以內(nèi)容為依托的英語教學(xué)法

內(nèi)容概要

《以內(nèi)容為依托的英語教學(xué)法》由都建穎所著，主要目的是幫助讀者清楚準(zhǔn)確地了解作為專門用途英語(English for Specific
Purposes)的主要教學(xué)途徑之一——以內(nèi)容為依托的英語教學(xué)法(CBI，即Content—Based
Instruction)。作者分析并總結(jié)了該教學(xué)法的概念、理論基礎(chǔ)及實踐模式，認(rèn)為CBI有強式與弱式之分，并且在以英語為母語和英語為外語的教學(xué)環(huán)境中有不同的教學(xué)目的和特征；《以內(nèi)容為依托的英語教學(xué)法》作者還從歷史角度闡述了CBI在中國自19世紀(jì)60年代至21世紀(jì)所經(jīng)歷的三個歷史發(fā)展階段，并在介紹中國傳統(tǒng)教育文化的基礎(chǔ)上，探討了CBI在當(dāng)今中國高等教育中具備的優(yōu)勢以及面臨的問題。

書籍目錄

Background
Introduction
Chapter 1 Conceptualising CBI
　1.1 Definitions of CBI from a diversity of aspects
　　1.1.1 A functional linguistic view of CBI
　　1.1.2 A pedagogical aspect of CBI
　　1.1.3 CBI as subset of integrated language andeontent
teaching
　1.2 Characteristics of GBI
　　1.2.1 Subject-matter eore
　　1.2.2 Authentic language and texts
　　1.2.3 Focus on specific needs of specific student
groups
　1.3 Towards a definition
　　1.3.1 Content-language integrated instruction(CLII)as the
ideal form of BI
　　1.3.2 Content-based language instruction (CBLI)as the weak
form of CBI
　　1.3.3 Language-based content instruction (LBCI)as the
strong form of CBI
　1.4 Contextualizing CBI in EFL settings
Chapter 2 Relationship Between CBI， EAP andOther Language
Teaching Approaches
　2.1 CBI and EAP:the link and differences
　　2.1.1 CBI as an approach to EAP
　　2.1.2 CBI as extension of EAP
　　2.1.3 Common ground between CBI and EAP
　　2.1.4 Differences between EAP and CBI
　2.2 Distinguishing CBI from other approaches
andmethodologies
　　2.2.1 Differentiating CBI from L2 content teaching
　　2.2.2 Differentiating CBI from bilingual education
　　2.2.3 CBI and the grammar-translation approach
　　2.2.4 CBI and the task-based approach
Chapter 3 Theoretical and Practical Supports for CBI
　3.1 Theoretical support for CBI
　　3.1.1 Krashen's comprehensible input hypothesis
　　3.1.2 Swain's output hypothesis
　　3.1.3 Cummins' framework of language proficiency
　　3.1.4 O'Malley and Chamot's CALLA approach
　3.2 Practical support for CBI
　　3.2.1 Immersion programs
　　3.2.2 Language across the curriculum (LAC)
　　3.2.3 Language for specific purposes (LSP)
Chapter 4 Advantages and Challenging Issuesin CBI
　4.1 Advantages of CBI
　　4.1.1 Teaching efficiency
　　4.1.2 Students' motivation
　　4.1.3 Learner needs
　　4.1.4 Opportunities for language use and usage
　4.2 Challenging issues in CBI practice
　　4.2.1 Teacher development
　　4.2.2 The issue of teaching
　　4.2.3 The issue of assessment
Chapter 5 CBI in Higher Education in China
　5.1 Education in Chinese culture
　　5.1.1 Teacher as academic authority
　　5.1.2 Highly valued academic achievement
　　5.1.3 Learning as a process of knowledge receiving
　　5.1.4 Learning as a process of thinking
　5.2 CBI in China:a historical review
　　5.2.1 CBI in China during the Foreign Affairs
Movement(Between the 1860s and the 1890s)
　　5.2.2 The wave of CBI since the 1980s
　　5.2.3 CBI in the twenty-first century
　5.3 Practice of CBI in further and higher education in
China
　　5.3.1 Course books
　　5.3.2 Teacher preparation
Conclusion
Bibliography

編輯推薦

　　《以內(nèi)容為依托的英語教學(xué)法》以大學(xué)英語教學(xué)的目的和途徑為出發(fā)點，對“基于內(nèi)容的語言教學(xué)”進行了詳盡的研究。作者首先在理論上對這一教學(xué)法進行了探討，包括“基于內(nèi)容的語言教學(xué)”從不同角度闡述的不同定義、該教學(xué)法的主要特征以及在教學(xué)實踐中存在的優(yōu)勢和可能面臨的困難。然后從歷史發(fā)展的角度，總結(jié)了自“洋務(wù)運動”至今的一百多年時間里，“基于內(nèi)容的語言教學(xué)”在中國教育體制中的作用和影響。最后作者通過自己參加的以法律專業(yè)為內(nèi)容的英語教學(xué)實踐，總結(jié)了“基于內(nèi)容的語言教學(xué)”在提高學(xué)習(xí)者語言學(xué)習(xí)動機、培養(yǎng)語言應(yīng)用技能以及增強學(xué)習(xí)者批判性思維能力等方面的優(yōu)勢。

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