高职英语教学改革中引入ESP的研究
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摘要
随着我国近年来社会的飞速发展,普通英语教学已经无法满足会的需求。笔者认为,对于高职高专院校的学生而言,掌握ESP是一项非常重要的任务。EGP+ESP模式可以充分体现高职高专院校“实用为主、够用为度”的教学原则,具备科学性、先进性和实用性,可以很好地为高职高专英语教学改革服务,应对新世纪英语教学中出现的挑战。英语作为在这些领域国际通用的语言,除了起日常交流的作用,更重要的是使用它在具体行业中进行交际。要涉及具体科技、经济等领域的交流合作,则必须开展专门用途英语(ESP)教学工作。而其中的ESP是以专业需求为基础的实用型英语教学作为对EGP教学的进一步延伸也随即受到了更多关注。ESP(专门用途英语)是根据某一特定专业设计的相关英语课程,是一个完整的教学体系也是一种外语教学的途径,是一种英语与专业结合的教学方式,符合高职英语“外语+专业”的人才培养目标,是高职英语教学改革的有效途径。ESP理论具有教学内容专业化、学用结合等特点,对指导高职英语教学是必要的和可行的,对更好地推进当前高职英语教学改革有重大的意义。
大量的毕业生在实际工作中却缺乏相关行业的英语应用能力。根据对学生需求的分析,本文归纳总结了ESP课程的特点和任务。就ESP课程中的大纲设计、教材、教法及评估体系进行分析研究,发现教师和学生对ESP课程教学大纲缺乏重视；ESP教学中使用教材与课程联系不紧；教师采用的教学方法陈旧、单一；ESP课程的评估效度很差；教师在教学过程中忽视了对学生一些语言技能的培养。分析了问题和原因后,本文提供了解决这些问题的依据和解决的策略。最后,本文明确了高职ESP教师在整个教学中的作用,定位并强调其进行自我完善的必要性。
本文希望通过对改善高职非英语专业收效甚微的ESP课程教学现状并为我国高职院校的ESP课程的有效开展提供一些有价值的参考。本文旨在探讨高职院校ESP的实际应用。文章对于这一过程诸多环节以及各种因素的探讨,基于特定的角度,有些问题有待于做更为深入的研究。
With the rapid development of our society in recent years, ordinary English would have been unable to meet demand. I believe that, for vocational college students, master the ESP is a very important task. EGP + ESP model can fully reflect the vocational college, "skills-oriented, good enough for the degree of" teaching the principles, with scientific, advanced and practical, can be a good service for the college English teaching reform, should English teaching in the new century, challenges that have emerged. In these areas, English as international language, apart from the role of daily communication, more importantly, use it to communicate in specific sectors. To deal with specific technical and economic exchanges and cooperation in the fields, the need for English for Specific Purposes (ESP) teaching. ESP is a professional and one of the practical needs-based English teaching as a further extension of EGP also received more attention then. ESP (ESP) is designed in accordance with a specific professional courses related to English, is a complete teaching system is also a way of teaching a foreign language is a combination of English and professional teaching methods, in line with vocational English "foreign languages + professional "personnel training objectives, reform of English teaching is an effective way. ESP theory with teaching content specialization, combine study with other characteristics, to guide the English teaching is necessary and feasible, to better promote the reform of the current English teaching has great significance.
A large number of graduates in the practical work is the lack of English proficiency related industries. Based on student needs, this paper summarizes the characteristics of ESP courses and tasks. ESP course outline for the design, materials, methods and assessment system for analysis and study, found that teachers and students lack of attention to ESP course syllabus; ESP teaching materials and curriculum used in a tight contact; outdated teaching methods adopted by teachers, single ESP poor validity of the assessment program; teachers in the teaching process, the students ignored some language skills training. Analysis of issues and causes, this paper provides the basis to solve these problems and possible solutions. Finally,lear the vocational teachers in the Teaching of ESP's role, position and stressed the need for self-improvement.
This paper aims to improve the vocational non-English majors have little effect in ESP teaching situation and to institutions of higher effective implementation of ESP courses to provide some valuable information. This article aims to explore the design of vocational colleges the practical application of ESP courses. Articles for many aspects of this process, and a variety of factors, based on a particular point of view, some issues need to be doing more in-depth study.
大量的毕业生在实际工作中却缺乏相关行业的英语应用能力。根据对学生需求的分析,本文归纳总结了ESP课程的特点和任务。就ESP课程中的大纲设计、教材、教法及评估体系进行分析研究,发现教师和学生对ESP课程教学大纲缺乏重视；ESP教学中使用教材与课程联系不紧；教师采用的教学方法陈旧、单一；ESP课程的评估效度很差；教师在教学过程中忽视了对学生一些语言技能的培养。分析了问题和原因后,本文提供了解决这些问题的依据和解决的策略。最后,本文明确了高职ESP教师在整个教学中的作用,定位并强调其进行自我完善的必要性。
本文希望通过对改善高职非英语专业收效甚微的ESP课程教学现状并为我国高职院校的ESP课程的有效开展提供一些有价值的参考。本文旨在探讨高职院校ESP的实际应用。文章对于这一过程诸多环节以及各种因素的探讨,基于特定的角度,有些问题有待于做更为深入的研究。
With the rapid development of our society in recent years, ordinary English would have been unable to meet demand. I believe that, for vocational college students, master the ESP is a very important task. EGP + ESP model can fully reflect the vocational college, "skills-oriented, good enough for the degree of" teaching the principles, with scientific, advanced and practical, can be a good service for the college English teaching reform, should English teaching in the new century, challenges that have emerged. In these areas, English as international language, apart from the role of daily communication, more importantly, use it to communicate in specific sectors. To deal with specific technical and economic exchanges and cooperation in the fields, the need for English for Specific Purposes (ESP) teaching. ESP is a professional and one of the practical needs-based English teaching as a further extension of EGP also received more attention then. ESP (ESP) is designed in accordance with a specific professional courses related to English, is a complete teaching system is also a way of teaching a foreign language is a combination of English and professional teaching methods, in line with vocational English "foreign languages + professional "personnel training objectives, reform of English teaching is an effective way. ESP theory with teaching content specialization, combine study with other characteristics, to guide the English teaching is necessary and feasible, to better promote the reform of the current English teaching has great significance.
A large number of graduates in the practical work is the lack of English proficiency related industries. Based on student needs, this paper summarizes the characteristics of ESP courses and tasks. ESP course outline for the design, materials, methods and assessment system for analysis and study, found that teachers and students lack of attention to ESP course syllabus; ESP teaching materials and curriculum used in a tight contact; outdated teaching methods adopted by teachers, single ESP poor validity of the assessment program; teachers in the teaching process, the students ignored some language skills training. Analysis of issues and causes, this paper provides the basis to solve these problems and possible solutions. Finally,lear the vocational teachers in the Teaching of ESP's role, position and stressed the need for self-improvement.
This paper aims to improve the vocational non-English majors have little effect in ESP teaching situation and to institutions of higher effective implementation of ESP courses to provide some valuable information. This article aims to explore the design of vocational colleges the practical application of ESP courses. Articles for many aspects of this process, and a variety of factors, based on a particular point of view, some issues need to be doing more in-depth study.
引文
[1]Brindley, G.P.Needs Analysis and Objective, Setting in the Adult Migrant Edueation Sydne, NSW:Adult Migrant Education Sevrice.PP.78.1984
[2]Carver, D. (1983). Some propositions about ESP'. The ESP Journal,2,131-137.
[3]Dudley—Evans, T.& St John, M. (1998). Developments in ESP:A multi--disciplinary approach. Cambridge:Cambridge University Press.
[4]Douglas, D. (2000). Assessing Language for Specific Purpose, Cambridge University Press.
[5]Dublin, E & Olshtain, E. (2002). Course Design, Shanghai Foreign Language Education Press.
[6]Gunning Sworth. (2002). Choosing Your Coursebook[M].上海外语教育出版社.
[7]Hutchinson, T.& Watel 8, A. (1987). English for Specific Purposes:A learning-centered approach. Cambridge:Cambridge university Press.
[8]Hutchinson, T & Waters, A. (1987). English for Specific Purpose [M].Cambridge University Press..
[9]Smock, R., (2003), What is English for Specific Purposes?[J]. English teaching Forum,3.
[10]Robinson. A, (1991). ESP Today—A Practitioner's Guide[M]. New York and London:Prentice Hall International (UK) Ltd,.
[11]Stevens P. (1988). ESP: after twenty years: a re-appraisal [A]. In: Tickoo M. ESP:State of the Art [C]. Singapore:SEAMEO Regional Language Center..
[12]Wilkins P. (1976). Notional Syllabus [M]. Oxford University Press.
[13]陈莉萍.专门用途英语研究[M].上海：复旦大学出版社,2002
[14]程示禄.《ESP理论与实践》[M].南宁：广西教育出版社.1998.
[15]胡春洞,王才仁等.ESP的理论与实践[M].南宁：广西教育出版社,1996.
[16]教育部高等教育司.高职高专教育英语课程教学基本要求.北京：高等教育出版社,2000.
[17]张雪红.专门用途英语在高职英语教学中应用的可行性研究[M].上海：华东师范大学,2005.
[18]陈莉萍,2001,专门用途英语存在的依据,外语与外语教学,(12)
[19]陈群.甘肃高职院校学生对专门用途英语需求的调查分析[D].西北师范大学,2007.
[20]刘晓.高等职业院校实用性英语教学体系构建的探索[J].长沙民政职业技术学院学报,2007,(3)：2-5.
[21]刘法公.论基础英语与专门用途英语的教学关系[J].外语与外语教学,2003,(1)：3135
[22]刘润清.21世纪的英语教学——记英国一项调查[J].外语教学与研究,1996(2).
[23]李俊芬.高职英语教学引入ESP模式的探索口].邢台职业技术学院学报2003,(4).
[24]李箭.ESP教学研究：一个亟待关注的研究领域.扬州大学学报：高教研究版,2008(4).
[25]李红.专门用途英语的发展和专业英语合作教学[J].外语教学,2001,(11).
[26]冯瑗.试析高职高专英语教学的EGP+ESP方案[J].疯狂英语(教师版),2007(6).
[27]秦秀白.ESP的性质、范畴和教学原则——兼谈在我国高校开展多种类型英语教学的可行性[J].中国英语教育,2003,(1)：34-51.
[28]龚兵.高职英语的ESP解决方案[J].职业教育研究,2005,(6)
[29]郭曦.改进高职院专业英语教学的对策与思考[J].南京业职业技术学院学报,2003,(3).
[30]户艳华,张秀梅,邢少飞.谈ESP对高职英语教育的启示D].教育与职业2006(20).
[31]吕红.对职业学校专门用途英语教材编写标准的研究[D].重庆大学,2004.
[32]苏冬梅.专门用途英语初探[J].南平师专学报,2002,(9).
[33]苏冬梅.专门用途英语与职业英语教学D].骘江职业大学报,2002,(4).
[34]孙伟.对专门用途英语专业的思考[J].辽宁师专学报(社会科学版),2000,(2).
[35]王鹏.专门用途英语在高职英语教学中的应用探讨[J].兰州石化职业技术学院学报,2006,(2)：49-51.
[36]熊薇薇,等.ESP教学改革成效个案分析[J].深圳信息职业技术学院学报,2008,(3)：4145.
[37]文军.专门用途英语教学与研究领域论[J].外语与外语教学,2001(12)：23—24.
[38]张修海.运用ESP改善高职高专的英语教学[J].辽宁高职学报,2006,(3).
[39]张惠.国内近五年高职专门用途英语教学实践研究文献综述[J].职业教育研究,2009(1)：20-22.
[40]张爱荣,等.高职高专类院校英语教材使用情况的调查[J].中北大学学报(社科版),2005,(2)：55-57.
[41]张伟,付大安.一项基于ESP的高职高专英语教学的实证研究[J].北华航天工业学院学报,2007,(2)：44-47.
[42]章振邦.也谈我国外语教改问题[J].外国语,2003,(4)：1-6.
[43]曾文雄.专门用途英语的教学研究[J].广西大学梧州分校学报,2002,(1).
[44]汪瑰娟.长治职业技术学院非英语专业ESP课程设计的个案研究：[硕士学位论文].华东师范大学,2008
[45]赵明盈初探高职院校特殊用途英语课程设计：[硕士学位论文].苏州大学,2008
[2]Carver, D. (1983). Some propositions about ESP'. The ESP Journal,2,131-137.
[3]Dudley—Evans, T.& St John, M. (1998). Developments in ESP:A multi--disciplinary approach. Cambridge:Cambridge University Press.
[4]Douglas, D. (2000). Assessing Language for Specific Purpose, Cambridge University Press.
[5]Dublin, E & Olshtain, E. (2002). Course Design, Shanghai Foreign Language Education Press.
[6]Gunning Sworth. (2002). Choosing Your Coursebook[M].上海外语教育出版社.
[7]Hutchinson, T.& Watel 8, A. (1987). English for Specific Purposes:A learning-centered approach. Cambridge:Cambridge university Press.
[8]Hutchinson, T & Waters, A. (1987). English for Specific Purpose [M].Cambridge University Press..
[9]Smock, R., (2003), What is English for Specific Purposes?[J]. English teaching Forum,3.
[10]Robinson. A, (1991). ESP Today—A Practitioner's Guide[M]. New York and London:Prentice Hall International (UK) Ltd,.
[11]Stevens P. (1988). ESP: after twenty years: a re-appraisal [A]. In: Tickoo M. ESP:State of the Art [C]. Singapore:SEAMEO Regional Language Center..
[12]Wilkins P. (1976). Notional Syllabus [M]. Oxford University Press.
[13]陈莉萍.专门用途英语研究[M].上海：复旦大学出版社,2002
[14]程示禄.《ESP理论与实践》[M].南宁：广西教育出版社.1998.
[15]胡春洞,王才仁等.ESP的理论与实践[M].南宁：广西教育出版社,1996.
[16]教育部高等教育司.高职高专教育英语课程教学基本要求.北京：高等教育出版社,2000.
[17]张雪红.专门用途英语在高职英语教学中应用的可行性研究[M].上海：华东师范大学,2005.
[18]陈莉萍,2001,专门用途英语存在的依据,外语与外语教学,(12)
[19]陈群.甘肃高职院校学生对专门用途英语需求的调查分析[D].西北师范大学,2007.
[20]刘晓.高等职业院校实用性英语教学体系构建的探索[J].长沙民政职业技术学院学报,2007,(3)：2-5.
[21]刘法公.论基础英语与专门用途英语的教学关系[J].外语与外语教学,2003,(1)：3135
[22]刘润清.21世纪的英语教学——记英国一项调查[J].外语教学与研究,1996(2).
[23]李俊芬.高职英语教学引入ESP模式的探索口].邢台职业技术学院学报2003,(4).
[24]李箭.ESP教学研究：一个亟待关注的研究领域.扬州大学学报：高教研究版,2008(4).
[25]李红.专门用途英语的发展和专业英语合作教学[J].外语教学,2001,(11).
[26]冯瑗.试析高职高专英语教学的EGP+ESP方案[J].疯狂英语(教师版),2007(6).
[27]秦秀白.ESP的性质、范畴和教学原则——兼谈在我国高校开展多种类型英语教学的可行性[J].中国英语教育,2003,(1)：34-51.
[28]龚兵.高职英语的ESP解决方案[J].职业教育研究,2005,(6)
[29]郭曦.改进高职院专业英语教学的对策与思考[J].南京业职业技术学院学报,2003,(3).
[30]户艳华,张秀梅,邢少飞.谈ESP对高职英语教育的启示D].教育与职业2006(20).
[31]吕红.对职业学校专门用途英语教材编写标准的研究[D].重庆大学,2004.
[32]苏冬梅.专门用途英语初探[J].南平师专学报,2002,(9).
[33]苏冬梅.专门用途英语与职业英语教学D].骘江职业大学报,2002,(4).
[34]孙伟.对专门用途英语专业的思考[J].辽宁师专学报(社会科学版),2000,(2).
[35]王鹏.专门用途英语在高职英语教学中的应用探讨[J].兰州石化职业技术学院学报,2006,(2)：49-51.
[36]熊薇薇,等.ESP教学改革成效个案分析[J].深圳信息职业技术学院学报,2008,(3)：4145.
[37]文军.专门用途英语教学与研究领域论[J].外语与外语教学,2001(12)：23—24.
[38]张修海.运用ESP改善高职高专的英语教学[J].辽宁高职学报,2006,(3).
[39]张惠.国内近五年高职专门用途英语教学实践研究文献综述[J].职业教育研究,2009(1)：20-22.
[40]张爱荣,等.高职高专类院校英语教材使用情况的调查[J].中北大学学报(社科版),2005,(2)：55-57.
[41]张伟,付大安.一项基于ESP的高职高专英语教学的实证研究[J].北华航天工业学院学报,2007,(2)：44-47.
[42]章振邦.也谈我国外语教改问题[J].外国语,2003,(4)：1-6.
[43]曾文雄.专门用途英语的教学研究[J].广西大学梧州分校学报,2002,(1).
[44]汪瑰娟.长治职业技术学院非英语专业ESP课程设计的个案研究：[硕士学位论文].华东师范大学,2008
[45]赵明盈初探高职院校特殊用途英语课程设计：[硕士学位论文].苏州大学,2008