李永大(以下简称“李”):包老师您好!自上世纪末,继双语教育后,美国推广CBI(Content-based Instruction),欧洲为了实现一体化,首先极力在欧盟内部、继而向世界各国大力推广学科英语。据我所知,近些年来一些机构试图在中国推广学科英语...李永大(以下简称“李”):包老师您好!自上世纪末,继双语教育后,美国推广CBI(Content-based Instruction),欧洲为了实现一体化,首先极力在欧盟内部、继而向世界各国大力推广学科英语。据我所知,近些年来一些机构试图在中国推广学科英语。学科英语到底是什么教学理念?包天仁(以下简称“包”):永大你好!学科英语不是一个新名词。学科英语,英文是CLIL(Content and Language Integrated Learning)。确切地讲,学科英语始于上世纪90年代的欧盟。学科英语是一个大的教学路子,并非是一个具体的教学方法。这个学科英语是以学习英语作为主要目的,学科内容次之。也有人说,两者都重要。在欧盟内部,西班牙加泰罗尼亚地区做得相对比较好。随后,英美国家为首的教育界向世界各国推广学科英语。在中国,学科英语属于推广的初级阶段,至今没有形成规模。展开更多
The role of grammar is controversial in language pedagogy. Different ELT practitioners have different views on it.Grammar used to be the main focus in the grammar-translation method and the audio-lingual method.The ri...The role of grammar is controversial in language pedagogy. Different ELT practitioners have different views on it.Grammar used to be the main focus in the grammar-translation method and the audio-lingual method.The rise of Communicative Language Teaching has reduced its role since the 1970s.For many years,grammar has been neglected in the English classroom.Now the pendulum has swung back again because of the recognition of the weakness in the Communicative Language Teaching.A call for grammar as the'the Facilitator'has been suggested(Rutherford,1987;Hung & Zhang 2001).In other words,a new grammar teaching approach is needed to make grammar a means to language acquisition. In recent years,the Awareness-raising approach has been suggested as an innovation on language teaching.In addition, many researchers have reported positive effects of grammar teaching through the Awareness-raising approach(Ellis,1993; Fotos,1993;& Hung & Zhang,2001).Awareness-raising grammar teaching,therefore,may open up a new way for teachers in China to make grammar teaching and learning more cognitive and interactive.展开更多
文摘李永大(以下简称“李”):包老师您好!自上世纪末,继双语教育后,美国推广CBI(Content-based Instruction),欧洲为了实现一体化,首先极力在欧盟内部、继而向世界各国大力推广学科英语。据我所知,近些年来一些机构试图在中国推广学科英语。学科英语到底是什么教学理念?包天仁(以下简称“包”):永大你好!学科英语不是一个新名词。学科英语,英文是CLIL(Content and Language Integrated Learning)。确切地讲,学科英语始于上世纪90年代的欧盟。学科英语是一个大的教学路子,并非是一个具体的教学方法。这个学科英语是以学习英语作为主要目的,学科内容次之。也有人说,两者都重要。在欧盟内部,西班牙加泰罗尼亚地区做得相对比较好。随后,英美国家为首的教育界向世界各国推广学科英语。在中国,学科英语属于推广的初级阶段,至今没有形成规模。
文摘The role of grammar is controversial in language pedagogy. Different ELT practitioners have different views on it.Grammar used to be the main focus in the grammar-translation method and the audio-lingual method.The rise of Communicative Language Teaching has reduced its role since the 1970s.For many years,grammar has been neglected in the English classroom.Now the pendulum has swung back again because of the recognition of the weakness in the Communicative Language Teaching.A call for grammar as the'the Facilitator'has been suggested(Rutherford,1987;Hung & Zhang 2001).In other words,a new grammar teaching approach is needed to make grammar a means to language acquisition. In recent years,the Awareness-raising approach has been suggested as an innovation on language teaching.In addition, many researchers have reported positive effects of grammar teaching through the Awareness-raising approach(Ellis,1993; Fotos,1993;& Hung & Zhang,2001).Awareness-raising grammar teaching,therefore,may open up a new way for teachers in China to make grammar teaching and learning more cognitive and interactive.
