中美高等教育專門用途英語（ESP）之比較研究
發(fā)布時(shí)間：2024-03-10 04:59
經(jīng)濟(jì)一體化使專業(yè)知識(shí)加外語的復(fù)合型人才需求高漲,越來越多的專家認(rèn)為ESP是21世紀(jì)英語教學(xué)的主流。20世紀(jì)60年代,ESP出現(xiàn)于英國(guó)美國(guó),70年代末,中國(guó)也開始研究ESP,并且研究節(jié)奏與美國(guó)幾乎一致。近二十年來,美國(guó)側(cè)重ESP教學(xué)實(shí)證研究,而我國(guó)側(cè)重理論研究。中美兩國(guó)在ESP研究方面存在可比性,而兩國(guó)高校間ESP教學(xué)對(duì)比研究卻幾乎處于空白。本論文主要采用文獻(xiàn)研究和對(duì)比研究法。首先,它從研究文獻(xiàn)中總結(jié)中國(guó)高校ESP教學(xué)的一些特點(diǎn):主要采用基于主題的內(nèi)容式教學(xué)模式;大部分ESP課程被定為選修課;主要以大三學(xué)生包括英語專業(yè)學(xué)生和公外學(xué)生為研究對(duì)象;教師有兩種,英語教師和專業(yè)課教師;教學(xué)方法以語法翻譯法為主;教材有根據(jù)傳統(tǒng)專業(yè)內(nèi)容自編的,和從國(guó)外引進(jìn)的教材;教學(xué)評(píng)價(jià)以考試為唯一手段,考試由授課教師自定重點(diǎn)。同時(shí),它還概括了文獻(xiàn)中提及較多的一些中國(guó)ESP突出問題:ESP教材內(nèi)容陳舊,缺乏體系,語言難度高;教學(xué)方法主要是語法翻譯法,忽視聽說能力的訓(xùn)練與發(fā)展;評(píng)價(jià)方式主要是測(cè)試,缺乏全國(guó)統(tǒng)一有效的評(píng)價(jià)標(biāo)準(zhǔn),缺乏實(shí)訓(xùn)考察以及實(shí)際情景中語言應(yīng)用能力的考察;ESP定位及管理混亂,很多高校背離規(guī)定,將ESP...
【文章頁數(shù)】：69 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract 摘要 List of Abbreviations Chapter I Introduction
1.1 Background
1.2 Purposes and Significance
1.3 The Organization of the Thesis Chapter II Literature Review
2.1 ESP’s Definition and Connotation
2.2 Researches on ESP at Home and Abroad
2.3 Researches on ESP Teaching in Higher Education at Home and abroad Chapter III Research Methodology
3.1 Research Questions
3.2 Research Objects
3.3 Research Methods Chapter IV Data Analysis
4.1 ESP Teaching in Higher Education in China
4.2 Problems in China’s ESP Teaching in Higher Education
4.3 ESP Teaching in Higher Education in the U.S Chapter V Comparative Study
5.1 Similarities Between China’s ESP Teaching and the U.S.’ in HigherEducation
5.2 Differences Between China’s ESP Teaching and the U.S.’ in HigherEducation Chapter VI Conclusion
6.1 Major Findings and Discussions
6.1.1 ESP Teaching in Higher Education of China and its Problems
6.1.2 ESP Teaching in Higher Education of the U.S
6.1.3 Similarities and Differences in ESP teaching in higher educationbetween China and the U.S
6.1.4 Inspirations of the U.S.’ ESP Teaching to China
6.2 Limitations and Suggestions for Future Study References Acknowledgements
本文編號(hào)：3924281
【文章頁數(shù)】：69 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Abstract 摘要 List of Abbreviations Chapter I Introduction
1.1 Background
1.2 Purposes and Significance
1.3 The Organization of the Thesis Chapter II Literature Review
2.1 ESP’s Definition and Connotation
2.2 Researches on ESP at Home and Abroad
2.3 Researches on ESP Teaching in Higher Education at Home and abroad Chapter III Research Methodology
3.1 Research Questions
3.2 Research Objects
3.3 Research Methods Chapter IV Data Analysis
4.1 ESP Teaching in Higher Education in China
4.2 Problems in China’s ESP Teaching in Higher Education
4.3 ESP Teaching in Higher Education in the U.S Chapter V Comparative Study
5.1 Similarities Between China’s ESP Teaching and the U.S.’ in HigherEducation
5.2 Differences Between China’s ESP Teaching and the U.S.’ in HigherEducation Chapter VI Conclusion
6.1 Major Findings and Discussions
6.1.1 ESP Teaching in Higher Education of China and its Problems
6.1.2 ESP Teaching in Higher Education of the U.S
6.1.3 Similarities and Differences in ESP teaching in higher educationbetween China and the U.S
6.1.4 Inspirations of the U.S.’ ESP Teaching to China
6.2 Limitations and Suggestions for Future Study References Acknowledgements
本文編號(hào)：3924281
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