面向苏州区域经济发展的复合型外语人才培养

美国教育研究学者强调高校教育应该适应当地经济发展并为当地经济发展服务。因此地方高校外语人才的培养应基于社会经济发展和地方市场的需求,苏州区域经济的发展及对外开放水平的提高离不开应用、复合型外语人才的参与。区域经济的发展对外语人才的需求已呈多元化趋势．因此地方院校在外语人才培养上也应结合苏州经济发展的特点,培养适合区域经济发展要求的具有国际视野多层次复合型外语人才。     

关于昆山花桥服务外包人才外语能力培养的调查研究

服务外包行业的发包方一般都是欧美、日本等发达国家。在我国服务外包实践中,服务外包岗位对服务外包人才的外语能力有一定要求,他们的外语能力水平也直接影响着我国服务外包产业的发展。本文通过对昆山花桥国际商务城的服务外包企业问卷调查,了解目前这些企业对于服务外包人才外语能力水平的要求,找到目前昆山周围高校外语人才培养和企业外语人才需求之间的差距,探寻解决途径,为昆山花桥地区服务外包企业培养符合要求的外语人才,也为高校教学改革提供一些借鉴。     

《高级英语》课程中的通识教育理念

在大学教育中,在理科强调人文学科教育的同时,人文学科,尤其是外语学科更应该加入自然科学基础知识的教学内容,这是通识教育的真正体现。外语学科中的高级英语课程无论从课程大纲还是从课文内容方面都要求对学生进行通识教育,通识人才也是当今社会对外语类人才的要求。     

浅论高职学生外语能力的培养

当前经济社会迅速发展,社会竞争越来越激烈,各行各业人才辈出,大学生面临着严峻的就业形势,企业对人才提出了更高的要求。外语能力作为人才素养的一方面,已受到广大企业的重视。作为高职院校的外语教师,我们应该加强培养学生的外语素养,将它与职业技能相结合,培养适应社会发展需求的综合型人才。     

在外语教学活动中提高教师的综合素质

时代的进步对教育提出了更高的要求,外语教师肩负着培养具有较高外语水平的高素质复合型人才的重任。因此,提高外语教师的综合素质就成为外语教学改革的当务之急。外语教师的综合素质应该包括职业道德素质、专业知识和技能素质、科研和创新素质。     

外语专业人才需求现状及建议——对山东省部分企业调查的研究

对山东省部分企业外语专业人才的需求情况进行问卷调查,共回收有效问卷41份。该问卷主要针对各企业、公司对外语专业人才的要求、在校的课程设置的建议以及在职外语人才的工作现状等一系列主题展开。其中通过对有效问卷的分析发现现在外语界呈现出人才分布不均等一系列问题,主要表现在:山东省大部分企业对于英语专业人才仍然需求量很大,但是却存在大量的外语毕业生找不到合适工作的问题;高校培养外语专业人才的模式不能符合用人单位的要求;小语种人才比较贫乏,外语人才知识面过于狭窄、不能很好适应社会的瞬息万变。针对这一系列问题作者提出相应的建议:高校应该全方位培养知识面广的外语专业人才,形成新的、高效的培养模式,以及注重小语种人才的平衡培养模式以便更好的适应社会需求。     

中原机校外语调频台开播

经过几年的努力,在上级主管部门的关怀支持下,我校外语调频台终于启办开播了。这是我校深入创办中原特色,狠抓在校生外语能力培养的一个重要步骤。外语台的工作目标;主要是为了在课余时间给在校学生提供一个外语交流的听说环境。旨在较大限度上提高同学们的外语听说能力。特别是在当今社会主义市场经济蓬勃发展的情况下,我国对外开放的领域不断扩大,诸多先进企业要参与国际竞争和世界经济贸易接轨。在这么一个经济大潮的国际国内环境形势影响下,人才市场对毕业生的外语水平提出了更高的要求。这种要求不仅表现在技术资料翻译方面,而且也体现在口语和会话能力方面。外语台的工作目标理所当然应该是面向世界、面向未来,既努力提高现代化中等专业技术人才的外语听说与会话能力,鼓励一部分学生在学好本专业技术知识的基础上,努力深造商贸外语、自学专业英语,为培养他们成为复合型的中、高等技术人才提供最优化的     

论知识经济与高校创新型外语人才的培养

80年代末以前提出的具有"听说读写译"基本技能的工具型外语人才以及80年代末提出的既懂外语又懂某一专业知识的"复合型外语人才"已不能满足一些岗位的更高要求。知识经济时代需要有一批更为尖端的外语专业人才,即创新型人才,他们能在国际交流中独当一面,能够创新性地开展工作。本文首先指出知识经济环境下我国大学教育面临的普遍问题,在此基础上提出培养创新型外语人才的必要性,并对其培养模式作出有益的探讨。     

复合型外语人才的培养模式探索

培养复合型外语人才是各外语外贸类院校面临的共同挑战,各院校应该根据各自不同的特点来探索复合型外语人才发展的相关规律,以此来加强对复合型外语人才的培养。     

国内外经验对新疆高校复合型国际化高端外语人才培育的启示

我国学者主要关注内地高校外语人才的培育,较少关注西部地区外语人才的培育.因此,广大学者,尤其是新疆本土学者应该关注新疆地区高校现有外语人才的培育现状,借鉴国内外相关实践经验,并结合当前实际和地域特色构建出符合新疆地区高校高端国际化复合型外语人才的培育体系.     

论外语教师之培训——语言能力和教学方法哪个先行

随着改革开放和中外交流的不断深入,外语教学的重担自然而然地落到了广大在职的外语教师的肩上。古代时候人们就明白＂师者,所谓传道、受业、解惑者也。＂＂传道＂、＂受业＂、＂解惑＂其实说的是一个道理,那就是传授知识。这种专业知识不仅语言本身的知识,即词汇和语法知识,还应包括丰富的关于语言背后的文化传统知识,更应该包括人类语言本质特征和特殊使用规律的知识即语言学知识。有了这些基本的专业知识后,要面临的问题便是如何把这些知识传授个学生,怎样才能有效的传授,并达到理想的效果,则是外语教师要具备的另一门技能,也是师资培训的一项内容。     

建构论视野下的我国成人外语课堂教学改革

本文从学生主体性、教学方式、合作学习和效果评估四个方面探讨了建构论视野下我国成人外语课堂教学改革的方向。文章认为,在建构论指导下的成人外语课堂必须坚持“以学生中心”,采用以“问题解决”为基础的教学方式,师生间倾力合作,创造有利于学生知识建构的学习环境,课堂效果评估应注重个体差异,采用自我、同辈、小组和教师评估相结合的形成性评估方式。     

Students classified as LD and the college foreign language requirement: replication and comparison studies

Two studies examined students classified as having learning disabilities (LD) who had received course substitutions for the college foreign language (FL) requirement. In the first study, 42 students at one university were divided into groups and compared on measures of IQ, academic achievement, FL aptitude, college grade point average (GPA), and FL and English grades. Findings showed that most of the 42 students had been classified as LD in college after experiencing problems in FL courses. Comparisons based on students' performance on measures of FL aptitude, native language skill, and performance in FL courses showed few significant group differences. In the second study, the 42 students from the first study were compared with 86 students at another university who had also been classified as LD and received course substitutions for the college FL requirement. Comparisons on demographic information and measures of IQ, academic achievement, FL aptitude, college GPA, and FL GPA showed few significant differences between the two groups. Both studies suggest that students classified as LD at different universities exhibit similar demographic, cognitive, academic achievement, and FL aptitude profiles and that educators should not make the a priori assumption that students classified as LD require course substitutions for the FL requirement or experience problems with FL learning.     

言语交际、社会语言能力与外语素质教育

阐述了外语素质教育的含义及如何开展素质教育,分析了言语交际的特征,并就交际参与者的社会语言能力--这种钳制着言语交际能力的能力作了较详尽的探讨.     

略论多媒体环境下外语教师的角色转化

在多媒体环境下的现代外语教学中 ,师生关系发生了很大变化。外语教学应当以学生为中心 ,把学习的主动权交给学生 ;教师则应成为教学活动的促进者、交际活动的参加者、学生外语学习的帮助者 ,并实现从“专业型”向“一专多能型”教师的转变。     

College students classified with ADHD and the foreign language requirement

The conventional assumption of most disability service providers is that students classified as having attention-deficit/hyperactivity disorder (ADHD) will experience difficulties in foreign language (FL) courses. However, the evidence in support of this assumption is anecdotal. In this empirical investigation, the demographic profiles, overall academic performance, college entrance scores, and FL classroom performance of 68 college students classified as having ADHD were examined. All students had graduated from the same university over a 5-year period. The findings showed that all 68 students had completed the university's FL requirement by passing FL courses. The students' college entrance scores were similar to the middle 50% of freshmen at this university, and their graduating grade point average was similar to the typical graduating senior at the university. The students had participated in both lower (100) and upper (200, 300, 400) level FL courses and had achieved mostly average and above-average grades (A, B, C) in these courses. One student had majored and eight students had minored in an FL. Two thirds of the students passed all of their FL courses without the use of instructional accommodations. In this study, the classification of ADHD did not appear to interfere with participants' performance in FL courses. The findings suggest that students classified as having ADHD should enroll in and fulfill the FL requirement by passing FL courses.     

由"外语"与"第二语言"两个术语讨论引起的思考

当代外语教学理论文献中,“第二语言”与“外语”两个术语的使用很混乱,容易使人产生误解。广义第二语言和狭义第二语言对外语有不同的界定。本文通过对两个术语的讨论指出：英语在中国的定位是外语而不是第二语言,本文还对国外语言教学理论的引进、中国外语教学现状以及如何看待传统外语教学法提出一些思考。     

互动性外语课堂中写作的面子观

教师与学习在互动性外语课堂中合作构建语篇,互动中写作与会话一样遵循相应的交际原则,如面子观与合作原则,作与读通过语篇相遇和互动,从而传情达意。外语教学或学习中以计算机为媒介的互动作为提高字写作能力的一种方法应受到关注。     

Evidence‐Based Accommodation Decision Making at the Postsecondary Level: Review of the Evidence for Foreign Language Learning

Abstract This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ‐achievement discrepancies and FL aptitude, proficiency, and achievement; and (c) students classified as LD who pass FL courses or receive course substitutions. Findings show that there are no cognitive and achievement differences between students classified as LD and non‐LD students enrolled in FL courses or between students classified as LD who pass FL courses or receive course substitutions. Findings have shown that there are no differences in FL outcomes between students classified as LD with and without discrepancies. Research findings over several years show that classification as LD is unimportant for determining whether or not a student will exhibit FL learning problems or fail FL courses.     

把握好外语课堂教学中的理解活动

外语教学中的学生的理解活动非常重要 ,它与技能培训密切相关 ,从认知角度看 ,习得的价值在于人们理解信息所做的努力。理解活动中教师把握的原则是在教学设计时确定学生可以接受的难度以唤起学生在理解时的最大努力 ;让理解活动循序渐进并确定目标以利学生去理解 ;同时允许学生在进行理解时做出不同的努力。在教学形式上 ,教师可利用情景教学法、问题 -解决法和翻译写作训练法帮助学生去理解