大学英语教学研究【论文】
英语论文-培养学生自主学习capacitu大学英语教学的实证研究
AN EMPIRICAL INVESTIGATION OF CULTIV ATING STUDENTS AUTONOMOUS LE ARNING CAPACITY IN COLLEGE ENG LISH TEACHINGAbstractThis paper is a two2year empirical investigation of cultivating students’ autonomous learning capacity inCollege English teaching at Shanxi University of Finance and Economics (SUFE).The goal of the study is to optimize students’ language learning and to find a new direction of teaching innovation. The paper analyzes the current teaching context and presents a critical review of the literature on learner autonomy. The author explores understanding of learner autonomy in Chinese context and produces an autonomous learning model in the experimental study. The paper presents some strategies f or fostering autonomy such as instructing students how to learn, level2based teaching and collaborative learning. It was found that only by encouraging greater learner autonomy can students raise their English learning effectiveness.Key wordsTeaching English as a f foreign language; learners autonomy; teaching innovation1. IntroductionIt is true that after studying English for over ten years, most university students continue to find reading English books a difficult task. Understanding oral English, especially English spoken by native speakers, is considered an even tougher t ask than reading aloud. But, even more difficult, is the job of expressing themselves clearly and fluently in spoken English. Many students who are able to pass the upper2level English examinations wit h high grades are frequently poor at using t he language .Especially since 1999, university enrollment across the country has been expanding annually. This has plunged college English teaching into a new series of problems including: particularly severe shortagesof teachers, increased class sizes and a widening gap in t he English proficiency levels of university students. The best way to make students lea r n both actively and effectively in such a situation is to challenge the traditional methods that have proved insufficient.In order t o meet the requirements of work places wit h t he intention of raising the quality of English teaching , Shanxi University of Finance and Economics called on the staff t o reform the cur rent teaching model of college English. By careful studying the modern theories of language teaching and learning of West countries, the author found that cultivating students’ autonomous learning capacity in college English teaching might be an effective and efficient way. Therefore, the author produced an autonomous learning model of college English and put it into teaching p practice. The paper reflects t he outcomes of the two year teaching experiment of learner autonomy conducted at the university.2. Current Teaching ContextSince opening the door to the outside world, college English teaching in China has made great progress. Indeed, remarkable changes and achievements have been made across the country. However, the developments at each university in China are of ten quite different from each other. Chinese stud ents’ English proficiency is commonly rather limited. Unfortunately, teaching English as a foreign language in China still leaves much to be desired (Zhou Liuxi 2003) .2. 1 The goal of English teachingThe teaching goals of the traditional syllabus demonstrate an emphasis on a reading for comprehension based pedagogy, and the document nominates a basic amount of vocabulary that students were required to master. When tuition was focused on the emphasis in the syllabus the staff who delivered it regarded reading, writing and translating as the basis of scholarly endeavor and they tended to ignore it he cultivation of students’ listending and speaking ability. Both are now recognized as essential to the requirements of the international business community. As a result, it is understandable that some teachers place considerable emphasis on the students’ passing the examinations and spend much time in dealing with students’ examination competence. Therefore, students may demonstrate a capability to remember many words by sight but are, all too frequently, neither able to understand nor say them. Such students may well have acquired a basic vocabulary but have not mastered the techniques of applying it in acts of communication.2. 2 The most recent model of English teachingThe English language teaching model, as it has been recently practiced in Chinese tertiary institutions, generally comprised a teacher, students, text books and the blackboard. This equipment has been used in a class room with students sitting in rows listening to a teacher who stood in front of them. Some classes occasionally used computers but that use has generally been very limited. Normally there are around 55 students in each class, and it is clearly impossible f orthe teacher to instruct students individually in such a situation . The teacher will talk about grammar, do some translation, explain the text and ask students to do some written exercises. The teacher must deal with a wide range of student competencies. Many students come from the countryside while others are from large cities. The very large gap between the levels of students’ English proficiency does pose a real challenge to teachers.2. 3 The methodology of English teachingThe Grammar-Translation Method has had a dominant place in college English teaching and it has had a long lasting influence on TEFL practice in China. Indeed, many teachers still feel more comfortable with the traditional “chalk and talk” techniques that deliver information in a pre digestibleformat. Teach ers’ primarily pay attention to t he linguistic points of English and do not address aspects of teaching concerning learning strategies. All too frequently teachers have tended to structure classes in such a way that students regard the teacher as the provider of knowledge and the student as the receiver. In class, students are used to listening to the teachers and taking notes, but not anticipating a request for information from the teacher. Even if the answer is known, generally only a small percentage of students will become involved in answering the teachers’ questions. There is generally no exchange of information (Yang Xuanyan , 2003) .2. 4 The impact of Chinese cultureMost students in China would be considered introverted when compared to similar cohorts in Western countries and this is due to the impact of Chinese culture. China is bound by a powerful adherence to Confucian values with a strong emphasis placed on co-operation, the preservation of face” (dignity and honor) and self-effacement. Each of these concepts has had enduring implications for the language teaching class room. Self-effacement and “face” saving may account for the reason why few students are so reluctant to speak in open response to the questions from the teacher; self-effacement reflects the society’s need for modesty and balance, and appears to be counter-productive for encouraging critical self-awareness.3. Learner Autonomy in Language LearningSince Henri Holec’s work “Autonomy and Foreign Language Learning” was published in 1981, autonomy in language learning has been a topic of widespread discussion in the West. Just as and “authentic” were the catchwords of the 1980s, learner autonomy had fast become one of the new EL T buzzwords by the 90s (Broady & Kenning 1996; Little 1990). Great progress has been made in the exploration and implementation of t heconcept of autonomy. However, much less concern has been shown and “little formal academic discussion about learner autonomy” (Wu Hongyun 2001) has been held in China.Many researchers and theorists define learner autonomy in many different ways. One of the earliest advocates of autonomy in language teaching, Holec (1981: 47), has defined it as the “ability to take care of one’s own learning”. This point is developed further by Wenden (1991) who summarizes the issue: In effect, successful or expert or intelligent learners have learned how to learn. They have acquired the learning strategies, the knowledge about learning and the attitudes that enable them to use these skills and knowledge confidently, flexibly, appropriately and independently of a teacher. Therefore, they are autonomous .Dickinson ( 1995 ) considers aut onomy as“bot h an at titude t owa rds lea rning and a capaci ty f orindependent lea r ning” . He elaborat es t he at titude as resp onsibili ty t he lea rner is p repa red t o t a ke f ordecision2ma king about his lea rning a nd capacity f or critical ref lection and decision2making in t he lear ningp rocess . That is ,“t hey ca n identif y , f ormulat e and cha nge goals t o suit t hei r own lear ning needs a ndint erests a nd are able t o use lea rning st rat egies a nd monit or t hei r own lea r ning”(p . 43) .Lit tlewood (1996 : 12) sees aut onomy mainly as“lear nersπability and willingness t o make choicesindependent ly”and goes on t o a rgue t hat :[ t he ] ability dep ends on p ossessing bot h knowledge about t he alt er natives f rom which choice have t obe made a nd necessary skills f or car rying out what ever choices seem most app rop riat e . Willingnessdepends on having bot h t he mot ivation and conf idence t o t ake resp onsibility f or t he choices requi red.It is also emp hasized by Lit tlewood ( 1996 ) t hat t he capacity and int ent ion t o engage f reely willusually depend on studentsπ motivation a nd conf idence , just as much as it does on t hei r knowledge a ndskills .Anot her major inf luence on t he concept of lear ner aut onomy has been t he Soviet psychologistVygotsky. Cent ral t o his ideas is t he imp ort ance of social relationships t o t he development of ment alabilit ies a nd lea r ning. A cent ral t erm in his t heory is t he“zone of p roximal development” . The zone ofp roximal development is “t he dist ance between t he actual development al level as det ermined byindependent p roblem solving a nd t he level of p ot ential development as det ermined t hrough p roblemsolving under adult guidance or in collaboration wit h more capable peers”(Vygotsky 1978 :86) .Kelly (1996) discussed t he imp ort ance of t he envi ronments where lear ning t akes place . He said t hatif mat erials a nd class rooms are considered separat e entities f rom personal experience and t he immediat eapplication of what is lear ned , t hey will not af f ect overall p ersonal const ructs . Cambor ne ( 1988 : 33)argues t hat when students a re t ot ally immersed in t he lea r ning envi ronment a nd f ully engaged in t he t askt hey a re bet ter able t o int er nalize t he meaning of what is being lear ned. Individuals must be enabled t oconst ruct t hei r own p rivat e lear ning spaces according t o t hei r needs and f ill t hem wit h personallymea ningf ul lear ning mat erial .In t he t heoretical lit erature t here is broad agreement t hat lear ner aut onomy grows f rom t heindividual lea r nerπ s accept a nce of resp onsibility f or his or her own lear ning ( e1 g1 Holec 1981 ; Lit tle1991) . The t erm aut onomy has come t o be used in at least f ive ways (Benson & Voller 1997 : 2) :·Si t uat ions in which lea rners study enti rely on t hei r own ; ·A set of skills which ca n be lea rned and applied in self2di rect ed lear ning ;·An inborn capaci ty which is supp ressed by institutional education ; ·The exercise of learnersπresp onsibili ty f or t hei r own lear ning ; ·The right of lear ners t o determine t he di rect ion of t hei r own lea r ning. (Adapt ed f rom Benson &Voller 1997 :2)7 4CEL EA J ourna lπ 67© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. The general social , p olitical , economic and cultural cont exts and f eatures of China are dif f erent t ot hose in West er n count ries . In keeping wit h t his underst a nding , t he accept ed objectives of t eaching arealso dif f erent and t he descriptions of lear ner aut onomy of West er n count ries do not exactly ref lect t hesituation of most Chinese students . Nevert heless , in t he design p hase of t his investigation , a wide rangeof West ern lit erature concer ning lear ner aut onomy was examined. Consideration was t hen given as t o howt his could be applied wit hin English t eaching p ractice in Chinese cont exts . The aut hor considers t hatlear ner aut onomy in TEFL in China should involve t he lea r ners in : ·t aking cha rge of t hei r own lear ning ;·set ting realistic goals and plan p rogrammes of wor k ;·using lea r ning st rat egies ef f ectively a nd developing st rategies f or coping wit h new situations ;·creating and making good use of study envi ronments ; and ·evaluating a nd assessing his/ her own lea rning p rocess .As Mcdevitt (1997 :34) points out :“The end product of education is an independent learner”and thatcultivating a learnerπs independence or autonomy should be regarded as the ultimate goal that teachers oreducators t ry to pursue. Many educators believe that developing some degree of autonomy is essential if learnersare to become effective language users (Littlewood 1996 ; Nunan 1997 ; Breen 1984)4. The Shanxi Universi ty of Fina nce and Economics Inves t igat ion The Foreign L anguage Faculty of Economics and Trade orga nized t he investigation t o examine t heef f ect iveness of aut onomous lea r ning in EFL at t he Shanxi University of Finance a nd Economics (SU FE) .Two t eachers a nd 220 students were involved in t he investigation , over a two2yea r period out usingqualit at ive observations t o supp ort t he dat a .4 . 1 Hypot hesisIn t he int ensive reading course of college Englis h t eaching , t he t eaching model of aut onomouslear ning arouses studentsπ interest a nd lea rning init iative , imp roves students lea r ning ef f ectiveness a nddevelops studentsπ aut onomous lea rning cap acity compared wit h t he t raditional t eaching model .4 . 2 Investigational designThe design of t he investigation adopts Ca ndyπ s (1991 : 270) concept of const ructivism , which“leadsdi rectly t o t he p rop osition t hat knowledge ca nnot be t aught but only lear ned ( t hat is , const ruct ed)” ,because knowledge is somet hing“built up by t he lear ner”( von L agerf eld & Smock 1974 : xvi , cit ed inCandy 1991 : 270) .Figure 18 4An Emp i r i c a l Inve s t i ga t ion of Cul t iva t ing S t ude n t s Aut onomous L e a rning Cap a c i t y. . . Guo Na i zhao© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. The aut hor , t a king into account t he const ructivist lear ning t heory , and exploring t he relations hipsbetween t eachers , students , t eaching cont ent and resources , creat ed a visual model of aut onomousclass room t eaching ( Fig. 1) . This was done t o emp hasize t he imp ort a nce of a clea r f ocus f or t eaching a ndlear ning and t o p rovide f eedback on t he p ractices in t he classroom. The f act ors of“objectives”a nd“evaluat ion”have been included. L ea rner aut onomy has been placed in t he model because bot h t hep roduct a nd source of t he actual lear ning occur wit hin t he class room.This model has been designed t o help lear ners develop t hei r communicative compet ence . Teachersare t he organizers of t he t eaching p rocess and it is t hei r t ask t o act as inst ruct ors , or , more imp ort a nt ly ,t hey should become f acilit ators f or imp roving lear ner aut onomy. This change of role by t eachers willenable students t o become more active const ruct ors of knowledge ; t he cha nged cont ent will t hen p rovidet he subst ance of t he studentsπ active const ruction of new mea ning.4 . 3 Roles of teachers and studentsIn t his investigation at SU FE , f rom t he very beginning , t he t eacherπs roles a nd studentsπ roles wereint roduced to t he students . It was recognized t hat t eachers must f i rst p rovide students wit h app rop riat et ools and wit h opp ortunities t o p ractice using t hem , i . e . t eachers have t o f acilit at e t he cha nge . Thep resupp osition here is t hat t eachers a re willing t o cha nge and s hif t t hei r roles in t he class room f rominf ormation p roviders t o f acilit at ors , s hif ting f rom“t eaching knowledge2based”t o“sup ervising studentslear ning2based” , f rom“a p rot agonist”on t he st age t o“a di rect or”behind t he scenes , becoming studentsπdi rect or of knowledge2const ructivism.If t he class room is a st age in a t heat re , t he students a re t he act ors . According t o const ructivistlear ning t heory , la nguage lear ners are not passive receivers of knowledge ; t hey a re recognized as activeconst ruct ors of knowledge st ructures by f inding p roblems , by p roducing hyp ot heses , by conf i rminghyp ot heses a nd solving p roblems and by f inding new p roblems . In t he p rocess of recycling , one const antlybuilds up a knowledge st ructure . Students become active const ruct ors of knowledge t hrough exp erienceand opp ortunities t o discover and enqui re . This implies students s hould become co2lea rners , usingavailable knowledge t hrough int eraction wit h ot hers in socially signif icant t asks of collaborative wor k.Teachers are not t he only source of inf ormation a ny more , but act as f acilit at ors so t hat students canactively int erp ret a nd organize t he inf ormation t hey a re given , f it t ing it int o p rior knowledge (Dole et al .1991) . Students have become active pa rticipants in lea r ning and are encouraged t o be explorers a ndcreators of la nguage rat her t han passive recipients of it .4 . 4 The t hree panels of t he teaching processThe p rocess of t he new t eaching model can be divided int o t hree pa nels . The f i rst pa nel is lear ningbef ore class ; t he second panel is classroom t eaching ; a nd t he t hi rd pa nel is aut onomous lea rning af t erclass . During t he t hree st ages , t he t eacher a nd students set up t eaching objectives , choose t eachingcont ent a nd design t eaching activities mutually.The lear ning p anel bef ore class in t he aut onomous lea r ning model requi res t hat students achievedef ini t e goals of lear ning , studying some cont ent indep endently , and f inishing objective t esting. Thet eacher a nnounces t he lear ning objectives at t he end of t he p revious class a nd makes students awa re ofwhat t o lea rn , what p roblems t o solve , what ability t o develop and what mat erial t o consult . Teachersinst ruct students how t o study t extbook knowledge a nd how to change t ext knowledge int o abili ty bypaying more at t ention t o lea rning p rocess . Thus , lear ning bef ore class is an imp ort a nt st ep in cultivatingstudentsπ aut onomous lear ning ability.The in2class t eaching p anel requi res t he ar rangements of t he class int o a t hree pa rts sequence . Fi rst ,t he students are given t en minut es in which t hey are asked to f inish a quiz t o check t he cont ent of t hep revious lesson . Secondly , t he t eacher acts as a guide t o inst ruct students t o lear n t he new cont ent of t het ext a nd students a re encouraged t o p articip at e in all kinds of class room activities . Thi rdly , t he t eacherwill give students assignments t o do af t er class . In t his pa nel it ca n be recognized t hat t he pedagogy isbased on const ructivist app roaches t o lear ning t heory in which la nguage lear ners a re not perceived aspassive receivers of knowledge . Rat her , t hey are t reat ed as act ive const ruct ors of knowledge .9 4CEL EA J ourna lπ 67© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. In t he case of t he outside2classlea r ning panel , students a re requi red t o make good use of t hei r time t ostudy. By surf ing t he Int ernet , students can use t he web2chat envi ronment p rovided by World2Wide2Webf or lear ners t o engage in online2t alk wit h p eople all over t he world , in which case t hey must use t he t a rgetla nguage accurat ely a nd naturally t o develop t hei r communicative skills and int ercultural communicativecompet ence . Furt hermore , students can use t he World2Wide2Web t o collect plenty of la nguage knowledgeand cultural mat erials concer ning t he t arget la nguage so as t o enlarge t hei r knowledge , t o cultivat e t hei rmulti2a ngle view and t o develop t hei r t hree2dimensional underst a nding.4 .5 Effective teaching met hodologyFor teachers who wis h t o p romot e opp ortunities f or students t o become more aut onomous lea rners ,t here a re many p osi tive st rat egies t hat can be adopt ed.The t eacher should have a clear picture of each studentπ s lear ning situation . If t he t eacher does notknow t he studentπ s actual abilit ies , level a nd background , no mat t er how wa rm2hea rt ed t he t eacher mightbe , t he rat her aimless inst ruction t hat results f rom a lack of knowledge about t he students will almostsurely miss t he p oint . The best way t o raise t he ef f iciency of oneπs t eaching is t o know oneπ s students well ,know what t hey a re lacking , and how t o help t hem overcome t his def iciency. To assist t eachers in t hisp rocess , t he students were surveyed at t he f i rst class . Each received a seven2question questionnai reconcerning t hei r educational background , a nd t hei r p resent compet ence in Englis h list ening , spea king ,reading and writing.In order t o car ry out app rop riat e level2based t eaching , est ablished on t he studentsπsituation and wit ha f ocus on individual development , it is recognized t hat all la nguage lea r ners are very dif f erent in t erms oft hei r needs , int erests , st rengt hs and weaknesses , motivations a nd lear ning styles . As an imp ort a nt p art oft he lear ning p rocess students must f ocus on language areas in which t hey need help and ignore ot hers .They ca n t a ke as much time as t hey like a nd exploit a ny of t he considerable va riety of media t hat are onof f er and t hey ca n choose which t hey p ref er t o lea r n f rom. They ca n wor k at what ever pace t hey f eelcomf ort able . In t his new climat e of aut onomy t he t eacher p rovides dif f erent works heets t o dif f erentindividuals , dep ending up on t hei r t astes a nd abilities . Students a re encouraged t o be int erdependent and t o wor k collaboratively. The less students dependon t hei r t eacher t he more aut onomous t hey will become . Collaborative lea r ning is an educationalapp roach t o t eaching a nd lea r ning t hat involves groups of students wor king t oget her t o solve a p roblem ,complet e a t ask , or create a p roduct . For example , students a re requi red t o complet e a paper bycollecting mat erials , writing an outline a nd f inishing a draf t collaboratively in groups . According t oGerlach ,“Collaborative lear ning is based on t he idea t hat lear ning is a naturally social act in which t hepa rticipa nts t alk among t hemselves . It is t hrough t he t alk t hat lear ning occurs”( Gerlach 1994 :28) .When students a re given specif ic inst ructions in how t o lear n , anot her resp onsibility f or languaget eachers becomes s ha red wit h t he students . It is said t hat t he new illit erat es are t hose who donπ t knowhow t o lear n. The old Chinese p roverb says :“Give a ma n a f is h , he can eat f or one day ; t each him howt o f ish , he will benef it f or a lif e2time .”If we raise t he studentsπawa reness of st rat egy use and help t hemt o ref lect on t he way t hey lear n , we give t hem st rat egies f or dealing wit h dif f erent kinds of activit ies a ndp roblems , and we of f er t hem a ra nge of dif f erent lear ning2 style alt ernatives t o choose f rom. The studentsare p resent ed wit h t he t eaching goals f or each lesson a nd t hey a re encouraged t o ask questions about t het exts and t he mat erials . When t his happens students ca n t a ke resp onsibility f or t hei r own lear ning , a ndt hey ca n p ay more at t ention t o t hei r lear ning p rocesses , rat her t ha n concent rating all t hei r at t ention ont he p roducts of lea r ning.An imp ort ant aspect of t he move t o aut onomous lear ning is t he recognition of t he need t o guidestudents t o make good use of moder n t echnology t o imp rove t hei r Englis h p rof iciency levels . Teachershave all t he more reason t o address ef f ective t echnology int egrat ion f or students . The Int er net p rovidesf oreign language lear ners wit h aut hentic , natural language communication envi ronments . On t he Int er netcomp ut er2mediated lea r ning , using ma ny kinds of communication , such as discussions , elect ronic let t ers ,elect ronic f ora , and news groups all become inst antly available . Each has t he p ot ential t o p rovideaut hentic natural communication set tings t hat ca n stimulat e a desi re t o use t he t a rget language and creat e0 5An Emp i r i c a l Inve s t i ga t ion of Cul t iva t ing S t ude n t s Aut onomous L e a rning Cap a c i t y. . . Guo Na i zhao© 1994-2009 China Academic Journal Electronic Publishing House. All rights reserved. f or t he students a f oreign language atmosp here t hat is supp ortive and natural . Such a n envi ronment isconducive t o imp roving t hei r communicative compet ence .In t he aut onomous p rogram students come t o realize t he objectives of lea rning f oreign la nguages a ndbegin t o actively pla n a nd ar ra nge t hei r study. At t he beginning of f i rst t erm , students should know t hei roverall requi rements f or lear ning Englis h during t he periods at university. Then students can adjust a ndpla n t hei r det ailed lear ning goals f or each t erm according t o t hei r individual needs . For example , studentswho int end t o engage in t ra nslating wor k recognize t hat t ra nslating skills and knowledge a re crucial t ot hei r development ; recognizing t hat list ening a nd sp ea king skills f orm t he f oundation f or such skills . Insuch a case t he student would orga nize his/ her sp are time and adjust t he study plan f or imp rovingt ranslating skills .It has been our int ention t o est ablis h a n ef f ectual monit oring and cont rolling mecha nism , one t hatcan car ry out accurat e , objective evaluation while encouraging lear ner aut onomy. The cont ent ofassessment should include comments on studentsπbasic knowledge , skills , at titudes t owards study , studyhabits , cooperation and general communication abilities . We recognize t hat every student is evaluatinghis/ her own lea rning p rof iciency f rom t he results of t esting , as well as t hei r t eachersπand f ellow studentsπassessments of t hemselves . But i t is not suf f icient f or t hem t o just depend on ot hers . Students must alsodevelop t he ability t o self2moni tor , cont rol and make assessments of t hei r own lea r ning achievements .Self2evaluation ref ers t o using such simple p rocesses as relating t he resul ts of ot hersπexamination resp onsest o t est oneself . Only by const a ntly evaluating can students underst and t hei r own lear ning experiences a ndadjust t hei r lea r ning met hods or design new objectives of lear ningf or t hemselves .5. Resea rch App roach : Cont rast ive Invest igat ionThe Foreign L a nguage Faculty at SU FE orga nized students t o at t end t he English graded t est wit h co2。
大学英语专业论文六篇
大学英语专业论文六篇高校英语专业论文范文1(一)职后培训短缺高校英语老师的职后培训状况不容乐观。
以笔者所在学校为例，本院共有在岗并从事高校英语课程教学的老师56人，每工作5年有1次进修经受(包括攻读学位、访学、留学，进修时间不少于1年)的老师不到10%。
35岁以下的老师除攻读学位而外，有外出进修经受的人次为1人。
教龄达20年以上的高校英语老师16人，近10年内进修过的比例为43．7%;教龄在10年至15年的老师(攻读学位除外)13人中仅2人有进修经受，笔者本人工作14年多次申请进修未果。
从课间休息时老师之间的沟通中获悉，多数高校英语老师都有外出进修的剧烈愿望，但皆因各种缘由未能如愿以偿。
主要缘由有两项:一是高校高校英语教学工作任务太重不能放人，除非攻读学位，"工作量大，教学任务繁重是阻碍高校英语老师自身进展的客观缘由'［2］;二是接受老师进修的高校少且每年可接收的老师数量有限。
其余渠道的进修培训不多，"高校英语老师培训网'只有"培训负责人和技术负责人'能申请注册，受众面比较窄。
(二)教学颇受诟病社会上多年来盛行不衰的形形的英语培训学校、辅导班，以及讨论中大量消失的"哑巴英语'和"聋子英语'等词汇使得广阔英语老师颇受诟病。
将英语辅导学校的盛行归因于学校英语教学的不力好像有几分道理。
高校生参加高校英语教学状况调查时亦做出类似反馈，将胜利归因于自身的努力，而将失败归因于高校英语老师的教学不得法［3］。
此处暂不考虑这样的归因是否合乎规律，但高校英语老师无论如何是脱不了干系的。
首先，绝大多数中学校英语老师是高等教育培育的。
其次，作为"哑巴英语'和"聋子英语'携带者的高校生们刚走出高校校门即被识破，充分说明高校英语的教学质量如何。
再者，为提高高校英语教学质量，21世纪以来，高校英语教学改革的不断推动和是否广泛推广ESP专业英语教学的争辩热点都不约而同地指向高校英语老师专业化进展的必要性和紧迫性。
基于建构主义理论大学英语立体化教学研究[论文]
![基于建构主义理论大学英语立体化教学研究[论文]](https://img.taocdn.com/s3/m/6cb8ee203169a4517723a3f6.png)
基于建构主义理论的大学英语立体化教学研究如何在有限的课堂时间内有效地提高学生的综合运用能力，是大学英语教学改革当中的主要议题。
本文从探讨建构主义理论入手，并分析了当前大学英语教学现状，指出实施大学英语立体化教学法的必要性。
据此，笔者将从教学理念、教学手段以及教师个人素质等多方面进行阐述，目的在于提高大学英语教学效率，激发学生学习与实践的热情，达到预期的大学英语教学目标。
大学英语立体化教学建构主义理论新形势下的大学英语教学模式要适应时代的发展，立体化教学法的提出正是顺应这一潮流。
外语立体化教学法是外语教学思想体系之一，是研究如何创建、运用外语教学法的方法论，这一教学法也充分体现了中国的国情，可以称之为用中国的方法解决中国的问题。
为了具体了解立体化教学法，我们先接触一下其理论基础。
一、理论基础20世纪60年代初，瑞士心理学家皮亚杰（j.pieget）提出了建构主义，也称为结构主义。
他认为，认知是一种过程，即主体已有的知识结构通过个体与之相互作用而内化为个体认知结构的过程，后来的研究者通常将此称为个人建构主义。
依据建构主义学习理论，我们可以将学习过程理解为一种综合复杂的演变过程，而并非是简单的线形的发展过程。
具体的说，在学习活动的过程当中，学习者首先要融入各种建立在原有知识基础上的有意义活动中去，经过社交互动与情境紧密相连，并配合各种策略进行一步又一步的思考。
近年来随着人们对建构主义理论研究的深入，越来越多的人已经认识到建构主义的学习理论对大学英语教学的意义。
尤其是现代多媒体技术的发展使真正创设建构主义学习环境成为可能。
基于网络信息技术的大学英语立体教学模式就是力图通过利用现代化教学手段改进教学环境，强调以学生为中心，突出情境、学习环境、各种信息资源对意义建构的重要作用，切实提高学生学习效果、实现意义建构的目的，最终实现学生英语运用能力的全方位提高。
二、大学英语教学理念的立体化作为外语教育工作者，我们应该认识到，以学生为中心的多元立体化教学模式是一种符合学习规律的其实可行的教学模式，它能充分激发学生的自主学习热情，使学生成为英语学习的真正主人，在教师以及教学环境的外围促进下达到外语学习的成功。
大学英语议论文教学研究
后 ，在不讲解实验原理 的前提下 ，让学生通过观察实 验操作和结果 来
分析实验原理。最后 ，为学生讲解实验原 理 ，并提出 “ 如果 已知油 酸
学好化学实验 是学 生在化 学学 习过程 中取 得突破 的重 要方 法之
一
分子直径 ， 应 当如何估算阿伏加德罗常数 ” 的问题留给学生思考 。笔 者认为 ，这样的教学方式 ，对于培养学生观察和分析 能力来说具有重
教 学 研 究
大 学英 语 议 论 文教 学研 究
石
摘
亮 （ 黑龙江科技大学
１ ５ ０ ０ ９ ０ ）
要 ：在 大学英语教育 中，对学生的英语议论文的写作能力培养存在这很 多不足 ， 使 学生在进行议论 文的写作 中经常会 出现 中心论点 不
明确 ，对相 对的观点不做 出明确的反驳和抨击 ，而且在论证 过程中经常采 用间接 和迂 回的方 式进行 论证。对所议论的 内容 立场模 糊 ，常常 出现 两面性 ，本 文就如何提 高学生英语议论 文写作能力和协作态度进行探 究。
要意义。 结 束 语
。
而学好 化学 实验 的根本途径就是积极动 手操作。众所周知 ，实验
操作过程 与课本讲授过程大不相 同：后者仅凭文字来 叙述实验过程和 现象 ，一般情况下，学生理解起来较为 困难 ；而前 者则要求学生亲手 操作实验并观察相应现象 ，这样 ，学生不但 可 以亲眼看 到实验结果 ，
语议论文写作能力对学生的全面发展也有非 常重要 的意义 。通过让学
也能通过对 句子或文章 的记忆使学生掌握单词或 短语 的使用方法 。其
次 ，课下的大量阅读也是提高词汇量和短语量 的重要 途径。在阅读过 程中不需要对 文章 内容完全掌握 ，只要能看懂能进行简单的理解和总
大学英语教学法综述论文
大学英语教学法研究综述摘要：本文回顾了国内外大学英语教学法的研究现状，并对不同教学法的教学效果进行了阐述分析，为进一步研究教学法奠定了理论基础。
关键词：大学英语教学法研究综述英语课堂教学是一种多层次、多功能、综合运用各种感官的活动，是教与学双向作用的复杂而又细致的过程。
在这个过程中，如何激发学生的学习动机，调动学生的学习积极性，是英语教师应该考虑也必须解决好的问题。
要解决这一问题，教学法就显得特别重要。
教师要尽快适应一种信息量大、任务性强、教学节奏快、教学形式多样、气氛活跃、互动式的课堂教学方法。
英语教学的主要目的应该是培养学习者使用英语交际的能力，而不是单纯的知识积累。
1 国外研究现状对二十世纪对我国外语教学产生巨大影响的几种教学法，即语法翻译法、听说法、认知法和交际法作一番概述，就其片面性和准确性进行客观分析，以深入探索和准确把握外语教学的本质和规律，对问题有个整体的把握。
1.1 语法翻译法语法翻译法起源于十六世纪拉丁语教学法。
在交际法引进之前，一直在我国外语教学中占主导地位。
其主要特点为：侧重阅读能力的培养；重视语法教学；充分利用和依靠母语。
反复进行母语和外语互译。
1.2 听说法听说法又称句型教学法。
它在我国外语教学法发展期为二十世纪六十年代—八十年代。
听说法是以美国语言学上的结构主义为其语言学基础，以行为主义为其教育心理学基础，形成了外语学习中的s—r(stimulus-response) 即刺激—反应理论。
听说法认为在教学中应该：听说领先；反复操练，形成习惯；教学以句型为中心；尽量避免母语，重视培养学生外语思维习惯；尽量避免和消除学生的错误。
1.3 认知法认知法产生于二十世纪六十年代中期。
二十世纪七十年代后期引入我国外语教学。
认知法试图用认知—符号学习理论（cognition —code approach）来代替刺激—反应学习理论。
认知法强调语法理论知识的重要，被认为是语法翻译法的现代形式。
大学英语教学论文(9篇)_英语论文
大学英语教学论文(9篇)_英语论文第一篇：独立学院大学英语教学ESP理论应用一、引言独立学院以培养符合社会和市场需求的应用型人才为目标，在我国高等教育大众化发展现阶段，独立学院面临着空前挑战和激烈竞争。
大学英语是规模最大的基础课程，近年来各独立学院纷纷进行大学英语改革，如分级教学、模块教学、翻转课堂等。
改革在一定程度上提高了学生的英语水平，但目前独立学院大学英语以一般用途英语（EnglishforGeneralPur-pose）为主，虽然强调提高学生听、说、读、写、译技能，但实际上主要目标是提高学生的应试能力，尤其是通过全国大学英语四六级考试的能力。
因此，不足以满足学生毕业后对英语的日常和工作需求，未能很好地实现独立学院培养应用型人才这一目标。
专门用途英语，即ESP（EnglishforSpecificPurposes），是近年来外语教育界研究的热点之一，尤其受到独立学院英语教师们的关注。
在EGP的基础上，ESP不但适合我国现阶段英语教学发展要求，而且将英语教学和学生将来职业发展联系起来，针对性强，符合独立学院应用型人才培养目标。
二、ESP简介ESP产生于二战后，许多国家正重振经济、发展科技、加强国际间交流。
英语已被认为是科技和商贸领域里的国际语言，因此，人们学习英语的目的十分明确，即掌握英语为自己所从事的专业服务。
随着社会发展，ESP成为社会语言学关于变体理论、功能分类理论、语域理论在外语教学中的具体运用。
在大学英语教学中，和EGP不同，ESP是为了满足学习者特定的学习要求而与某种特定职业或学科相关的英语学习。
除了基本的语言技能之外，在内容方面与特定职业或专业相关，更具有专业内涵性和实际应用性，如旅游英语、商务英语、法律英语、计算机英语等。
因此，EGP教授的是英语语言的普遍现象，而ESP是以EGP为基础，在EGP 的基础上不同专业的变体，是EGP发展的高级阶段。
三、ESP理论在独立学院中的应用分析（一）学生分析因定位和自身特点，独立学院生源质量与普通高校相比存在一定的差距。
大学英语教学问题改革论文
大学英语教学的问题与改革探讨摘要大学英语教学是大学生获取英语知识及英语应用技能培训的重要途径，在高校寻求英语教学改革的同时，可以发现社会上各种各样的英语培训学校雨后春笋般出现，并能经久不衰，本文试从校外英语培训的视角对大学英语教学改革进行初步地思考，结合英语教学中的几个关键问题进行比较分析，试图帮助师生们探寻一条可行的改革之路，使高校毕业生能更好地适应国家的发展需要。
关键词大学英语教学问题改革探讨一、我国大学英语教学的目前境遇及突出问题（一）我国大学英语教学的目前境遇虽然我国对大学英语教学进行了一系列的改革，但实际上并没有克服其自身的缺点。
特别是四六级制度的施行的十多年里，没有证书则不给学位证书，而且在一些面试中，都强调必须要有四六级证书，从而使得社会对四、六级考试及其证书过于看重甚至走向极端。
后来国家对大学英语进行了改革，取消了对毕业生过四六级的硬性规定。
但是在一些学生的求职过程中，并没有感觉到要求有所降低，很多企业都要求必须要求四六级的分数线达到一定的要求，在公务员的报名条件中，就很明显能看到此点要求。
这就使得目前大学英语的教学改革发展并没有取得适时的效果，大学英语教学面临着一种尴尬的境遇。
同时，高等教育当前正面临着一个新形势，随着高校的不断扩大招生，目前，我国高校英语教师和学生之比已达1：130到1：150，在有限的师资情况下，师资力量增加不多，而学生却急剧增加，这实际上是一种最大限度利用原有资源的扩招，这就势必要求进一步采取新的办法与措施，解放思想、实事求是，开拓创新谋发展，使得优秀的资源得到共享，这样才能在很大程度上有利于大量学生的需求和相对较少的教师资源之间矛盾的解决。
（二）我国大学英语教学的突出问题1.教学模式呆板化由于学生人数多，不可能根据学生的个性进行教授，教师也就采取照本宣科这一最简单的方法教授课程，课堂内外也很少组织相关活动，教师在讲台上宣讲，学生在台下记录，这种教学模式就难以提高学生的学习兴趣，难以提高教学质量。
大学英语教学模式论文
关于大学英语教学模式的探讨摘要受到应试教育的影响，大学英语教学很难走出传统的教学模式。
因此，在新形势下，我们工作的重点是在大学英语教学中建立与教学目标相促进的教学模式，把阅读和写作作为课堂教学中一个重要环节来抓，从而进一步提高英语课堂的教学质量。
本文就大学英语教学模式的创新进行初步探讨。
关键词大学英语教学模式创新一、前言为了提高全民素质，我国高等教育招生规模逐年扩大，目前大学生源的素质略有下降，学生的英语程度差别很大，给大学英语教学带来了困境。
受到应试教育的影响，大学英语教学很难走出传统的教学模式。
因此，在新形势下，我们工作的重点是在大学英语教学中建立与教学目标相促进的教学模式，把阅读和写作作为课堂教学中一个重要环节来抓，从而进一步提高英语课堂的教学质量。
本文就大学英语教学模式的创新进行初步探讨。
二、大学英语教学面临的困境（一）教学模式落后大学英语课堂教学中，严重存在满堂灌现象。
英语教师是组织实施教学活动的主体，而学生则是教学过程的客体，是知识被动的接受者。
尽管我国高等教育教学要求中始终强调要纠正课堂教学中教师主导、学生服从的地位，但由于长期以来，形成了以教师为中心的固有教学模式，教师更注重的是学科教学，而忽视了学生创新能力的培养，在教学中仍然是以教师讲授教学内容，学生被动记忆为主。
英语教学中还存在严重的汉语教学法现象，某些教师用汉语对语言点进行深入细致地分析，完全不重视英语语言的实践运用在英语教学中的重要地位，根本谈不到英语交际能力的培养。
因而，形成了英语教学中教师花费力气大，效果却非常不理想的现象。
（二）多媒体教学应用不广泛教师还没有充分认识到多媒体教学的重要性，仍旧采取传统的教学方式，觉得板书教学的方式比较方便、省时省力，学生也乐于接受。
教师的工作时间长，任务多，这使很多教师有了不接受多媒体教学手段的理由，认为自己没有时间耗费精力投入到多媒体课件的学习与制作中去。
久而久之，甚至会对多媒体技术在英语教学中的应用产生抵触情绪，严重影响了多媒体教学的开展。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
大学英语教学研究
当前有关大学英语教学改革的研究层出不穷，而探讨大学英语教学本质的还为数不多，这样会造成改革只停留在表面，很难触及问题的核心，也就无法提出切实可行的教学改革意见。
大学英语教学中主要存在着费时低效的问题，其中一个很重要的原因是改革没有触及大学英语教学的本质和核心。
要想改革取得成效，首先要明确大学英语教学的实质，在此基础上协调好学生学习动机和课程要求目标之间的关系，探索出切合实际又行之有效的教学方法，最终实现大学英语教学改革的成功。
本文就将从心智哲学角度来探讨大学英语教学的本质，进而提出教学改革建议。
一、心智哲学与意向性
心智哲学主要研究认知主体心智能力形成过程中的哲学问题，是在脑和神经科学发展的背景下重新建构的哲学理论。
心智哲学与认知科学紧密相关，最重要的特征是将科学问题、哲学问题与人自身联系起来。
在语言研究的心智哲学视野中，对语言运用有三个假设:基于心智是语言最基本的性质，感觉信息的表达是语言运用的基础，语言所表征的是心理表征。
意向性是心智哲学的一个重要概念。
它是心理状态和事件指向、关于、涉及或表征某些其他客体和事态的特征。
人们在进行认识、实践等对象性活动时都具有一种关指对象的能力，意向性就体现了这种关指能力，它是心智能力的重要特征，是人进行对
象性活动的首要条件。
心智首先关指一个对象，并对其表现出希翼、憎恶、喜爱、谴责等不同的心理状态，从而与世界联系起来。
意向性是一次意识活动的发端，并贯穿于这一活动的整个过程。
意向性可体现为意识活动的一种“工具”，是意识观照事物、事件、事态时所展现出的一种体现“利己”的取舍倾向，表现为意识活动中对对象的注意、过滤、选择、表征时的心理状态，并呈现判断、评价、表征的功能。
意向性包含两方面内容:意向内容和意向态度。
意向内容就是意识活动以什么为其内容和这样的内容如何归结为一定的语言表征方式。
意向态度指用怎样的心理状态、心理估量、心理取向来关指意向内容，即意向内容受主体的意向态度的处理。
二、大学英语教学的意向性体现
大学英语教学作为语言学习过程，势必涉及认知主体的心智活动，意向性在其中起到了至关重要的作用。
可以从以下两方面对意向性在大学英语教学过程中的作用进行研究:
(一)大学英语教学过程要体现语言学习主体的意向性
当前大学生学习英语的工具性目的依然很强，而课程要求规定的教学目标是要培养学生对英语的综合运用能力，特别是对听说提出了很高的要求。
这一学习目标在教学中主要通过教师传达给学生，因此
在课堂上教师总是想尽办法调动学生的学习积极性，但效果却并不显著。
究其原因，我们应该认识到语言学习应符合认知主体心智发展的规律，而语言学习者在学习语言时进行了意向选择。
意向性具有指向性和表征性两大特性，包括意向内容和意向态度两大层次结构。
从意向性角度来看，大学英语教学的核心就是要体现教学参与者(教师和学生)的意向性，体现他们对学习内容的选择以及对学习内容的态度。
教师意向性指的内容是对语言的综合运用，而学生意向性指的内容却是和考试相关的语言知识，这种矛盾导致了学生在学习和考试内容相关的知识时积极性较高，而对与考试内容无关的内容就表现被动。
协调好这两大认知主体在意向性选择上的矛盾，才能让学生参与到课堂教学中，发挥他们的积极性。
而怎样调动学生学习的积极性，还要从心智活动的意向性入手。
塞尔在《意向性:心智哲学论集》(以下简称《心智》)一书中提出，视觉经验或其他类型的知觉经验是具有意向性的，这在关于知觉的研究中被忽视了。
不能将视觉经验与经验事实区别开来。
而在《心智》一书中，塞尔对意向性的问题有了更深刻的表述。
他认为意向性问题是意识问题的一面镜子。
他从动物生理学层面解释意向性是如何可能的。
例如，动物会感觉到饥饿或口渴，是因为这种感觉是血管收缩素到达大脑视丘下部时激发的一种神经元活动。
意识和意向性的基本形式是由神经行为引起的，也是由脑系统实现的。
这对大学英语教学很有启发，对现代化教学手段引入课堂提供了心智哲学的依据。
课堂上要尽量激发学生各种感觉，使其知觉经验体验最大化。
采用多媒体网络辅助教学，可以利用图片、视频、音频
等资料多方面激发学生的知觉体验，对提高学生的意识活动具有积极作用，也就能够调动学生主动学习的积极性。
大学英语教学中，学生通过视觉、听觉等知觉体验感受到教学的内容，这激发了大脑中的神经元活动，这一活动势必会引起生理变化，而这一生理变化通过身体运动体现出来。
而这一神经活动也会引起行为意向，这一意向包括学生对知觉体验的内容以及对这一内容所持有的态度，如对教学内容的认同、怀疑、喜欢、讨厌等。
这种行为意向最终也会通过身体运动体现。
比如，老师领读单词这一教学活动，老师读单词发出的声音被学生听觉系统感知到，引起学生的神经活动，进而产生生理变化。
而这一神经活动同时也引起了行为意向，即学生听到了这一发音，并对老师的这一发音持有认同或不认同的态度，从而产生身体运动，如跟读时口腔、眼睛、面部表情、肢体等的动作。
以上举例只是对教学中的一个具体活动做出的较为简单的意向分析。
大学英语教学内容丰富，形式复杂，受多种因素影响，但它的本质是意向性的体现。
(二)大学英语教学要体现语言学习内容的意向性
语言学习的内容是语言表达式。
语言表达式体现的是寄生意向性。
寄生意向性是指事物本身是不具有意向性的，但当人们认识该事物时把自身的意识附于了该事物，使其产生了意向性。
学生作为语言学习的认知主体，应该在习得时关注语言表达式的意向性，主要体现在对其意向内容和意向态度的掌握上。
而这一过程需要教师的引导和
帮助。
如在讲解词汇、句法以及语篇时，注意分析其中体现出的意向内容和意向态度，帮助学生掌握关键知识，使其成为学生认知域的一部分，在日后进行语言表征时(如写作或翻译等产出性练习时)能准确运用。
1．词汇的意向性解释在《新视野大学英语》第二册第五单元SectionA中，有一个单词shelter。
这个词用作名词时课本上给出的解释是“aplacewherepeopleareprotectedfromdangerorbadweather”，“庇护所，避难所”。
而教师在讲解时不能只是传达词汇的字面意义，还应关注词汇的意向内容和意向态度，即这个词语关指的内容和对关指内容所持有的态度。
Shel-ter关指的内容和态度需要教师提示学生。
它凸显的是一个可以满足人类最基本要求的地方，不需要很豪华或是舒适，只要能让人遮风避雨，给人带来最基本的安全感就行。
因此，在翻译“衣食住行是生活的基本需要”这句话时，其中的“住”应该翻译成“shelter”，而不是“house”或是别的词。
公交车站的候车棚也翻译成“busshelter”。
这些运用都强调了该词汇的意向性。
在对词汇的学习中，如果学生能够正确认识词汇体现的意向性，对词汇的掌握也将更加精准，进而在自己的产出性练习中运用得当，这也将是对他们的一大鼓舞，会激发起他们进一步学习英语的热情。
2．句法和语篇的意向性解释在《新视野大学英语》第一册第一单元SectionA中，第二段作者在讲到自己开始学英语的经历时，用到
的表达是“Myexperiencewithlearningaforeignlanguagebeganinjuniormiddlescho ol……”。
这句话学生在理解时没有困难。
但如果让学生自己写学英语的经历，他们通常会写成“IbegantolearnEnglishinjuniormiddleschool”。
两句体现的意向内容是一致的，但意向态度不同，前者更显客观，而后者更显主观。
汉语中我们通常不这么说，而英语中此类表达很多，如“Thetwenti-ethcenturysawthestartofman’sloveaffairwiththeautomobile．”英汉两种语言间的差异从意向性的角度可见一斑。
对语篇同样可以进行意向性解释。
如《新视野大学英语》第一册第五单元SectionA的文章TheBattleAgainstAIDS是讲述人们在预防艾滋病方面都做了哪些努力。
这篇文章从题目到文章内容都把艾滋病作为一个人类共同的敌人来看待，把预防和治疗艾滋病视为一场战争。
这就体现了作者在写作时的意向性。
意向内容是预防艾滋病所做的努力，而意向态度是强调了艾滋病带来的残酷后果以及对每个人都应该参与到预防艾滋病活动中的期望。
三、结语
在心智哲学视角下，我们对大学英语教学中的意向活动进行分析，并通过对大学英语教学中语言学习主体和语言学习内容的意向性解释，揭示大学英语教学的核心以及改善学生英语学习现状的方法。
在大学英语教学两大认知主体，教师和学生的共同参与下，通过教师的合理引导以及学生思维方式的转变，相信学生英语的学习效果会有所提高，特别是翻译、写作等产出性练习的完成质量会有所提高。