【作者】 杨眉；

【导师】 张莎莎；

【作者基本信息】 西安工业大学 ， 外国语言学及应用语言学， 2014， 硕士

【摘要】 高等职业教育作为高等教育发展中的一个类型,兼顾高等教育和职业培训双重任务,既要完成大专层次的学历教育,又要完成学生职业能力的培养,是高等教育的重要组成部分。高职高专教育的英语课程是以培养学生的实际运用语言的能力为目标。学生在掌握一定的英语基础知识和技能的同时,进一步强化语言的职场交际能力。然而,目前采用传统的教学方法,重语言形式而忽视语言所承载的内容,重语言知识而忽视语言技能与应用。以教师为中心的课堂,学生只是被动的接受知识。由此导致的结果是,学生逐渐失去了学习英语的兴趣和热情。为了改变这一状况,本文提出在高职英语教学中使用以内容为依托的主题模式教学法进行实践研究。主题模式作为内容教学法的三种模式之一,兴起于20世纪80年代,在90年代被引进中国。在主题模式下的英语教学中,学生未来职业发展所需知识和语言教学紧密结合,竭力提高学生学习兴趣和热情。本文通过对在高职大学英语教学中采用主题模式和传统教学法进行对比实验,检验主题模式的教学效果。实验对象是笔者所在高职院校非英语专业一年级四个班200名学生。将上述四个班分为实验班和对照班各两个,由同一位老师组织教学,学习同一门课程——应用英语。实验班采用以六”T”法为主的主题模式,对照班采用传统教学法分别进行教学实践。由Stoller(1997)提出的六”T”方法为师生提供了一个清晰连贯的以主题为基础的课程教学。六”T"即---主题,课文,话题,线索、任务、过渡紧密联系,有机结合。在主题模式课堂教学中,语言教学与职业知识相结合,再对六”T”的选择确定上充分考虑学生的需要、学习目标、培养目标、可利用的资源、教师的能力、预计最终成效等因素。在主题模式教学中,主题成为课程教学的核心,语言教学与未来职业需求紧密结合,是教学更具有实用性、实践性和意义。话题的选择充分考虑与主题的相关性和学生的兴趣。语言知识和内容的学习主要体现在学习内容或资源的选取上以及具体任务的设计上。以主题为教学单元的课程设计满足学生的需求,实现课程的教学目标。线索和过渡使各教学元素之间紧密联系。学生是教学的主体。对照班采用传统语言教学方法,以文章学习为主,通过分析文章学习词汇、语法等语言知识,课堂以教师为中心,学生被动接受知识。教学实验结束后的测试发现。实验班的学生学习成绩高于对照班的,两个班的英语水平较之前有了明显差距。另外,对实验班的问卷调查和访谈结果也表明,主题模式教学法受到学生欢迎,学习兴趣提高了,各种语言技能,尤其是口语,都得到了训练和提高。因此,作者提出主题模式更适合高职英语教学,其中以六”T”法组织教学最行之有效,主题模式教学法值得在高职英语课堂教学中推广。更多还原

【Abstract】 The Higher Vocational Education (HVE), a branch of Higher Education, is supposed to accomplish a dual mission of formal college schooling and vocational training. Therefore, in HVE English teaching, ability of application of English to student’s specialized future potential career is particularly emphasized as well as the improvement of their English proficiency.However, the traditional English teaching approach at HVE, with over teacher-orientated classroom, low efficient passive cramming teaching method, over-emphasis on language forms rather than the contents inevitably undermine motivation and interest of English learning on the part of students. To attack those problems, this paper explores the theme-based instruction (TBI) in HVE English teaching.TBI, one of the three popular types of Content-based instruction (CBI), originated in the1980s in western countries and was brought to China in the1990s. In TBI English class, knowledge of future vocation and career is closely integrated with language study and particular efforts are made to arouse students’ interest and stimulate their motivation.The thesis compares the TBI approach with the traditional approach in English teaching on HVE. To check the effect of TBI,200non-English majors as the subjects are selected from four classes, two as the experimental classes and two as the comparative classes. They are taught by the same teacher and learn same teaching material. TBI is adopted in the experimental classes by strictly following the basic rule of "Six-T’s approach", while the traditional teaching methods are employed in the comparative classes.The Six-T’s Approach proposed by Stoller (1997) prescribes the steps of a coherent theme-based curriculum. The six T’s---Themes, Texts, Topics, Threads, Tasks, and Transitions deeply intertwined with a sense of coherence and seamlessness. Considering an array of student needs, student goals, institutional expectations; available resources, teacher abilities, and expected final performance outcomes, the six curricular components are determined carefully for organizing teaching procedure. In TBI, the carefully chosen and well tailored themes remains the primary source for curriculum planning to integrate the language with perspective vocation needs, which eventually makes the English learning functional, practical and meaningful. Then, a variety of relevant and interesting and instructive texts leads to topic selection, which is expected to stimulate student interest. Specific tasks are designed to teach the language knowledge and content information central to the given texts. Transitions and threads create additional linkages throughout the curriculum, creating a sense of coherence and seamlessness. TBI class is definitely students-orientated. Traditional teaching methods are used in the comparative classes. Language forms such as vocabulary and grammar are learned through text analysis. The traditional English is teacher-oriented and students receive knowledge passively.The test indicates that students’English proficiency is higher in experimental classes than in comparative class after one semester’s experiment. The result of questionnaire and interview from the experimental classes indicate that the TBI is warmly welcomed by the students. They agree that their interest of learning English increases to a higher level and language skills, especially spoken English, are improved. In conclusion, the study presents that the TBI, with "Six-T’s approach" as instructional strategies, is more suitable for college English teaching at HVE. Moreover, TBI is advised to be used widely to college English teaching inHVE.更多还原