【作者】 陈平；

【导师】 黄赟琳；

【作者基本信息】 重庆大学 ， 外国语言学及应用语言学， 2011， 硕士

【摘要】 专门用途英语起源于二十世纪六十年代后期。通过综合对比不同学者对ESP作出的四种定义,我们发现ESP的两个显著特征是以学习者的需求为基础和具有特殊的教学内容,所谓特殊的教学内容即是教学内容涉及到相关学科专业知识。国内外学者对专业知识在ESP中的定位呈现出明显差异,国外学者更强调ESP教师作为语言教师这一角色,因而认为ESP教师不必掌握或学习专业知识,而国内学者却强调ESP教师要具备一定的相关学科专业知识以保证ESP教学的成功。因而,在中国高校对不具备相关学科专业知识背景的学生进行ESP教学时,处理专业知识就显得尤为必要。但是,通过文献阅读,笔者发现中外学者对ESP教学策略研究多集中在教师如何培养学生语言技能和交际能力的教学策略研究上,而对教师如何处理专业知识的策略研究很少见,因此笔者以重庆某高校针对非英语专业学生开设的ESP提高课程《商贸英语选读》为例,对教师处理专业知识的策略进行了实证研究。通过课堂观察、问卷调查、半结构式访谈、结构式访谈等研究方法,结合学生反馈,研究发现ESP教师采取的策略基本可以分为五类。其中形象生动化、目的语言参照和母语参照以及师生、生生互动三类策略受到学生肯定,有助于学生对专业知识的理解和掌握,从而进一步促进学生目的语的综合运用能力。然而,激发学生学习主动性和关注语言知识这两类策略受学生欢迎程度较低。此外,就教师处理专业知识时,教师对自身的角色定位和学生对教师的角色定位存在异同。老师和学生都认为ESP教师在处理专业知识时应该作为知识传授者和引导者,但学生还认为ESP教师还应该成为激励者。以此研究为从事ESP教学的教师就如何处理专业知识提供借鉴,促进ESP教学研究的平衡发展。更多还原

【Abstract】 ESP originated in the late 1960’s. After comparing four definitions of ESP made by various scholars, it has been found that the two distinctive characteristics of ESP are an emphasis on learner’s needs and carrier content. The so-called carrier content means subject knowledge related to a specific discipline. And there is a distinction between foreign and Chinese scholars’opinions about subject knowledge in ESP. Foreign scholars tend to emphasize ESP teacher’s role as a language teacher and so it’s unnecessary for him or her to master or acquire subject knowledge. Whereas, Chinese scholars tend to think ESP teacher should be equipped with subject knowledge to make sure ESP teaching is successfully conducted. Therefore, in Chinese higher education, when conducting ESP teaching to students knowing little about related subject knowledge, it is necessary for ESP teachers to deal with subject knowledge in class so as to achieve satisfying teaching effect. However, after reading related literature, it is found that, as for teaching strategies in ESP teaching practice, scholars both at home and abroad focus more attention on the research into the teaching strategies for fostering students’language skills and communicative competence and there is little research into ESP teaching strategies for dealing with subject knowledge. Therefore, the author conducted a empirical study on ESP teaching strategies for dealing with subject knowledge based on the ESP course Business English Reading offered by a university in Chongqing. By means of classroom observation, questionnaire surveys, structured interviews and semi-structured interviews, combined with the students’feedback, it is found that the ESP teachers adopted five kinds of strategies. Such strategies as vividness and visualization, intralingual and crosslingual strategy and teacher-student and student-student interactions are popular with students and can help students understand and master subject knowledge and, in turn, improve their comprehensive competence of English language use. And such strategies as stimulating students’initiative in learning and paying attention to linguistic knowledge are not popular with students. In addition, regarding the role ESP teachers play when they deal with subject knowledge, the teachers and students share the views that ESP teachers should be a knowledge imparter and a facilitator. But the students think the teachers should be a motivator, as well. This study is intended to provide reference for ESP teachers regarding teaching strategies for dealing with subject knowledge and to promote more balanced development in ESP teaching research.更多还原