【作者】 张雪红；

【导师】 梅德明；

【作者基本信息】 上海外国语大学 ， 英语语言文学， 2014， 博士

【摘要】 在经济全球化的大背景下，作为各行各业人才的培养机构，我国高等院校英语语言教学应如何承担起为社会培养实用型语言人才的任务，成为我国语言教学界研究者们关注的重点，也将我国大学公共英语教学改革一步步推向深入。在探索语言教学如何与大学生主修专业课程教学结合起来的过程中，我国越来越多的研究者将视线投向了专门用途英语（English for Specific Purposes简称ESP），一种典型的内容与语言整合型的语言教学方法。但是目前国内所有对专门用途英语在大学公共英语教学中所能发挥作用的研究中，仍是将之放在通用英语教学的大前提下的探讨。本研究则跳出了通用英语的框框，将整个大学公共英语教学完全放在专门用途英语方法下来建构。因此本研究的假设得以形成，即：针对我国非英语专业大学生的大学公共英语是一个将英语语言知识与学科知识科学地结合起来的大学ESP课程系统。本假设得以成立的前提是大学公共英语和ESP教学方法结合更具科学性。因此本研究从对专门用途英语性质的研究入手，对ESP这种语言教学方法进行了全面的分析，并放在中国情境下进行了解读。研究认为ESP是英语教学的一个方法体系，可以为英语语言课程建构提供一个理论框架，在此框架中课程的设计面对的是国家教育体系中以就业或进行学术深造为目的成人或即将成人的学习者在各个学科领域中的学习需求，通过促进学习者用语言完成目标领域中实际任务的语言教学方法，帮助学习者在有限的时间内，在原有语言能力基础上，高效率地获取语言与学科领域知识。这样的一种语言教学方法论正是我国目前大学公共英语改革过程中，所需要的革新性的课程开发指导理论。通过上述研究，我们发现ESP与我国大学公共英语教育确实有许多契合之处。但是我国当前的大学公共英语课程是否有必要ESP化？为了回答这个问题，本研究对当前情境下大学公共英语教学的合理目标进行了探讨并在对全国7所重点高校现有英语课程的设置通过网络进行调查后，提出中国语言教学目标应与我国高等教育的目标结合起来，应着眼于培养学生在目标情境中使用英语完成任务的能力；通过对各校开设的ESP课程进行考察并将之与国外高校的ESP课程进行比较与反思后，明确目前中国高校ESP课程不属于真正意义上的ESP课程，没能与通用英语相辅相成，大学英语课程仍是以通用英语为重心，体现不出与中学英语教育的本质区别，对于大学公共英语教学目标的实现，起不到根本的作用。所以研究对目标情境中完成任务的语言能力进行了分解，并将之与ESP方法下的课程所要培养的能力一一对应起来，最后从课程目标性质的角度，明确我国的大学公共英语课程应该定位为“大学ESP”课程。至此本研究假设的成立已找到了依据。可是“大学ESP课程”还只是一个抽象概念，其具体模式如何？研究通过探讨国内高校中的双语课程和专业英语课程，在内容与语言关系的处理上，明确双语课程不属于语言课程，专业英语课程属于ESP性质的课程，是大学ESP课程体系中的一个部分。研究提出了中国情境下的大学ESP课程应是真正彻底的ESP课程，它是面向中国高校非英语专业大学生的二阶段式学科内容与语言整合型的课程，属于英语语言课程体系；第一阶段的课程是以共核语言和宽基础专业知识为主，按大类专业设置分两个学期修习完成的大学ESP基础课程；第二阶段的课程则是“专门性”更高的高阶大学ESP课程，学生在完成大学ESP基础课程的前提下，再修习两个学期的高阶ESP课程。在建立起具体的课程模式后，本研究选择多所一本类高校大三、大四的学生、从高校新近毕业，工作中需要使用英语的职业场人士以及各一本类高校大学公共英语教师，共400人作为调查对象，对该课程模式的合理性和可行性进行了必要的调查论证。对调查数据的整理分析发现：80%以上在校学生认为大学ESP课程模式比现有的大学公共英语课程模式更为科学，更符合大学公共英语教学的目标，他们更愿意选择大学ESP课程。而高达95.2%的职场人士也表达了类似的观点，大学英语教师中也有81.8%被调查者认为这一模式更符合大学生的语言需求，大多数认为自已通过一定的培训，可以胜任ESP教师工作。但有部分教师对其可行性还是持保留态度，主要顾虑是师资和课程设置方面可能会遇到很多难以解决的问题。本研究也承认在课程模式的实现过程，必然会遇到问题，但是如果一种课程模式大部分人都认为科学，我们就应该努力推广，排除困难。模式确立之后，本研究进而从理论与实践的角度，探讨了该模式下的大学ESP课程的具体构建。研究提出并论证了语言教学结构观、功能观、迁移理论及活动论为中国情境下的大学ESP课程的建构在理论上提供最为直接的宏观指导；从教育心理学的角度探讨了行为主义、认知主义和人本主义如何为大学ESP课程的建构提供学习理论的支撑。再从课程开发的具体操作上，提出大学ESP课程‖模式下的ESP课程的开发方法、课堂教学方法、教师队伍建设、课程分类标准、课程评估以及测试，为大学ESP课程的实施提供了具体的参考思路。从理论上来看，本研究突破国内其它研究者对我国专门用途英语课程的构想，大胆地提出了“大学ESP课程”这一概念，认为我国的大学英语课程就是一个大学ESP课程体系，在对国内大学普遍存在的ESP类课程进行分析与对比的基础上，提出了中国情境下，具体的ESP课程模式，并对该课程模式的科学性和可行性进行了必要的调查论证，为我国大学公共英语课程改革，提供了参考。从实践上，本研究对于大学ESP课程的开发、教学方法、教师队伍建设、课程分类标准、课程评估等方面提出了具体的思路，为大学ESP课程的实施在实践上提供了具体的做法。更多还原

【Abstract】 Under the background of economic globalization, researchers in language teachingfield begin to focus on what roles colleges and universities should play in providing thesociety with language competent graduates to work in different sectors, which is advancingthe reform on China’s College English Teaching (English teaching to non-English majorsin colleges and universities). Among a variety of reform proposals, the exploratory effort incombing language content with subject content caught the eyes of more and moreresearchers. ESP (English for Specific Purpose) stood out as a typical content and languageintegration teaching approach. Nevertheless, all the existing researches in the roles whichESP can play in College English Teaching seemed to have been conducted on the premiseof General English. My research aims to break away from the framework o f GeneralEnglish and construct the system of English teaching to non-English majors in colleges anduniversities with the ESP approach. Thus my hypothesis came into being: English teachingfor non-English majors in China’s tertiary education system shall be a college ESPcurriculum system which combines language with subject content. To turn the hypothesisinto a proposition is to demonstrate that the integration of the English teaching mentionedjust now with the ESP approach agrees more with the context of China. Therefore, takingthe essence of ESP as the penetrating point, I made an overall analysis on this languageteaching approach through documentation and reinterpreted it under the context of China.My research maintains ESP is an approach system for English teaching, which can providea theoretical frame for the construction of English curriculum. In such a frame, coursedesign serves the learning needs in the fields of different subjects for adults or near adultswho pursue a profession or further academic study in the national education system; such alanguage approach can promote learners to carry out the actual tasks in target situationswith appropriate English and help learners acquire language knowledge and subjectknowledge efficiently within a limited period on the basis of their existing language ability.So ESP is an innovative curriculum development guide needed in the current reform onCollege English Teaching. Through the above study, I find there are a lot of similarities between ESP andCollege English Teaching in China. However, is it necessary for the current CollegeEnglish curriculum system to be turned into an ESP curriculum system? To answer thisquestion, my research explored the rational objective of College English Teaching in thecurrent context of China and proposed that language teaching should be combined with theoverall objective of China’s higher education after a survey on the English courses set inseven key colleges and universities through the Internet, aiming at cultivating students’capability of using English to carry out tasks in target situations. Based on the reflection onthe available ESP courses in the surveyed institutions of higher learning and thecomparison of the courses with the ESP courses provided in some foreign colleges anduniversities, my research pointed out ESP courses in China ’s colleges and universitieswere not real ESP courses and failed to be an effective supplement to General Englishwhich was still the core in the current college English curriculum system. The existingcollege English courses don’t have much difference from those in high schools in nature,contributing little to the realization of the rational objective of College English Teaching.Therefore the research decomposed the language capability involved in successfullyperforming tasks in target situations and corresponded components of such capability tothe capability to be nurtured by curriculum developed with the ESP approach. Finally, fromthe angle of the nature of curriculum objectives, the research proposed that College EnglishCurriculum should be College ESP curriculum.So far, the basis for my research hypothesis to become a proposition has beenestablished. However, now College ESP Curriculum is still an abstract concept. What is itsconcrete mode like? In exploring the relationship between subject contents and language inthe bilingual courses and English courses for specific majors in institutions of higherlearning, my research made it clear that the first two didn’t belong to language courses,while the last shall be a part in College ESP Curriculum system. The research maintains theCollege ESP Curriculum in the context of China shall be true ESP curriculum, a two-stagelanguage curriculum integrating subject content and language. In the first stage, the coursesfocus on the common core of the language and general subject content and shall be learnedin two semesters. In the second stage, the courses emphasize on the formation of language skills like listening, reading, speaking and writing as well as more specific subject contentand can only be selected by students who have finished the courses in the first stagesuccessfully. The higher stage courses shall also be finished in two semesters. After theconcrete College ESP Curriculum mode was established, I selected400respondents,among whom,300are juniors and seniors in key universities,50recent graduates fromworkplaces where English can be used and50College English teachers from keyuniversities to take part in my survey on the rationality and feasibility of the mode. Thesurvey indicated that more than80%undergraduate students thought the mode was morescientific than the existing one and agreed more with the rational objective of teachingnon-English majors English in higher institutions, so they were more willing to haveCollege ESP Curriculum; as high as95.2%graduate trainees expressed similar opinions;81.8%teachers said the mode can better meet language needs of college students, but someof them also showed their concerns about the feasibility because of the difficulties theycould predict in training ESP teachers and course setting. There is no doubt that problemsmay turn up in implementing the mode, but if most people think it is the desirable one, weshall make every effort to overcome the difficulties and promote it.After the concrete mode was determined, the research was conducted around theconstruction of College ESP Curriculum under the mode. It proposed and demonstratedthat structuration theory, function theory and transfer theory as well as activity theoryprovided the most direct macro-guide to the construction of College ESP Curriculum in thecontext of China in terms of language view. From the angle of education psychology, theresearch explored how behaviorism, cognitivism and humanism provided support oflearning theory for the construction of the Curriculum. As for the curriculum development,it made suggestions on the design approaches, teaching methodologies, ESP teaching forcebuilding, course classification standard and evaluation and testing, offering a reference forthe implementation of College ESP Curriculum.In theory, the research broke through the visions about ESP courses in China fromother researchers and made a bold proposal of "College ESP Curriculum", maintaining thatEnglish Curriculum for non-English majors in institutions of higher learning shall be aCollege ESP Curriculum system, the concrete mode of which was depicted later on the basis of analyzing and comparing with the existing ESP courses in higher learninginstitutions at homeland and abroad.In practice, my research also offered very concrete ideas on the design approach,teaching methodologies, teaching force building, course classification standard andevaluation as well as concrete practices in implementing the Curriculum.更多还原