美国ESL教学法课程特点对我国外语教学的启示

Features of the ESL Course in America and Enlightenments to Foreign Languages Teaching in China

据美国奥克兰大学英语作为第二语言(ESL)教学法课程的教学大纲和教学过程认为,美国ESL教学法课程注重理论指导,精讲相关教学理论的原则、方法和技巧;注重动手能力,让大学生自己动手设计教学大纲、课堂设计;注重课堂交互,运用工作坊和小组活动等形式组织课堂教学;兼顾网上教学平台反馈,突出多元化评价机制。目前,中国大学课堂教师角色定位模糊,教学设计随意性强,师生交互不够深入,评估手段较为单一。借鉴美国二语习得教学法课程,大学外语教学应反思教师角色定位,突出动态变换;合理设计课堂教学,突出实践教学;营造和谐的课堂氛围,突出交互性;采用多元化评价机制,突出科学性。

This paper introduces the teaching syllabus of and the teaching process of the course of The English Taught/Learning as a Second Language（ESL）, which are set and implemented by the University of Oakland in the United States, analyzes the features of this course：highlighting the guidance of teaching theories by emphasizing the teaching principles, methods and skills; attaching great importance to hand-on jobs such as designing the teaching syllabus and the teaching plan; treating interactive techniques as the priority of classroom teaching, such as workshop, group work and some other interactive activities; and using a variety of evaluation methods to ensure the scientificity of evaluation. Currently, foreign languages teaching in China is not well performed due to factors, such as the ambiguous role of teachers, the random teaching designing, the weak teacher-student interaction and the simple assignment. The features of the ESL course bring four enlightenments to the foreign language teaching in China： determining teachers＇ role based on dynamic changes; arranging classroom activities focusing on hand-on work; creating a harmonious classroom atmosphere by adopting the interactive teaching approach and emphasizing the scientificity of evaluation by employing a diversified evaluation system.