外語(yǔ)教學(xué)環(huán)境論

內(nèi)容概要

該書運(yùn)用國(guó)際上最新的主題內(nèi)容教學(xué)法(content-based
instruction) 和雙語(yǔ)沉浸法(bilingual
immersion)相結(jié)合的雙語(yǔ)教育理論和有關(guān)研究成果，結(jié)合對(duì)中國(guó)高校學(xué)習(xí)英語(yǔ)的非英語(yǔ)專業(yè)的學(xué)生進(jìn)行的實(shí)證訪談?wù){(diào)查，指出了當(dāng)前中國(guó)高等教育中非英語(yǔ)專業(yè)的英語(yǔ)教育(包括英語(yǔ)語(yǔ)言課程的教學(xué)及目前一些高校正試行中的用英語(yǔ)講授部分專業(yè)課程的教學(xué))過(guò)程中可能存在的一些潛在的、應(yīng)該注意的問題。針對(duì)這些問題該書結(jié)合相關(guān)理論進(jìn)行了深入的探討并提出了一些切實(shí)可行的解決問題的措施和方案。

作者簡(jiǎn)介

余衛(wèi)華，湖北省大冶縣人，博士，教授。本科和碩士畢業(yè)于武漢大學(xué)外語(yǔ)系。1998年-2001年師從語(yǔ)言教育與跨文化研究方面的國(guó)際著名學(xué)者M(jìn)ike：Byram教授，在英國(guó)杜倫大學(xué)教育學(xué)院(school
of Education，University of
Durham)攻讀語(yǔ)言教育專業(yè)，獲語(yǔ)言教育專業(yè)教育學(xué)博士學(xué)位。2007年在英國(guó)蘭開斯特大學(xué)英語(yǔ)語(yǔ)言學(xué)系(Department
ofLinguistics and English Language University of Lanca
ster)跟隨英國(guó)著名CDA學(xué)者Paul
Chilton教授從事博士后研究。從教30年來(lái)分別任教于武漢大學(xué)和廣東外語(yǔ)外貿(mào)大學(xué)，現(xiàn)工作于杭州師范大學(xué)。目前的專業(yè)研究興趣為：應(yīng)用語(yǔ)言學(xué)(外語(yǔ)教學(xué))，雙語(yǔ)教育與跨文化研究，比較教育學(xué)等。近年來(lái)，在國(guó)際和國(guó)內(nèi)權(quán)威出版社及專業(yè)學(xué)術(shù)期刊出版和發(fā)表了多篇(部)學(xué)術(shù)著作和論文。

書籍目錄

Chapter One Introduction
 1.1 The background of the study
 1.2 The research questions
 1.3 Composition of the thesis
Chapter Two Analysis of the Literature on EFL
Methodology
 2.1 Introduction
 2.2 Foreign language education: a global overview
 2.2.1 Clarification of concepts
 2.2.2 Historical development
 2.2.3 Implications
 2.3 Bilingualism and bilingual education
 2.3.1 Introduction
 2.3.2 Bilingualism and bilingual
competence
 2.3.2.1 Definition of
bilingualism
 2.3.2.2 Bilingual competence
 2.3.3 Bilingual education
 2.4 Immersion
 2.4.1 Historical development
 2.4.2 The prototype models and the essential
features
 2.4.3 Evaluations
 2.5 Content-based instruction
 2.5.1 Clarification of concepts
 2.5.2 Prototype models
 2.5.3 Rationales and evaluations
 2.6.Needs analysis
 2.6.1 Clarification of concepts
 2.6.2 Key models and data collection
procedures
 2.6.3 Evaluations
 2.7 Conclusions
 2.7.1 A summary of the chapter
 2.7.2 Theoretical foundations
 2.7.3 A proposed integrated EFL teaching
approach
Chapter Three The Contextual Setting: EFL Education in
China
 3.1 Introduction
 3.2 Historical overview before 1949
 3.3 Recent developments since 1949
 3.4 Present situation
 3.5 Existing problems and a tentative solution
 3.5.1 Existing problems
 3.5.2 A possible solution
 3.6 A summary of the chapter
Chapter Four The Research Methodology
 4.1 Introduction
 4.2 Research origins
 4.3 Qualitative v.s.quantitative research
 4.4 The research interview
 4.5 Criteria of assessing qualitative research
 4.6 Data collection procedures
 4.6.1 Interview schedules
 4.6.2 Pilot phase
 4.6.3 The research sample
 4.6.4 Weaknesses of the procedures
 4.7 Ethical issues
 4.7.1 Informed consent
 4.7.2 Trust and confidentiality
 4.7.3 Reciprocity
 4.8 A summary of the chapter
Chapter Five Data Analysis and Interpretation
 5.1 Introduction
 5.2 The methods and the process of data analysis
 5.2.1 The methods of analysis
 5.2.2 The process of the data analysis
 5.3 EFL learning
 5.3.1 Introduction
 5.3.2 EFL learning goals
 5.3.3 EFL learning difficulties
 5.3.4 EFL learning theories
 5.4 Academic learning
 5.5 Content-based EFL immersion
 5.5.1 Existing problems in China's EFL
education
 5.5.2 Feasibility and implementation of the
proposed EFL teaching approach
 5.5.2.1 Teaching qualifications
 5.5.2.2 Co-operation between language and
content teachers
 5.5.2.3 Curriculum planning
 5.5.2.g Late immersion
 5.5.2.5 Partial Immersion
 5.5.2.6 Transformation of conservative
educational values
 5.6 A summary of the chapter
Chapter Six Implications and Considerations
 6.1 Introduction
 6.2 Implications from the data
 6.2.1 Ensure sufficient exposure to and create
environments for using the target language
 6.2.2 Develop students' intrinsic motivation
through classroom EFL teaching
 6.2.3 Adapt the advantages of anglophone
teaching and learning styles into China's higher education
 6.2.4 Preserve the advantages of the traditional
Chinese learning styles
 6.2.5 Trial and implement the content-based
immersion approach
 6.3 Considerations for implementation and trialling
 6.3.1 Students' English proficiency levels
 6.3.2 Curriculum planning
 6.3.3 Assessments and evaluations
 6.3.4 Pedagogy and cooperation between content
and language teachers
 6.3.5 Approval and support from educational
administration
 6.4 A summary of the chapter
Chapter Seven Conclusions
 7.1 Introduction
 7.2 A general summary of the study
 7.3 Limitations of the study
 7.4 Future research
 7.5 A summary of the chapter
Bibliography
Appendix I A Pre-interview or Pre-reply Letter
Appendix II Questions and Triggers (for Interviews and Entail
Replies)
Appendix ffi A Sample Email Reply
Appendix IV A Sample Interview Transcript
Appendix V Sample Interview Transcript Two
Index

編輯推薦

　　當(dāng)前中國(guó)的高等教育在21世紀(jì)的第1個(gè)10年行將結(jié)束之際已大步走向國(guó)際化和全球化，正在逐步實(shí)施素質(zhì)教育?！锻庹Z(yǔ)教學(xué)環(huán)境論：主題內(nèi)容沉浸法研究》對(duì)高校在素質(zhì)教育和國(guó)際化、全球化教育中外語(yǔ)教育的改革及外語(yǔ)教育與用外語(yǔ)講授專業(yè)課程的專業(yè)教育兩者之間如何協(xié)調(diào)配合等問題也進(jìn)行了探討。這種探討對(duì)于深化我國(guó)的高等教育階段的外語(yǔ)教育改革，對(duì)于專業(yè)教育如何應(yīng)對(duì)國(guó)際化和全球化的趨勢(shì)等應(yīng)該是很有現(xiàn)實(shí)意義的探索。而且該項(xiàng)目所提出的措施和實(shí)施方案是在實(shí)證調(diào)查的基礎(chǔ)上提出的結(jié)論。

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