大学英语语音教学的限制性及其思考

语音是影响大学生英语语言有效输入与输出的一个重要障碍。复杂的语音接触生态、失衡的课堂教学生态、低效的中小学英语语音教学及其语音教学研究的滞后性是大学英语语音教学的重要限制。要突破这些限制,就必须提升中小学、大学英语教师的专业水平,构建中小学---大学一体化的语音教学体系,以语音学和测试学的相关理论指导大学英语课程建设、课堂教学和教学研究,以研究引领语音教学及其教师的专业发展。     

Power relations in the enactment of English language education policy for Chinese schools

The scale of English language education in China is astounding, but recent research has shown that the latest national English education policy for Chinese schools has not been implemented successfully due to various reasons. One reason given for the lack of success is the impracticability of the top-down policy itself excluding teachers’ involvement and neglecting the contextual constraints. Building on the theoretical framework of multi-levelled actors in language planning and language policy, and drawing on some key concepts in relation to power in Critical Language Policy research, this paper explores how a national English language curriculum that emphasizes the international standards and norms in curriculum design has been enacted, ineffectively, by the key stakeholders through analysing the specific roles of three groups of key stakeholders involved in the English as a foreign language curriculum policy implementation.     

中国英语教学与研究的新构架：感知、实践与范式

本文通过对英语教学与研究相关文献的审视,指出了当前中国英语教学与研究所存在的误区,即忽视或摒弃自身语言文化和身份特性。在教学中,刻意模仿第一语言英语,试图达到英语为母语说话者准确、流利、自如地使用英语的程度。在科研中,一味效仿西方英语研究模式,其关注点往往是有待完善的学生英语。与此同时,本文结合中国英语教学与实践的现状,对中国式英语进行反思,在此基础上,对中国式英语重新定义。运用传统的中国儒学原理,并融入相应的西方学习理论和语言学习理论,笔者提出了全新的中国式英语教学模式,旨在于帮助中国英语学习者在本土化双语学习语境中更有效地掌握和运用语言知识,提高语言能力,达到最大的学习效果。更重要的是,以儒学原理为指导的教学模式,将使我们在教学和科研过程中进一步完善自我,不失民族及文化特征,对学生和教师都提出了一个明确可达到的学习和培养目标。     

Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching

The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum.     

Translating policies into practice: the role of middle-level administrators in language curriculum implementation

This study explores middle-level administrators' perceptions of the implementation of English as a foreign language curriculum policies in the Chinese tertiary context. Drawing on data collected from interviews with the department heads of six universities in a north-western city in China, the article examines their perspectives on the national language policies and their roles in ensuring the implementation of these policies. The findings revealed a discrepancy between policy-makers' intentions and administrators' implementation. Policy-makers designed general, open-ended and abstract policies to offer local universities some flexibility and autonomy in their delivery. However, administrators as intermediary individuals interpreted the open-endedness of the curriculum policies in a different way than the policy-makers had intended. Instead of using the built-in flexibility to tailor methods of helping students to gain proficiency, they placed their emphasis on only one outcome – students' good scores on the national English test. The findings of this study point to the critical role that the department heads as middle-level administrators must play in translating policies into practice, as well as underscoring the need for them to provide the necessary motivation and resources for the implementation to occur. These findings are relevant not only in the Chinese context, but also in other educational systems, as language curricula share commonalities in other ESL and EFL countries, which can learn useful lessons from the current study.     

Contemporary Development in English Listening Instruction

Listening is an essential communication skill which occupies a significant position in most language tests in China which are intended for EFL(English as foreign language) learners,from children to adults.Consequently,how to make people in ESL(English as a second language) or EFL context be active learners especially for the language beginners is not always an easy work.This paper is an attempt at introducing a new development in listening instruction along with evaluating whether this new approach can be applied in daily teaching in China.     

汉语教学在香港

香港作为东西文化交汇的国际都市,语言使用和语言教学呈多元化的发展模式。随着香港与内地联系的日益紧密,针对本地学生的汉语教学以及众多外籍人士的对外汉语教学都有了很大发展,并已初见成效。     

Needed: Citizen Conservationists

Abstract

The author reports the results of a seminar with Russian secondary school teachers that explored the integration of English as a foreign language (EFL) competencies with environmental studies. Texts were selected for a comparative American and Russian environmental literature curriculum for advanced students of English, which inspired the Antaeus Project, an international collaboration between schools that offers a cross-cultural curriculum grounded in local environments.     

Cultivating critical global citizens through secondary EFL education: a case study of mainland China

This paper examines the enactment of critical literacy pedagogy in secondary English language teaching in the face of globalisation. This qualitative case study signals that global citizenship education (GCE) and English as a foreign language (EFL) teaching can converge through offering equitable and globally contextualised learning opportunities. The overarching themes presented here challenge the dominance of instrumentalist orientations of EFL education in mainland China today while mobilising pedagogical choices that affirm students' local and lived experiences in relation to international socio-political issues. Findings provide EFL educators nuanced insights into how critical global literacies are extended through critical understandings of literacies, interconnections from a personal to a global level, and opportunities for social actions on multicultural issues, thus fostering globally competent and bilingual learners who critically engage with the contested terrain of an increasingly globalised world.     

论认知语境视角下英语思维方式对EFL学习者的重要性

思维与语言密切相关,思维对人类的语言形式具有重要的影响。思维支配语言,并且不同民族有着不同的语言文化和思维方式。而在EFL学习过程中,英语思维方式却常常被忽略,因此造成了学习过程中的诸多困难。本文以关联理论的语境观——"认知语境"为基础,通过对EFL学习者认知语境的分析,阐明了EFL学习者认知语境的主要来源,并通过英汉思维方式的对比揭示了英语思维方式在EFL学习过程中的重要性。最后,本文就如何在EFL学习者的认知语境中建构完善的英语思维方式提出了若干建议,旨在帮助学习者们更好地掌握并运用英语这门语言。     

Learning English as an L2 in the Global Context: Changing English,Changing Motivation

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of ‘integrative motivation’ in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with ‘integration’ in the target native English-speaking culture, but with the construction of a ‘bi-cultural’ or ‘world citizen’ identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today’s global context.     

高职非英语专业学生英语语言焦虑研究——以广东轻工职业技术学院学生为研究对象

作者通过基于FLCAS的问卷调查和三次英语水平测试,考察了高职非英语专业学生的不同语言焦虑度和不同性别与语言学习成就之间的关系。实验结果显示:不同的语言焦虑度均能影响学生的学习成就,呈现负相关关系;不同性别的学生其语言学习成就均受到语言焦虑的影响,其程度为女性明显高于男性。本文的研究结论有助于英文教师加深对语言焦虑负面影响的了解,并对汉语环境下的英语教学潜在的焦虑来源提出了警示。     

我国民族地区外语三语教学理论的本土化阐释

三语教学是英语进入我国民族教育原有的民、汉双语教学体制后产生的一种新兴的教学形态,其实践基础和理论基点都相对薄弱.立足我国民族外语教育的实践,对民族地区外语三语教学理论从课程特征、语言价值和文化追求等视点进行本土化阐释,指出本土化的三语课程具有课程目标多元化、课程组织复杂化和课程资源多样化的特点;就三语教学的语言价值而言,应在对三种语言在课堂话语中的分布、特征、功能和交际效果等进行分析的基础上,加强三种语言间的对比分析研究和对三语教学的规范指导,使三种语言的价值实现最大化;三语教学应构建以本土文化为价值核心,以外语文化为重要要素的多元文化价值观.     

The function and integration of components of pedagogical content knowledge (PCK) in classroom teaching: a case study of business English teachers

While pedagogical content knowledge (PCK) has been studied across a wide range of research areas, including science, language teaching and mathematics, there is limited research on the role of PCK in business English (BE) teaching, an important teaching area of English for Specific Purposes. Informed by the conceptual framework of the PCK model for BE teaching, this study examined how four BE teachers integrated the PCK components in their actual classroom teaching in the English as a Foreign Language (EFL) context in China. The analysis of multiple sources of data including classroom observation, semi-structured interviews and teaching materials, identified the different patterns and ways in which the four PCK components (i.e. knowledge of the purposes of BE teaching, knowledge of instructional strategies for BE teaching, knowledge of students’ understanding of BE, and knowledge of the BE curriculum) functioned and were integrated in BE teaching. Implications for BE teaching practice and suggestions for future research on PCK in BE teaching are presented in the paper.     

Towards a More Appropriate University English Curriculum in China in the Context of English as an International Language

The rapid and wide spread of English has given rise to its lingua franca status, which in turn, changes the nature of English and English teaching at the tertiary level. This paper, based on a survey, discusses some of the problems with the current English curriculum used in Chinese universities and proceeds to offer some suggestions for a more appropriate university English curriculum in China in the context of English as an international language.     

Analysis of English Majors’ Expressiveness of Chinese Culture in English

Currently English has spread around the world so extensively that it has become a link language across many cultures.Since 1980s,China saw a warm discussion of language,culture and cross-cultural communication.An increasing number of researchers and educators began to be aware of the vital importance of culture in EFL teaching and learning and cultural content has been available in classrooms teaching.However,the development of English teaching and cross-cultural communicative competence is target culture-oriented and the ability of expressiveness of home culture in English is almost ignored.Thus,the thesis seeks to collect the students’ perceptions on expressiveness of Chinese culture in English and the culture teaching in EFL in China.     

论英语师范生文化教学与跨文化意识的培养

文化意识与语言知识、语言技能、学习策略和情感态度同时被列为新课标的五大课程目标,英语文化教学成为语言教学的重要内容之一。英语师范教育承担着为基础教育培养和输送合格英语师资的使命,在文化教学和跨文化意识培养上具有自身的特点。在新课程的背景下,跨文化的语境中,就如何根据师范生的特点,实施英语跨文化教学,文章提出认知层面、情感层面和实践层面的构想。     

对多元文化语境下中国外语教育的思考

基于当前中国外语教育（尤其英语教育）的现状,本文从多元文化角度分析了中国外语教育由于在教学原则和理念、教学目的、教材和课程设置等方面的西化倾向,可能会带来一些负面结果,因而,建议应该在国家外语教学大纲、教师角色以及教材选择诸多方面,突出并加强对母语文化的教学,从而使外语教育真正促进全球文化多元性的发展,而非导致文化单一性。     

六十年来语文课程性质研究之回顾与反思

语文课程性质研究是语文课程论研究的核心课题。新中国成立至今,在我国语文教育研究语境中,无论是官方文件的表述,还是民间学术的探讨,语文课程性质的界说事实上一直处于不停的变更、争鸣之中。回顾六十年来语文课程性质研究的历史,反思各种探讨与表述,有助于我们理清思绪,在整体观照的视野中审视既有研究的价值及存在的问题,并从中省察对语文课程性质研究应有的态度。     

英语新课改视野下的任务型教学理念的实践反思

英语新课改在全国各地已全面推行一轮,对英语教学带来了前所未有的影响,但英语任务型教学在实施过程中出现了不少问题,难以推进,尤其是在农村和城镇中小学。在英语新课改中出现了一些理念偏差,就此对其理念之一——英语任务型教学做了全面澄清,并对在实践过程中的局限性进行了深刻的反思,旨在引起外语界的专家、学者和同仁的高度重视并就相关问题的解决对策有所启示,这将对任务型教学理念能否在全中国成功的深入实施与稳步推进具有十分重大的理论意义和实践意义。