【摘要】：繼加拿大以及歐洲許多國(guó)家試行的浸入式語(yǔ)言教學(xué)方法之后,誕生了以內(nèi)容為依托的語(yǔ)言教學(xué)方法。就像語(yǔ)言教學(xué)中的多元智能模式、語(yǔ)言意識(shí)模式、自主學(xué)習(xí)等教學(xué)模式一樣,該方法是全球范圍所有教學(xué)機(jī)構(gòu)探索知識(shí)學(xué)習(xí)方法的產(chǎn)物,它強(qiáng)調(diào)學(xué)習(xí)過(guò)程中不同因素的集合,克服了傳統(tǒng)語(yǔ)言教學(xué)中語(yǔ)言學(xué)習(xí)和內(nèi)容學(xué)習(xí)兩分現(xiàn)象。從其本質(zhì)來(lái)講,該方法將意義建構(gòu)、認(rèn)知介入、問(wèn)題求解、高層次的思維以及語(yǔ)言運(yùn)用和語(yǔ)言學(xué)習(xí)融為一體。目前,在歐美國(guó)家的基礎(chǔ)教育和高等教育中被廣泛運(yùn)用,但在我國(guó)仍處于探索研究狀態(tài)。為了在實(shí)踐教學(xué)中進(jìn)一步推廣該教學(xué)方法,本研究將內(nèi)容依托式教學(xué)應(yīng)用于大學(xué)英語(yǔ)教學(xué)中,嘗試提高大學(xué)生的學(xué)術(shù)英語(yǔ)能力,以便使他們更好地適應(yīng)雙語(yǔ)教學(xué)。具體而言,本研究旨在解決以下問(wèn)題：(1)內(nèi)容依托式教學(xué)如何影響非英語(yǔ)專業(yè)學(xué)生的通用英語(yǔ)閱讀能力和學(xué)術(shù)英語(yǔ)閱讀能力?(2)學(xué)生的語(yǔ)言水平與內(nèi)容依托式教學(xué)效果的相關(guān)度如何?(3)學(xué)生對(duì)內(nèi)容依托式教學(xué)模式的反應(yīng)如何?實(shí)驗(yàn)對(duì)象為南京某高校新聞和物流專業(yè)兩平行班一年級(jí)學(xué)生,共107人。54名新聞專業(yè)學(xué)生組成實(shí)驗(yàn)班,接受以采訪內(nèi)容為依托的大學(xué)英語(yǔ)教學(xué)；53名物流專業(yè)學(xué)生組成對(duì)比組,接受傳統(tǒng)大學(xué)英語(yǔ)教學(xué)。實(shí)驗(yàn)歷時(shí)一個(gè)學(xué)期,實(shí)驗(yàn)使用了測(cè)試卷、問(wèn)卷及半結(jié)構(gòu)化采訪對(duì)結(jié)果進(jìn)行定量和定性分析。結(jié)果發(fā)現(xiàn)：(1)實(shí)驗(yàn)組學(xué)生通用英語(yǔ)閱讀能力和學(xué)術(shù)英語(yǔ)閱讀能力都明顯高于對(duì)照組,即內(nèi)容依托式教學(xué)能有效提高非英語(yǔ)專業(yè)學(xué)生兩種閱讀能力；(2)實(shí)驗(yàn)組低水平學(xué)習(xí)者兩種閱讀能力進(jìn)步顯著,而高水平學(xué)習(xí)者受益程度并不是十分顯著；(3)和傳統(tǒng)大學(xué)英語(yǔ)教學(xué)相比,學(xué)生更傾向于內(nèi)容依托式教學(xué)。此外,學(xué)生的專業(yè)詞匯得到擴(kuò)充,專業(yè)寫作能力得到提高。本研究結(jié)果為當(dāng)前雙語(yǔ)教學(xué)中學(xué)生專業(yè)詞匯不足、閱讀有障礙等問(wèn)題提供了可行的解決方案。
[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.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H319

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本文編號(hào)：2374630