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从专门用途英语教学的角度反思大学英语教师自身职业发展

作　者: 吕翠俊
导　师: 申屠菁
学　校: 山西财经大学
专　业: 外国语言学及应用语言学
关键词: 大学英语教学改革专门用途英语教师转型反思型教师
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 303次
引　用: 0次
阅　读: 论文下载

内容摘要

随着世界经济全球化的发展和各种分工的不断细化,社会对英语人才的需求也日益具体化,要求现在的英语人才不仅懂英语而且要有自己的专业知识,正所谓英语只是用来交流的工具。而现在的大学英语教学培养出的人才并不能满足社会的需求,大学英语教学改革也正在逐步推开。大学英语教学改革的一个选择就是朝专门用途英语方向发展,来提高所培养人才的专业性。这正是进行本研究的大背景。面临这样的形势,大学英语教师该作何准备,也成为一个值得人们尤其是大学英语教师考虑的问题。在大学英语教学改革的进程中,势必有一部分大学英语教师要转型为专门用途英语教师。本研究拟对大学英语教师的转型进行一些思考。首先是对社会建构主义学习理论进行回顾。社会建构主义学习理论吸取了之前各教育和心理学派的优点,形成自己的教学模式。社会主义学习理论认为学习应该是学习者主动的有意义的学习,而且是在与周围环境互动的过程中形成;对教师提倡做一个反思型教师,进行教学反思。而专门用途英语恰好是对学习者具有个人意义的学习,成为大学英语改革的一种选择具有其优势。大学英语教师在转型过程中如何做一个反思型教师则成为本研究思考的一个重点。大学英语教师要转型成功,首先需要了解专门用途英语教学的相关方面,包括专门用途英语教师的角色定位,国内专门用途英语教学与教师的现状,以及专门用途英语的一些语言特征等。此外,大学英语教师转型成为专门用途英语教师的优势与劣势也需要清楚。正所谓,知己知彼,百战不殆。在此基础上,本研究对大学英语教师如何提前准备自己的转型提出一些看法。首先就是要对自己进行反思,找出适合自己的专业,这一点至关重要。然后,根据适合自己的类型来做准备,是成为合作型抑或是独立的专门用途英语教师。

全文目录

Abstract  6-8
摘要  8-13
Chapter One Introduction  13-17
  1.1 The starting of the idea  13-14
  1.2 The rationale of the present study  14-15
  1.3 Objectives of the present study  15
  1.4 Methodology and data collection  15
  1.5 Outline of the thesis  15-17
Chapter Two A Review of Social Constructivism Learning Theory  17-33
  2.1 Social constructivism learning theory coming into being  17-26
    2.1.1 Behaviorist learning theory  17-18
    2.1.2 Cognitive psychology  18-21
    2.1.3 Humanistic approaches  21-24
    2.1.4 Social interactionism  24-26
  2.2 An overview of social constructivism learning theory  26-33
    2.2.1 A social constructivist model of teaching and learning  26
    2.2.2 A social constructivist view of learning  26-30
    2.2.3 A social constructivist view of teaching  30-33
Chapter Three ESP Teaching as an Alternative of College English Teaching Reform  33-41
  3.1 ESP teaching as an expression of social constructivism learning theory  33-34
    3.1.1 The origins of ESP and its development  33-34
    3.1.2 The nature and features of ESP teaching  34
  3.2 ESP teaching as an alternative of college English teaching reform  34-41
    3.2.1 The unsatisfactory situation of present college English teaching  34-36
    3.2.2 The advantages of ESP teaching—through a general comparison between ESP and GE  36-41
Chapter Four Some Aspects Concerned in ESP Teaching  41-52
  4.1 The role of ESP teacher and their position  41-43
  4.2 The present situation of domestic ESP teaching and ESP teachers  43-44
  4.3 Some linguistic features of ESP  44-52
    4.3.1 Grammar in ESP  44-47
      4.3.1.1 Verbs and tense and voice  44-45
      4.3.1.2 Modals  45-46
      4.3.1.3 Articles, nominalization and logical connectors  46-47
    4.3.2 Vocabulary in ESP  47-49
      4.3.2.1 Technical vocabulary  47-48
      4.3.2.2 Semi-technical vocabulary  48-49
    4.3.3 Discourse and genre analysis  49-52
Chapter Five Some Proposals on College English Teachers’ Self-directed Professional Development  52-62
  5.1 College English teacher’s self-directed professional development  52-56
    5.1.1 Language teachers’professional development  52-55
    5.1.2 Teachers’ self-directed professional development  55-56
  5.2 An SWOT analysis of present college English teachers’transformation  56-57
  5.3 Proposals on college English teachers’ professional development  57-62
    5.3.1 Being a reflective teacher, a proposal from social constructivism learning theory  57-59
    5.3.2 Preparing for the collaboration with professional teachers  59-60
    5.3.3 Preparing to be an independent ESP teacher  60-62
Chapter Six Conclusion  62-64
  6.1 A summary of the thesis  62
  6.2 Contributions of the study  62
  6.3 Limitations and directions for future study  62-64
References  64-67
Acknowledgements  67-68
发表文章目录  68
个人简介及联系方式  68-69

从专门用途英语教学的角度反思大学英语教师自身职业发展

内容摘要

全文目录

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