英语学科发展前沿课程讲义及思考题.doc
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AdvancesinEnglishStudies(英语学科发展前沿)
Dr.WuBenhu(吴本虎)
Session2Theroleofforeignlanguagelearning
Reading
Berdan,S.N.etal.2012,January30. Englishisglobal,sowhylearnArabic?
NewYorkTimes, RetrievedJanuary31,2012
Question6:
Whatcanyoufindoutfromthedebaters’generalinformation?
WuBenhu:
Ihavediscoveredthefollowingpoints:
1. Allthedebatershavetheirinternationalperspectives.
2. TheyoverwhelminglypromoteforeignlanguagelearningintheUnitedStateseventhoughEnglishisglobal.
3. Theystresstheimportanceofforeignlanguagelearningfromdifferentperspectives.
Question7:
Whatdoes StacieNevadomskiBerdan meanbysaying‘TheWorldHasChanged’?
OrWhathashappenedtotheworld?
WuBenhu:
Theclaim‘Theworldhaschanged’hasaprofoundimplication:
1. Wheneveryouworkabroad,youmustcompetewithgloballycompetentgraduateswithmultilanguagecompetency.
2. Theworldknows‘earlylanguagelearningworksbest,andaidscognitivedevelopmentbeyondlanguagearts’justasopeningawindowtotheworld?
3. Theworlddiscoversthat‘languagealsomattersforappreciatingcultures,connectingandbuildingrelationshipsaroundtheworld’.
4. Theworldfacesthesituationinwhich‘asbusinessglobalizes,ourcolleagues,customers,ownersandinvestorsareincreasinglyoverseas’.
CourseworkforSession2:
Answerthefollowingquestions:
1. WhatareyourupdatedpurposesoflearningEnglish?
2. HowdoyouimproveyourEnglishlearningforyournewpurposes?
Session5ConnectingTheorywithPracticeinEnglishTeaching
ForewordasStudyGuide
Whenyouareengaginginreading,keepthefollowingquestionsandconsiderationsinmind:
1) Whatdoyouread?
2) Howdoyouread?
3) Whydoyouread?
Withthesequestionsinmind,youwillreadwiththefollowingapproaches:
1) Readselectively (选择性阅读):
Investyourtimetothemostrewardingpartsofthemostinsightfulworkswhilekeepinganeyeontherest.
2) Readinteractively (互动性阅读):
Valueyourresponsetothereadingwithequalimportanceofwhatisinthereading.
3) Readprofessionally (专业性阅读):
Aimatyourprofessionaldevelopmentwithmulti-disciplinaryapproachesandwithafocusonthelatestdevelopmentofthedisciplinesinvolved.
Readings
Fleming,MichaelP.,MikeFlemingandDavidStevens.2010. EnglishTeachingintheSecondarySchool:
LinkingTheoryandPractice.3rded.Oxon:
Routledge.
中华人民共和国教育部,2011,《义务教育英语课程标准》。
北京:
北京师范大学出版社。
1.WhatarethefivemodelsofEnglishteaching?
(Fleming,FlemingandStevens2010:
15-16)
1TheEnglishteacherandtheNationalCurriculum
1.2ModelsofEnglishteaching
IntheversionoftheNationalCurriculumforEnglishbasedontheReportoftheCoxCommittee(DES1989),itwassuggestedthattherewereessentiallyfivemodelsofEnglishteaching,andthatmostEnglishteacherscombinedintheirteachingseveralifnotallofthese.ThetypesofEnglishteachingpositedbyCoxwereasfollows:
1. apersonalgrowthview,whichtendstoemphasisethepupilasacreativeandimaginativeindividualdeveloping,intermsoftheteachingandlearningofEnglish,primarilythroughanintensiveengagementwithliteratureandpersonalcreativewriting;
2. across-curricularapproach,stressingthedistinctivenatureofEnglishasthelanguageoflearningforvirtuallyallcurriculumareasandimplyingadefinitionofservicetotheseareasandtoeducationinagenericsense;
3. anadultneedsemphasis,asessentiallyapreparationforthedemandsoflifebeyondschoolintermsofeffectiveunderstandingofandcommunicationthroughtheEnglishlanguageinitsmanyforms,includingthosevocationallybased;
4. aculturalheritagemodel,withtheteachingbasedheavilyon‘great’worksofliterature,generallydrawnfromthepast;
5. aculturalanalysisview,leadingpupilstoacriticalunderstandingofthesocialandculturalcontextofEnglish,particularlythevaluesystemswhichareinevitablyembeddedinthewayslanguageisused.
WuBenhu’sSummary:
Table5.1ThefivemodelofEnglishteachinghighlighted
No.
Model
Goal
1
Apersonalgrowthview
Forstudentstoactascreativeandimaginativeindividuals
2
Across-curricularapproach
ForstudentstolearnEnglishforalltheothersubject
3
Anadultneedsemphasis
Forstudentstobepreparedfortheirfuturelifeandprofession
4
Aculturalheritagemodel
Forstudentstopayspecialattentiontothestudyofliteratureandhistoryastheculturalheritage
5
Aculturalanalysisview
ForstudentstoachieveacriticalunderstandingofthesocialandculturalcontextofEnglish
《义务教育英语课程标准》(中华人民共和国教育部,2011:
8)
一、总目标
义务教育阶段英语课程的总目标是:
通过英语学习使学生形成初步的综合语言运用能力,促进心智发展,提高综合人文素养。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。
语言技能和语言知识是综合语言运用能力的基础;文化意识有利于正确地理解语言和得体地使用语言;有效的