内容与语言融合型教学应用于大学英语教学的行动研究

An action research on the application of CLIL in college English instruction

如何实现内容目标与语言目标的融合是有效应用内容与语言融合型教学(Content and Language Integrated Learning,简称“CLIL”)的关键问题。本文将CLIL应用于大学英语教学,针对教学内容的选择、内容与语言教学目标的融合途径开展三轮行动研究,旨在探索CLIL在我国大学英语教学中的适用方式。研究结果表明:1)缘于内容难度对语言学习的冲击,教学内容应依托符合学生认知水平的人文社科类学科,并辅以依循内容难度设计的渐进式教学任务;2)教学任务基于学科内容、导向语言目标,且应因材施教,根据学生英语水平差异,设计可供选择的分级任务以适应个体语言能力发展,并由此激发学习自主性、强化学生思辨意识。

How to integrate content objectives with language objectives is a major concern on the effective application of CLIL (Content and Language Integrated Learning).This study applied CLIL into the classroom instruction of college English,and conducted a three-cycle action research to investigate the choice of teaching contents and the integrated method between language and content objectives.It therefore aims to explore an effective application of CLIL in the Chinese context.The.research results suggest that since the difficulty of teaching contents is negatively related to learning effectiveness,content learning could start with subjects of liberal arts in line with students'cognitive development,with the assistance of step-by-step teaching tasks.Moreover,the design of teaching tasks should be content-dependent and language-oriented,which is also suggested to offer alternatives of different linguistic proficiency catering to individual development of linguistic competence.In this way,CLIL also stimulates learning autonomy and strengthen the awareness of critical thinking.