以内容为依托的学术用途英语教学:概念、理论基础与实践模式

Content-based approach to EAP:Concepts,theory frameworks and practical models

本文比较系统地探讨了国外学术界在专门用途英语的一个分支——学术用途英语(English for Academic Purposes,以下简称为EAP)和以内容为依托的英语教学(contentbased instruction,以下简称为CBI)两个领域的研究历史与现状。作者通过对环境、类别、特征、挑战、辩证EAP等五个方面的分析,认为EAP教学包括社会、文化、认知、语言等多重因素;EAP教师既要帮助学生了解和尊重国际学术规范,也要帮助他们利用自己所掌握的学术知识和技能,发挥能动性和创造性。在文章的第三部分,作者明确了CBI、英语授课、双语教育、双语教学之间的区别,认为CBI教学有强式和弱式之分,并总结了CBI在中国的发展历史及现状。文章呼吁英语教师既要继续发挥自己在语言与教学方面的优势,也要从学习者的需要出发,尽可能地提高自己对学术文化、学术语言、学科知识等方面的了解,正确应对大学英语教学改革带来的挑战。

The study focuses on English for Academic Purposes(EAP)as a major branch of ESP,as well as CBI(content-based instruction)as a pedagogical approach to EAP.Five Cs are analyzed concerning the concept of EAP,including its contexts,categories,characteristics,challenges and critical EAP.The author argues that a critical view of EAP should place equal emphases on student rights and learner needs,and on language teachers’roles as intermediary for content teaching and as sociocultural educators.Along with a historical review on the application of CBI to language education in China,the paper clarifies the link and differences between CBI and other language learning approaches such as Englishmedium instruction,bilingual education and the bilingual method.Regarding language teachers’limited confidence in teaching EAP courses,it is suggested that language teachers should take full advantage of their linguistic expertise while developing an interest in the learner’s needs study.