外語教學環(huán)境論

內容概要

該書運用國際上最新的主題內容教學法(content-based
instruction) 和雙語沉浸法(bilingual
immersion)相結合的雙語教育理論和有關研究成果，結合對中國高校學習英語的非英語專業(yè)的學生進行的實證訪談調查，指出了當前中國高等教育中非英語專業(yè)的英語教育(包括英語語言課程的教學及目前一些高校正試行中的用英語講授部分專業(yè)課程的教學)過程中可能存在的一些潛在的、應該注意的問題。針對這些問題該書結合相關理論進行了深入的探討并提出了一些切實可行的解決問題的措施和方案。

作者簡介

余衛(wèi)華，湖北省大冶縣人，博士，教授。本科和碩士畢業(yè)于武漢大學外語系。1998年-2001年師從語言教育與跨文化研究方面的國際著名學者Mike：Byram教授，在英國杜倫大學教育學院(school
of Education，University of
Durham)攻讀語言教育專業(yè)，獲語言教育專業(yè)教育學博士學位。2007年在英國蘭開斯特大學英語語言學系(Department
ofLinguistics and English Language University of Lanca
ster)跟隨英國著名CDA學者Paul
Chilton教授從事博士后研究。從教30年來分別任教于武漢大學和廣東外語外貿大學，現(xiàn)工作于杭州師范大學。目前的專業(yè)研究興趣為：應用語言學(外語教學)，雙語教育與跨文化研究，比較教育學等。近年來，在國際和國內權威出版社及專業(yè)學術期刊出版和發(fā)表了多篇(部)學術著作和論文。

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

　　當前中國的高等教育在21世紀的第1個10年行將結束之際已大步走向國際化和全球化，正在逐步實施素質教育。《外語教學環(huán)境論：主題內容沉浸法研究》對高校在素質教育和國際化、全球化教育中外語教育的改革及外語教育與用外語講授專業(yè)課程的專業(yè)教育兩者之間如何協(xié)調配合等問題也進行了探討。這種探討對于深化我國的高等教育階段的外語教育改革，對于專業(yè)教育如何應對國際化和全球化的趨勢等應該是很有現(xiàn)實意義的探索。而且該項目所提出的措施和實施方案是在實證調查的基礎上提出的結論。

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