大学英语教学改革的方向讨论

大学英语教学改革的方向（主题讨论）•谭颖一.大学英语教育的现状口语：哑巴式仍在持续听力：看得懂却听不懂写作：八股文式的中式英语阅读：看得懂却不善用二.大学英语向何处去？Noamountofchangewiththehorseandcarriagewillproduceanautomobile三.讨论主题如何定位教学理念？教学目标如何设置？教学内容如何确定？课程教学应该如何设计？大学英语教师在授课中最大的困惑是什么？学生对《大学英语》课的期望是什么？大学英语教学改革的定位是否准确？其当初实行的条件是否已经发生改变？改革所要解决的问题，是否已经解决或仍难以根除？1.如何定位教学理念？（1）工具性？人文性？（2）人文通识？学术英语？折中？（3）通用英语+通识英语+专业英语+学术英语？2.教学目标如何设置？大学英语教学的时数安排是否在总课时中比例过大？是应当压缩大学英语教学课时，还是应将基础英语教学转向为专业英语教学？大学英语教学的课程培养目标是什么？这一目标要通过什么方式实现？大学英语教材每一学期的课程目标是否明确，课程内容是否是简单的资料汇编，有无实质性的拓展？大学英语教学应当培养学生什么样的自主学习能力？教师在教学过程中，是否传授了必要的听说读写方法？学生的大学英语水平是否有一定的检验标准？通过四、六级考试是否是课程毕业的标志？大学生在大学学习英语的时间多长才算合适？两年的时间是一种科学论证，还是知识体系的需要？在小学甚至幼儿园就开设的英语课，几乎语文课同步进行，为什么大学语文只需要学习一个学期，而英语却要学四个学期？学生的英语水平通过什么方式可以维持在一个相对稳定的程度？教学思想教育理论怎么教？（课堂组织、教学方法、媒体使用等）教什么？（课程、内容等）教师在课堂上是否传授了必要的听说读写技能，还是纯粹地“就事论事”，以介绍、讲解文章资料为主？新改革强调提高大学生听说能力，其效果究竟如何？大学生英语听力和口语水平在社会上是否实用？同阅读技能相比，听说能力是否更重要？哪一个对学生的实用性更强？在有限的教学资源中，应以阅读能力培养为主，还是听说能力？听说能力的培养是否是只能以语言环境的营造为必要条件？现今对听说能力的教学方法是否得当？制约听说能力的关键因素是什么？写作能力与听说能力之间是否存在直接的相关？听说读写四项技能训练中，写作能力的培养是否长期以来受到了忽视？写作的重要性如何认识？写作的训练对于其他语言技能的贡献如何？GrammarContextInterpretationMental,social,arbitrarysigns◆WhoWhodoesthelearningandteaching?(Learnersandteachers)whoarethelearners?Wheredotheycomefrom?Whataretheirnativelanguages?Levelsofeducation?Whoaretheirparents?Whataretheirintellectualcapacities?Whatsortofpersonalitiesdotheyhave?Whatistheteacher'snativelanguage?Experienceortraining?Knowledgeofsecondlanguageanditsculture?Philosophyofeducation?Personalitycharacteristics?Howdotheteacherandthestudentinteractwitheachotherashumanbeingsengagedinlinguisticcommunication?◆WhatWhatisthenatureofthesubjectmatter?Whatisitthatthestudentmustlearnandtheteachermustteach?Whatiscommunication?Whatislanguage?Whatdoesitmeanwhenyousaysomeoneknowshowtousealanguage?Whatarethelinguisticdifferencesbetweenthefirstandsecondlanguage?◆HowHowdoeslearningtakeplace?Howcanapersoninsuresuccessinlanguagelearning?Whatcognitiveprocessesareutilizedinsecondlanguagelearning?Whatkindsofstylesandstrategiesdoesthelearneruse?Whatistheoptimalinterrelationshipofcognitive,affective,andphysicaldomainsforsuccessfullanguagelearning?◆WhenWhendoessecondlanguagelearningtakeplace?Commonobservationtellsusthatchildrenarebetterlanguagelearnersthanadults.Isthistrue?Ifso,whydoestheageoflearningmakeadifference?1.Thepreschoolchildren2.ThepreadolescentswhohavemasteredL1andstarttolearnL23.Theteenagerswiththeinsecuritiesandegoidentificationdynamicsinvolvedinthatperiodoflife4.Adultswhoareeffectivelyandcognitivelymature.(3-5-10hoursaweek,7hoursaday,24hourssubmerged)◆WhereArethelearnersattemptingtoacquirethesecondlanguagewithintheculturallinguisticcircumstanceoftheL2,oraretheyfocusingonaforeignlanguagecontextinwhichL2isheardspokenoninanartificialenvironment(suchasinChineseuniversityorhighschool?Howmightthesociopoliticalconditionsofaparticularcountryaffecttheoutcomeofalearner'smasteryofthelanguage?Howdogeneralinterculturalcontrastsandsimilaritiesaffectthelearningprocess?◆WhyWhyarelearnersattemptingtoacquirethesecondlanguage?Whataretheirpurposes?Aretheymotivatedbytheachievementofasuccessfulcareer?Bypassingaforeignlanguagerequirement?Orbywishingtoidentifycloselywiththecultureandpeopleofthetargetlanguage?Beyondthesecategories,whatotheraffective,emotional,personal,orintellectualreasonsdolearnershaveforpursuingthisgigantictaskoflearninganotherlanguage?ChapterOneLanguage,LearningandTeaching1.1Language•thegenerativityorcreativity•thepresumedprimacyofspeechoverwriting•theuniversalityoflanguageamonghumanbeingsLanguageissystematicandgenerative.Languageisasetofarbitaryandsymbolic.Thosesymbolsareprimarilyvocal,butmayalsobevisual.Thesymbolshaveconventionalizedmeaningstowhichtheyrefer.Languageisusedforcommunication.Languageoperatesinaspeechcommunityorculture.Languageisessentiallyhuman,althoughpossiblynotlimitedtohumans.Languageisaquiredbyallpeopleinmuchthesameway--languageandlanguagelearningbothhaveuniversalcharacteristics.Explicitandformalaccountsofthesystemoflanguageonseveralpossiblelevels(mostcommonlysyntactic,semantic,andphonological)Thesymbolicnatureoflanguage;therelationshipbetweenlanguageandreality;thephilosophyoflanguage;thehistoryoflanguagePhonetics;phonology;writingsystem;kinesics,proxemics,andotherparalinguisticfeaturesoflanguageAreasrelatedtolanguagestudiesSemantics;languageandcognition;psycholinguisitcsCommunicationsystems;speaker-hearerinteraction;sentenceprocessingDialectology;sociolinguistics;languageandculture;bilinguilismandsecondlanguageacquisitionHumanlanguageandnonhumancommunication;thephysologyoflanguageLanguageuniversals;firstlanguageacquisitionLearningisacquisitionorgetting.Learningisretentionofinformationorskill.Retentionimpliesstoragesystems,memory,cognitiveorganization.Learninginvolvesactive,consciousfocusonandactinguponeventsoutsideorinsidetheorganism.Learningisrelativelypermanent,butsubjecttoforgetting.Learinginvolvessomeformofpractice,perhapsreinforcedpractice.Learningisachangeinbehavior.1.2LearningandteachingTheexperienceswhichmosteffectivelyimplantin