互动教学理论在ESP教学中的应用研究
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摘要
传统的课堂英语教学模式以“教”为主,是“教师灌输式”,教师是知识的唯一源泉,教师机械地向学生灌输知识,学生被认为仅仅是被动的接受者,学生丧失了在课堂上的能动性和主动性。片面追求知识的系统性和全面性,使学生忽视对语言的实际运用。再者,教学内容的整齐划一,刻板的教学方法都抹煞了学生的个体差异。缺乏互动的英语教学课堂,学生没有兴趣,学习气氛沉闷,导致教学效率低下。
大多数的中等职业高中学生,不懂得英语学习策略,面对如此的学生如沿用以往的旧教学模式,教学将无法顺利开展,教学效果也将会以失败告终。而互动教学倡导一种平等交流,互相尊重,共享课堂的新方式,它为学习者创造交流信息,表达思想的环境和机会,使学生通过交际和意义协商促进语言习得。在此,笔者从教学实际出发,提出了在饭店服务英语中运用互动教学的观点。
笔者首先从互动教学的理论基础入手,分别从教育学和语言学习两个方面介绍了互动教学的理论基础,从理论上论证了互动教学的可行性。接下来,笔者运用文献分析法对饭店服务英语课程学习的特点进行了分析。采用问卷法和访谈法调查了职业高中学生的特点。然后结合实际,将互动教学分三步运用到饭店服务英语中:课前任务布置----课堂教学-----课后反思。
为了能证实互动教学有利于饭店服务英语教学效率的提高,笔者运用了实验对比法,分别选出了实验班和对比班。实验班运用互动英语教学,而对照班运用3P教学法。验前,实验班和对照班语言综合能力(口语,听力,笔试)均无显著性差异;验后,实验班学生的成绩明显高于对照班,差异显著。
本研究的结果表明:课堂运用互动教学能调动学生的能动性,营造良好学习氛围,有效提高教学效率,加强学生语言运用能力。使课堂教学活动化,教学内容情景化,教学过程交际化。
Teachers are the only resource of knowledge in the traditional class and teachers inculcate the knowledge in students' mind. Being considered a knowledge receiver, students lose their initiative and creativity in class and gradually students also lose their practical ability of using language. Traditional teaching makes students lose theirinterests and leads to low efficiency in study.
Most vocational students don't have enough learning skills and can't master learning strategies. If we use the traditional way of teaching, the teaching process cannot go smoothly and the teaching will achieve little effect. However, interactive teaching aims at a reciprocal and mutual atmosphere and it can provide many opportunities for students to convey their ideas and exchange their information. Thus communication and negotiation of meaning can facilitate comprehension and language learning. The author, therefore, from the perspective of teaching practice, proposes the viewpoint of applying interactive teaching theory into Hotel Service English teaching.
Starting from the importance of interactive teaching and the literature review, the thesis practically introduces interactive teaching from the perspective of education and language learning as well as theoretically demonstrates that the feasibility of interactive teaching into Hotel Service English teaching. The author has adopted analytic method of documents to analyze the characteristics of Hotel Service English and used questionnaire and interview to investigate the characteristics of students in vocational school. Then the author proposed an application of interactive teaching for Hotel Service English and then put it into practice.
In order to testify that interactive teaching method can help Vocational School students improve their learning ability and the general English proficiency, a teaching experiment is carried out, in which the interactive teaching method is adopted in the experimental class (EC) while the traditional 3P teaching is used in the control class (CC). After the experiment, the experimental class achieves obvious progress than the control class.
The thesis fully proves that interactive teaching in Hotel Service English teaching can promote students' initiative and creativity, foster a good atmosphere for students to study and improve students' learning efficiency and their language ability.
大多数的中等职业高中学生,不懂得英语学习策略,面对如此的学生如沿用以往的旧教学模式,教学将无法顺利开展,教学效果也将会以失败告终。而互动教学倡导一种平等交流,互相尊重,共享课堂的新方式,它为学习者创造交流信息,表达思想的环境和机会,使学生通过交际和意义协商促进语言习得。在此,笔者从教学实际出发,提出了在饭店服务英语中运用互动教学的观点。
笔者首先从互动教学的理论基础入手,分别从教育学和语言学习两个方面介绍了互动教学的理论基础,从理论上论证了互动教学的可行性。接下来,笔者运用文献分析法对饭店服务英语课程学习的特点进行了分析。采用问卷法和访谈法调查了职业高中学生的特点。然后结合实际,将互动教学分三步运用到饭店服务英语中:课前任务布置----课堂教学-----课后反思。
为了能证实互动教学有利于饭店服务英语教学效率的提高,笔者运用了实验对比法,分别选出了实验班和对比班。实验班运用互动英语教学,而对照班运用3P教学法。验前,实验班和对照班语言综合能力(口语,听力,笔试)均无显著性差异;验后,实验班学生的成绩明显高于对照班,差异显著。
本研究的结果表明:课堂运用互动教学能调动学生的能动性,营造良好学习氛围,有效提高教学效率,加强学生语言运用能力。使课堂教学活动化,教学内容情景化,教学过程交际化。
Teachers are the only resource of knowledge in the traditional class and teachers inculcate the knowledge in students' mind. Being considered a knowledge receiver, students lose their initiative and creativity in class and gradually students also lose their practical ability of using language. Traditional teaching makes students lose theirinterests and leads to low efficiency in study.
Most vocational students don't have enough learning skills and can't master learning strategies. If we use the traditional way of teaching, the teaching process cannot go smoothly and the teaching will achieve little effect. However, interactive teaching aims at a reciprocal and mutual atmosphere and it can provide many opportunities for students to convey their ideas and exchange their information. Thus communication and negotiation of meaning can facilitate comprehension and language learning. The author, therefore, from the perspective of teaching practice, proposes the viewpoint of applying interactive teaching theory into Hotel Service English teaching.
Starting from the importance of interactive teaching and the literature review, the thesis practically introduces interactive teaching from the perspective of education and language learning as well as theoretically demonstrates that the feasibility of interactive teaching into Hotel Service English teaching. The author has adopted analytic method of documents to analyze the characteristics of Hotel Service English and used questionnaire and interview to investigate the characteristics of students in vocational school. Then the author proposed an application of interactive teaching for Hotel Service English and then put it into practice.
In order to testify that interactive teaching method can help Vocational School students improve their learning ability and the general English proficiency, a teaching experiment is carried out, in which the interactive teaching method is adopted in the experimental class (EC) while the traditional 3P teaching is used in the control class (CC). After the experiment, the experimental class achieves obvious progress than the control class.
The thesis fully proves that interactive teaching in Hotel Service English teaching can promote students' initiative and creativity, foster a good atmosphere for students to study and improve students' learning efficiency and their language ability.
引文
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陈旭远主编.课程与教学论.东北师范大学出版社,2002
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刘润清、胡壮麟.第二语言习得与研究.外语教学与研究出版社,1999
马兰.合作学习[M]北京:北京师范大学出版社,2005,5.
舒运祥.外语测试的理论与方法.世界图书出版公司,2001
王才仁.英语教学交际论.广西教育出版社,1996
王笃勤等.英语教学策略论.外语教学与研究出版社,2002
王鉴.课堂重构:从“知识课堂”到“生命课堂”[J].教育理论与实践,2003,23(1):30-33
伍新春等译.McCombs,Barnara L,&Pope、James著.学习动机的激发策略提高学生的学习兴趣.中国轻工业出版社,2002
文军.专门用途英语教学与研究领域论[J]-外语与外语教学.2002年12月
尤其达.输入与输出并举[J],提高英语应用能力.外语界,2001,(6):40-43
张国扬、朱亚夫.外语教学语言学.广西教育出版社,1996
Nunan,Divid.Communicative Tasks and the language Curriculum TESL Quarterly.1991,25(2),270-295.
Gass S.Intergrating research areas:a framework for second language studies[J].Appiled Linguistics.1988,9(2):198-217.
Krashen S.The Input Hypothesis:Issues and Implications[M].London:Longman,1985.
Long M.Input and second language acquisition[A].Gass S,Madden C.Input in Second Language Acquisition[M].Rowley,MA:Newbury House,1985.
Swain M.Communicative competence:some roles of comprehensible input and comprehensible output in its development[A].Gass S,Madden.Input in Second Language Acquisition[M].Rowley:Newbury House,1985.
陈厚德.有效教学.教育科学出版社,2000
陈莉萍.专门用语英语研究.复旦大学出版社,2000
陈少敏.探索中学英语教学成功之路.上海教育出版社,1998
陈旭远主编.课程与教学论.东北师范大学出版社,2002
陈忠华.科技英语教学的理论与实践.河北科学技术出版社,1990
程世禄.张国扬.ESP的理论与实践.广西教育出版社,1996
刘润清、韩宝成.语言测试和它的方法.外语教学与研究出版社,2001
高阳.旅游英语口语教学初探[C]----安徽商贸职业技术学院学报.2002年3月
刘润清、胡壮麟.第二语言习得与研究.外语教学与研究出版社,1999
马兰.合作学习[M]北京:北京师范大学出版社,2005,5.
舒运祥.外语测试的理论与方法.世界图书出版公司,2001
王才仁.英语教学交际论.广西教育出版社,1996
王笃勤等.英语教学策略论.外语教学与研究出版社,2002
王鉴.课堂重构:从“知识课堂”到“生命课堂”[J].教育理论与实践,2003,23(1):30-33
伍新春等译.McCombs,Barnara L,&Pope、James著.学习动机的激发策略提高学生的学习兴趣.中国轻工业出版社,2002
文军.专门用途英语教学与研究领域论[J]-外语与外语教学.2002年12月
尤其达.输入与输出并举[J],提高英语应用能力.外语界,2001,(6):40-43
张国扬、朱亚夫.外语教学语言学.广西教育出版社,1996