英语学科发展前沿课程讲义及思考题汇编.docx

英语学科发展前沿课程讲义及思考题汇编.docx

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英语学科发展前沿课程讲义及思考题汇编

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