内容依托式教学对非英语专业学生阅读能力的影响
发布时间：2018-12-12 13:15
【摘要】：继加拿大以及欧洲许多国家试行的浸入式语言教学方法之后,诞生了以内容为依托的语言教学方法。就像语言教学中的多元智能模式、语言意识模式、自主学习等教学模式一样,该方法是全球范围所有教学机构探索知识学习方法的产物,它强调学习过程中不同因素的集合,克服了传统语言教学中语言学习和内容学习两分现象。从其本质来讲,该方法将意义建构、认知介入、问题求解、高层次的思维以及语言运用和语言学习融为一体。目前,在欧美国家的基础教育和高等教育中被广泛运用,但在我国仍处于探索研究状态。为了在实践教学中进一步推广该教学方法,本研究将内容依托式教学应用于大学英语教学中,尝试提高大学生的学术英语能力,以便使他们更好地适应双语教学。具体而言,本研究旨在解决以下问题：(1)内容依托式教学如何影响非英语专业学生的通用英语阅读能力和学术英语阅读能力?(2)学生的语言水平与内容依托式教学效果的相关度如何?(3)学生对内容依托式教学模式的反应如何?实验对象为南京某高校新闻和物流专业两平行班一年级学生,共107人。54名新闻专业学生组成实验班,接受以采访内容为依托的大学英语教学；53名物流专业学生组成对比组,接受传统大学英语教学。实验历时一个学期,实验使用了测试卷、问卷及半结构化采访对结果进行定量和定性分析。结果发现：(1)实验组学生通用英语阅读能力和学术英语阅读能力都明显高于对照组,即内容依托式教学能有效提高非英语专业学生两种阅读能力；(2)实验组低水平学习者两种阅读能力进步显著,而高水平学习者受益程度并不是十分显著；(3)和传统大学英语教学相比,学生更倾向于内容依托式教学。此外,学生的专业词汇得到扩充,专业写作能力得到提高。本研究结果为当前双语教学中学生专业词汇不足、阅读有障碍等问题提供了可行的解决方案。
[Abstract]:Following the immersion language teaching method in Canada and many European countries, the content-based language teaching method was born. Like the multiple intelligences model, the language awareness model, the autonomous learning model in language teaching, this method is the product of exploring knowledge learning methods in all educational institutions around the world. It emphasizes a collection of different factors in the learning process. It overcomes the dichotomy of language learning and content learning in traditional language teaching. In essence, the method combines meaning construction, cognitive intervention, problem solving, high-level thinking, language use and language learning. At present, it is widely used in basic education and higher education in Europe and America, but it is still in the state of exploration and research in our country. In order to further popularize this teaching method in practical teaching, this study applies content-based teaching to college English teaching, and tries to improve the academic English ability of college students in order to make them better adapt to bilingual teaching. Specifically, The purpose of this study is to solve the following problems: (1) how does content-based teaching affect non-English majors' general English reading ability and academic English reading ability? (2) students' language proficiency and content-based teaching What is the relevance of the effect? (3) how do the students react to the content-based teaching mode? The subjects were 107 freshmen of two parallel classes of journalism and logistics major in a Nanjing university. 54 students of journalism major formed an experimental class and accepted college English teaching based on the contents of interviews. A contrast group of 53 students majoring in logistics received traditional college English teaching. The test paper, questionnaire and semi-structured interview were used for quantitative and qualitative analysis of the results. The results are as follows: (1) the general English reading ability and academic English reading ability of the experimental group students are significantly higher than that of the control group, that is, the content based teaching can effectively improve the non-English major students' reading ability; (2) in the experimental group, the two kinds of reading ability of the low level learners have improved significantly, but the benefit of the high level learners is not very significant. (3) compared with the traditional college English teaching, the students prefer the content-based teaching. In addition, students' professional vocabulary has been expanded, professional writing ability has been improved. The results of this study provide a feasible solution to the problems of lack of professional vocabulary and dyslexia in bilingual teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319
本文编号：2374630
[Abstract]:Following the immersion language teaching method in Canada and many European countries, the content-based language teaching method was born. Like the multiple intelligences model, the language awareness model, the autonomous learning model in language teaching, this method is the product of exploring knowledge learning methods in all educational institutions around the world. It emphasizes a collection of different factors in the learning process. It overcomes the dichotomy of language learning and content learning in traditional language teaching. In essence, the method combines meaning construction, cognitive intervention, problem solving, high-level thinking, language use and language learning. At present, it is widely used in basic education and higher education in Europe and America, but it is still in the state of exploration and research in our country. In order to further popularize this teaching method in practical teaching, this study applies content-based teaching to college English teaching, and tries to improve the academic English ability of college students in order to make them better adapt to bilingual teaching. Specifically, The purpose of this study is to solve the following problems: (1) how does content-based teaching affect non-English majors' general English reading ability and academic English reading ability? (2) students' language proficiency and content-based teaching What is the relevance of the effect? (3) how do the students react to the content-based teaching mode? The subjects were 107 freshmen of two parallel classes of journalism and logistics major in a Nanjing university. 54 students of journalism major formed an experimental class and accepted college English teaching based on the contents of interviews. A contrast group of 53 students majoring in logistics received traditional college English teaching. The test paper, questionnaire and semi-structured interview were used for quantitative and qualitative analysis of the results. The results are as follows: (1) the general English reading ability and academic English reading ability of the experimental group students are significantly higher than that of the control group, that is, the content based teaching can effectively improve the non-English major students' reading ability; (2) in the experimental group, the two kinds of reading ability of the low level learners have improved significantly, but the benefit of the high level learners is not very significant. (3) compared with the traditional college English teaching, the students prefer the content-based teaching. In addition, students' professional vocabulary has been expanded, professional writing ability has been improved. The results of this study provide a feasible solution to the problems of lack of professional vocabulary and dyslexia in bilingual teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319
【参考文献】
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1 章文君;;CBI与工学结合的高职专业英语教学创新——以“电子商务专业英语”为例[J];外语界;2008年03期
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