双语教学的新体会

根据本人接受全英文酒店管理培训及从事二年的双语教学实践,分析了双语教学的优点、开展双语教学的必要性和双语教学存在的问题,总结出开展双语教学应具备的条件。     

对中小学“双语教学热”的冷思考

本文针对目前中小学“双语教学热”的现象,分析了形成“双语教学热”的原因,探讨了双语教学的由来及实施双语教学所需要的条件,并指出我国大部分中小学并不具备实施双语教学的条件,盲目推行双语教学将产生种种危害。     

浅析双语教师的知识及能力结构

双语教学有其特殊的教学规律，对教师的素质也有特殊的要求。同时，我国双语教学在教学目的、教学方法、教学内容上也不同于西方国家的双语教学，不能照搬国外的经验，要遵循其特殊性，这就要求双语教师具备相应的知识和技能，以适应中国双语教学的需要。本文从中国双语教学的目的出发，探讨双语教师应该具备的知识及能力。     

对中小学“双语教学热”的冷思考

本针对目前中小学“双语教学热”的现象，分析了形成“双语教学热”的原因，探讨了双语教学的由来及实施双语教学所需要的条件，并指出：我国大部分中小学并不具备实施双语教学的条件，盲目推行双语教学将产生种种危害。     

高校双语教学模式与评价机制的研究与实践

新世纪要求高校培养各学科的具备国际交流能力的高素质复合型人才.双语教学已成为高等教育课程教学改革的重要举措.本文从分析双语教学的概念入手,结合笔者在英国进修及国内双语教学实践,就双语师资、双语教学的组织、双语教材选用以及双语教学评价体系等方面提出了如何在研究型大学中更好地提升双语教学效果并改进双语教学质量的建议.     

双语教学师资队伍建设的初步探索

为适应当前的国际形势,满足国内对高端人才的需要,双语教学成为我国高等教育的必然趋势。但合格双语教师的匮乏却成为制约我国高等院校开展双语教学工作的瓶颈。针对这一情况,文中对合格双语教师所应具备的条件提出看法,分析目前双语教学及双语教学师资队伍现状,并结合当前高等院校开展双语教学的情况探讨了构建高水平双语教学师资队伍的途径。     

“双语”教学真的适合医学本科生吗?

本科生"双语"教学开展已有二十几年的历史,由于专业不同,其授课效果不完全一致。本文回顾了"双语"教学发展历史,分析现状,就医学本科生是否适合"双语"教学及如何完成"双语教学"的目的进行深入探讨和分析,认为"双语"教学对于医学本科生是"锦上添花"的教学,只有教师条件具备同时学生积极配合才能达到"双语"教学的目的。     

工程测量课程双语教学的几点体会

通过工程测量课程双语教学的实践,探讨工程测量课程双语教学教师应具备的能力、教材选取、教学模式、教学手段及成绩考核方法,并提出了有益的结论和建议.     

高校双语教师的教学能力及培养策略

双语教师作为双语课堂教学任务的主要承担者与实施者,其教学能力对双语教育的质量具有决定性作用.因此,分析高校双语教师应具备的教学能力素质,提出相应的培养策略,对提高高校双语教育质量、推动高校双语教学改革和教师专业化发展具有重要的意义.高校双语教师应具备的教学能力包括双语表达能力、用双语统驭学科内容的能力、用双语进行教学设计的能力、用双语组织教学的能力、教学监控能力等,并从教师自身、学校和政府三个角度提出了培养高校教师教学能力的策略.     

工程图学双语救学研究与实践

本文首先阐迷了双语教学的重要意义,然后结合工程图学双语教学实践经验,提出提高双语教学质童雷解决的关键问题,例如教学模式、教材选用及编制、教师具备的担当能力、学生的接受能力和动手能力、考核等,并对各环节解决办法作了说明,以期使工程图学双语教学得到推广.     

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.     

“商务英语词汇隐喻教学模式”研究和设计

隐喻对词汇的学习起着十分重要的作用,但很少有人能将隐喻有效地应用于BE词汇教学。商务语境中隐喻表达方式极其丰富,但这些不同的商务隐喻一般可归结为几个基本的概念隐喻,这样我们就能够建立一种"商务英语词汇隐喻教学模式",从而使BE词汇教学变得简单、易于操作。     

晚清教会学校的商务英语教学:利益导向下的世俗化与功利化选择

晚清教会学校的商务英语教学是在社会对英语人才需求日盛的背景下所做出的一种世俗化和功利化的选择。其课程设置发轫于以内容为基础的专业英语教学,逐渐增设基于商务语言技能和内容的商务英语课程,并随着教会学校的发展而不断拓展和深化,最后发展为近代化职业教育基础之上的商务英语教学。教学方法从语法翻译法一统天下逐渐向语法翻译法与古安系列法共存的格局转变,且均与其世俗化和功利化的教学理念和目标相适应。尽管存在诸如教学宗旨的宗教属性及跨文化商务交际教学缺失等不足,但其英语与商务知识相结合的课程设置造就了大批商务英语人才。其旨在培养既熟练驾驭英语语言又掌握商务专业知识的复合型英语人才的教育模式,对当今商务英语教学具有一定借鉴意义。     

BE学习需求实证研究

ESP是一种教学方式,把ESP需求分析理论应用到商务英语教学上,能更系统地发现商务英语学习者对教学的需求。调查结果显示,教学者需进一步加强商务专业知识,教材设计应更贴近实际商务环境。同时,学习者需要符合商务英语教学规律的教学方法。     

A Study of Metadiscourse in Business English Negotiation

This thesis uses Hyland's(2008) interpersonal model of metadiscourse to collect and analyze the metadiscourse resources employed in BE negotiation. The author aims to analyze the distribution and the utilization of metadiscourse resources in BE negotiation and wishes this research would play a positive and useful role in coming up with better strategies for the efficient and successful BE negotiation.     

大众发展阶段我国高等教育的科学发展策略

我国高等教育已经进入大众化发展阶段,必须树立和落实科学发展观,统筹高等教育与经济建设的协调发展,走内涵与外延协调发展之路,正确把握规模与质量的辩证关系,推进不同类型、层次,所有制和不同区域高等教育的协调发展。     

国内商务英语词汇教学研究现状分析

文章通过检索中国期刊全文数据库（CNKI）中的论文,对2011年底前刊登在国内期刊上有关商务英语词汇研究的论文69篇进行了统计分析。结果发现：显示：近几年商务英语词汇教学研究的论文数量基本呈现上升趋势;研究范围相对较广,但存在重复研究和对学习主体的关注度不够的现象;研究大都采用非材料性研究的方法,实证性研究相对较少。这些发现对今后的商务英语词汇教学研究具有一定的指导意义,也为商务英语学习词典的编纂提供有益的启示。     

主观认同和假设连词中的“是”

连词中的“是”作为一个常常被使用的构词成分,得到了汉语学者的关注。前人认为“是”参与假设连词构词的语义基础是判断词具有从目前向将来的持续时间特征。通过对假设分句的非现实特征与主观认同的共性分析．驳斥了这种认识的不合理性,并从语言类型学的验证和其他假设连词的虚化过程验证了判断动词“是”虚化的基础是对非现实事件的主观认同。     

Curriculum Design of Business English from the Perspective of Needs Analysis

With the Globalization and the fast growth of Chinese economy,the society’s demand for talents of Business English(BE) is also increased dramatically. Thus,the discipline construction of foreign language and its talents must meet the development of the new times. In recent years,Business English is gradually set up in many universities and colleges. As an important part for ESP teaching development,ESP provides the basic theoretical framework for the curriculum design of Business English. And it is indispensible in the whole teaching process. This thesis is based on the basic ideas of BE and the theory of Needs Analysis,puts forward some principles that the curriculum design of BE should follow and shed some light to the sustainable development of Business English.     

Forging inclusive practice in ethnically-segregated school systems: lessons from one multiethnic,bilingual education classroom in Sri Lanka

ABSTRACT

This paper offers a perspective on bilingual education (BE) as inclusive education. Ethnolinguistically-separated schools and classrooms in Sri Lanka resulted from an enduring, mother tongue instruction policy which abetted a deeply ethnically-divided nation. More recently, Sri Lanka has experimented with a BE programme in pursuit of enriching the perceived value of the local mother tongues as well as building students’ knowledge of English as a global language. This article presents analysis of the inclusive practice of two Sri Lankan BE teachers in their attempts to advance social cohesion through bilingual education. We demonstrate the logic of practice focussing on four features of the teachers’ work: promoting interethnic relations through regular change of seating arrangements; equal delegation of responsibilities and absence of favouritism; cooperative group work in ethnically heterogeneous groups; and, promoting heteroglossic language practices or translanguaging. The positive, inclusive consequences of these practices are corroborated by focus group data gathered from students in the school. We argue that teachers have a significant role in changing the logic of practice in the classroom, and that the implicit rules teachers encode in their pedagogy can reorient exclusionary, ethnocentric identity positioning towards more inclusive, supraethnic identities.