipments with modern technology are not sufficient and the academic atmosphere is not poor. The students do not spend much time learning English and there are not many ex-curricular English related activities. The teaching method is simplified, mainly cramming method of teaching. Therefore, the teaching results are not obvious.
According to the above-mentioned problems, the dissertation has proposed some solutions based on the emotional factors of the learners. The high-level athletes need to be helped to establish their goals for the English learning, to be more interested and motivated, and to have correct attitudes towards English learning, so that their intelligent potential can be developed, and their cognitive style of learning can be changed. Moreover, the academic atmosphere can be improved and the effective teaching strategies from the respects of the English speaking, listening, reading and writing can be applied. And the teachers should be more aware of English related to sports and combine it with their teaching so that the demands of the high-level athletes in learning English can be met. This purpose can be met by the relative training of the teachers.
引文
[1] 大学英语课程教学要求[Z].北京:教育部,2007.
[2] 束定芳, 庄智象. 现代外语教学—理论、实践与方法[M]. 上海:上海外语教育出版社,1996.37-50.
[3] 朱纯. 外语教学心理学[M]. 上海:上海外语教育出版社,1994.327-348.
[4] 陈宝海. 对普通高校高水平运动员文化课学习问题的研究与探讨[J]. 哈尔滨体育学院学报,2005,(5):116-117.
[5] 武汉体育学院大学英语教学大纲(运动训练专业、民族传统体育专业、艺术表演专业) [Z]. 武汉:武汉体育学院, 2007.
[6] 武汉体育学院教学概览[Z]. 武汉: 武汉体育学院, 2007.87-94.
[7] Ellis, R. Understanding Second Language Acquisition[M]. Oxford University Press, 1986.
[8] 贾冠杰. 外语教育心理学[M]. 南宁:广西教育出版社,2003.17-37.
[9] Gardner,R.C. and Lambert,W.E. Attitudes and Motivation in Second Language Learning[M]. Rowley,Massachusetts: Newbury House, 1972.
[10] Van Els,T.et al. Applied Linguistics and the Learning and Teaching of Foreign Language[M]. London: Edward Arnold Ltd, 1984.116.
[11] Gardner,R.C. Focus on the Learner[M]. Massachusetts: Newbury House, 1973.
[12] 王道俊,郭文安.主体教育论[M]. 北京: 人民教育出版社,2005.
[13] 束定芳. 外语教学改革:问题与对策[M]. 上海:上海外语教育出版社,2004.1-7.
[14] Jakobovits,L. Foreign Language Learning: A Psycholinguistic Analysis of the Issue[M]. Rowley,Massachusetts: Newbury House, 1970.
[15] Wenden,A.& Rubin,J. Learning Strategies in Language Learning[M]. Prentice-Hall, 1987.
[16] 李培艳. 体育院校英语教学现状及改革方向探讨[J].决策探索,2006,(11): 76-77.
[17] 胡瑾,陈文卿,苏玲. 提高体育专业学生英语学习能力的调查分析[J]. 湖南人文科技学院学报,2005,(4):122-124.
[18] 杨梅. 优秀运动员外语学习心理及学习策略研究[Z].武汉体育学院,2007.
[19] 王笃勤. 英语教学策略论[M]. 北京:外语教学与研究出版社,2002.25-30.
[20] 夏纪梅. 现代外语课程设计理论与实践[M]. 上海:上海外语教育出版社,2002.26-27.
[21] 曾丽. 大学英语教学改革对体育院校英语教学改革的启示[J]. 吉林体育学院学报,2006,(2): 140-141.
[22] 杨建设. 西安体育学院英语教学现状调查与发展对策[J]. 西安体育学院学报,2002,(4): 190-191.
[23] 艾正秋,刘正西,杨成静,付皓,李在辉. 体育院校英语教学模式的改革与探索[J]. 成都体育学院学报,2001,(3): 63-65.
[24] Jeremy Harmer. How to Teach English[M]. 北京:外语教学与研究出版社,2000.68-111.
[25] David Nunan. The Learner-Centred Curriculum: A Study in Second Language Teaching[M]. 上海:上海外语教育出版社,1988.21-32.
[26] Alan Cunningsworth. Choosing Your Coursebook[M]. 上海:上海外语教育出版社,2002.64-85.
[27] 田慧,韩冰,许小冬,尹红蕾. 中国优秀运动员英语学习现状调查与对策研究[J]. 体育科学,2005,(2): 31-34.
[28] 田慧,韩冰,许小冬,尹红蕾,刘敏. 国家队运动员英语学习需求调查及教学实施建议[J]. 北京体育大学学报,2005,(3): 370-373.
[29] 戴中明,黄瑾. 体育学院英语课堂教学中应注意的几个因素[J]. 南京体育学院学报,2003,(4): 126-128.
[30] 党养民. 体育院校英语教学应注重文化背景知识和专业术语知识的传授[J]. 西安体育学院学报,2002,(1): 106.
[31] 陈玉玲. 体育专业大学英语教学对策研究[J]. 广州体育学院学报,2001,(9): 114-116.
[32] 徐勇,宗雪飞,袁建琴. 中美高校运动员管理体制的比较研究[J]. 山东体育科技, 2004,(2): 61-63.
[33] 李杰凯. 我国优秀运动员文化教育现实问题及改革的建议[J]. 沈阳体育学院学报, 2002,(3): 1-4.
[34] 陈飞. 如何进行体育专业英语教学[J]. 体育科技,1998,(2): 105-106.
[35] 薛宏波,程文广. 浅论体育院校英语教学中进行创新教育的尝试[J]. 哈尔滨体育学院学报,2003,(2): 71-72.
[36] 任晋军. 普通高校高水平运动员学习问题的研究[J]. 体育科学,1997,(9): 36-38.
[37] 陈瑞梅.普通高校高水平运动员学习管理的若干问题综述[J].体育成人教育学刊, 2005,(8): 54-55.
[38] 陈军,邹荣霞. 普通高校高水平运动员的现状和管理对策[J]. 南京体育学院学报, 2005,(6): 80-82.
[39] 范果,郑燕飞. 美国高校高水平运动员文化学习的管理对我国高校的启示[J]. 体育成人教育学刊,2006,(8): 22-23.
[40] 黄铁梅. 论高校高水平运动员的文化科学素质教育[J]. 四川体育科学,2003,(4): 7-9.
[41] 顾信文,刘忠武. 黑龙江省普通高校体育专业的英语教学现状分析及对策[J]. 黑龙江高教研究,2004,(4): 101-103.
[42] 张旭虹. 对高等体育院校英语教学改革的几点看法[J]. 哈尔滨体育学院学报,1999,(3): 78-79.
[43] 钟伟. 湖北省专业运动员英语学习状况的调查研究[J]. 湖北体育科技,2006,(1): 124.
[44] 杜海慧. 关于体育院校非全日制及函授英语教学改革的思考[J]. 吉林体育学院学报,2004,(2): 144-145.
[45] Rubin,J.& Tompson,I. How to Be A More Successful Language Learner[M]. Massachusetts: Heinle and Heinle Publishers, 1994.
[46] O’Malley, et al. Listening Comprehension Strategies in Second Language Acquisition[J]. Applied Linguistics, 1989, (10): 18-437.
[47] Stern,H.H. Issues and Options in Language Teaching[M]. Oxford: Oxford University Press, 1992.
[48] Klein,W. Second Language Acquisition[M]. Cambridge: Edward Arnold,1986.
[49] Cook,V. Second Language Learning and Language Teaching[M]. London: Arnold,1991.
[50] Macky,W.F. Language Teaching Analysis[M]. London: Longman, 1965.
[2] 束定芳, 庄智象. 现代外语教学—理论、实践与方法[M]. 上海:上海外语教育出版社,1996.37-50.
[3] 朱纯. 外语教学心理学[M]. 上海:上海外语教育出版社,1994.327-348.
[4] 陈宝海. 对普通高校高水平运动员文化课学习问题的研究与探讨[J]. 哈尔滨体育学院学报,2005,(5):116-117.
[5] 武汉体育学院大学英语教学大纲(运动训练专业、民族传统体育专业、艺术表演专业) [Z]. 武汉:武汉体育学院, 2007.
[6] 武汉体育学院教学概览[Z]. 武汉: 武汉体育学院, 2007.87-94.
[7] Ellis, R. Understanding Second Language Acquisition[M]. Oxford University Press, 1986.
[8] 贾冠杰. 外语教育心理学[M]. 南宁:广西教育出版社,2003.17-37.
[9] Gardner,R.C. and Lambert,W.E. Attitudes and Motivation in Second Language Learning[M]. Rowley,Massachusetts: Newbury House, 1972.
[10] Van Els,T.et al. Applied Linguistics and the Learning and Teaching of Foreign Language[M]. London: Edward Arnold Ltd, 1984.116.
[11] Gardner,R.C. Focus on the Learner[M]. Massachusetts: Newbury House, 1973.
[12] 王道俊,郭文安.主体教育论[M]. 北京: 人民教育出版社,2005.
[13] 束定芳. 外语教学改革:问题与对策[M]. 上海:上海外语教育出版社,2004.1-7.
[14] Jakobovits,L. Foreign Language Learning: A Psycholinguistic Analysis of the Issue[M]. Rowley,Massachusetts: Newbury House, 1970.
[15] Wenden,A.& Rubin,J. Learning Strategies in Language Learning[M]. Prentice-Hall, 1987.
[16] 李培艳. 体育院校英语教学现状及改革方向探讨[J].决策探索,2006,(11): 76-77.
[17] 胡瑾,陈文卿,苏玲. 提高体育专业学生英语学习能力的调查分析[J]. 湖南人文科技学院学报,2005,(4):122-124.
[18] 杨梅. 优秀运动员外语学习心理及学习策略研究[Z].武汉体育学院,2007.
[19] 王笃勤. 英语教学策略论[M]. 北京:外语教学与研究出版社,2002.25-30.
[20] 夏纪梅. 现代外语课程设计理论与实践[M]. 上海:上海外语教育出版社,2002.26-27.
[21] 曾丽. 大学英语教学改革对体育院校英语教学改革的启示[J]. 吉林体育学院学报,2006,(2): 140-141.
[22] 杨建设. 西安体育学院英语教学现状调查与发展对策[J]. 西安体育学院学报,2002,(4): 190-191.
[23] 艾正秋,刘正西,杨成静,付皓,李在辉. 体育院校英语教学模式的改革与探索[J]. 成都体育学院学报,2001,(3): 63-65.
[24] Jeremy Harmer. How to Teach English[M]. 北京:外语教学与研究出版社,2000.68-111.
[25] David Nunan. The Learner-Centred Curriculum: A Study in Second Language Teaching[M]. 上海:上海外语教育出版社,1988.21-32.
[26] Alan Cunningsworth. Choosing Your Coursebook[M]. 上海:上海外语教育出版社,2002.64-85.
[27] 田慧,韩冰,许小冬,尹红蕾. 中国优秀运动员英语学习现状调查与对策研究[J]. 体育科学,2005,(2): 31-34.
[28] 田慧,韩冰,许小冬,尹红蕾,刘敏. 国家队运动员英语学习需求调查及教学实施建议[J]. 北京体育大学学报,2005,(3): 370-373.
[29] 戴中明,黄瑾. 体育学院英语课堂教学中应注意的几个因素[J]. 南京体育学院学报,2003,(4): 126-128.
[30] 党养民. 体育院校英语教学应注重文化背景知识和专业术语知识的传授[J]. 西安体育学院学报,2002,(1): 106.
[31] 陈玉玲. 体育专业大学英语教学对策研究[J]. 广州体育学院学报,2001,(9): 114-116.
[32] 徐勇,宗雪飞,袁建琴. 中美高校运动员管理体制的比较研究[J]. 山东体育科技, 2004,(2): 61-63.
[33] 李杰凯. 我国优秀运动员文化教育现实问题及改革的建议[J]. 沈阳体育学院学报, 2002,(3): 1-4.
[34] 陈飞. 如何进行体育专业英语教学[J]. 体育科技,1998,(2): 105-106.
[35] 薛宏波,程文广. 浅论体育院校英语教学中进行创新教育的尝试[J]. 哈尔滨体育学院学报,2003,(2): 71-72.
[36] 任晋军. 普通高校高水平运动员学习问题的研究[J]. 体育科学,1997,(9): 36-38.
[37] 陈瑞梅.普通高校高水平运动员学习管理的若干问题综述[J].体育成人教育学刊, 2005,(8): 54-55.
[38] 陈军,邹荣霞. 普通高校高水平运动员的现状和管理对策[J]. 南京体育学院学报, 2005,(6): 80-82.
[39] 范果,郑燕飞. 美国高校高水平运动员文化学习的管理对我国高校的启示[J]. 体育成人教育学刊,2006,(8): 22-23.
[40] 黄铁梅. 论高校高水平运动员的文化科学素质教育[J]. 四川体育科学,2003,(4): 7-9.
[41] 顾信文,刘忠武. 黑龙江省普通高校体育专业的英语教学现状分析及对策[J]. 黑龙江高教研究,2004,(4): 101-103.
[42] 张旭虹. 对高等体育院校英语教学改革的几点看法[J]. 哈尔滨体育学院学报,1999,(3): 78-79.
[43] 钟伟. 湖北省专业运动员英语学习状况的调查研究[J]. 湖北体育科技,2006,(1): 124.
[44] 杜海慧. 关于体育院校非全日制及函授英语教学改革的思考[J]. 吉林体育学院学报,2004,(2): 144-145.
[45] Rubin,J.& Tompson,I. How to Be A More Successful Language Learner[M]. Massachusetts: Heinle and Heinle Publishers, 1994.
[46] O’Malley, et al. Listening Comprehension Strategies in Second Language Acquisition[J]. Applied Linguistics, 1989, (10): 18-437.
[47] Stern,H.H. Issues and Options in Language Teaching[M]. Oxford: Oxford University Press, 1992.
[48] Klein,W. Second Language Acquisition[M]. Cambridge: Edward Arnold,1986.
[49] Cook,V. Second Language Learning and Language Teaching[M]. London: Arnold,1991.
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