新文科、新外语、新导向——论外语专业人才培养的发展与创新

随着新文科建设在高校全面推进,外语专业的人才培养再次引发思考和讨论。本文认为,面对国际形势的新变局,外语专业的发展应该遵循新文科建设目标和路径,以建设"新外语"为思路,突出国际传播能力培养,通过创新人才培养模式和外语课程改革,培养国家和社会发展亟需的人才,让更多的外语人才讲好中国故事,传播好中国声音。

CBI在英语专业口语教学中的运用

CBI教学法,是一种以内容为依托、以培养学生英语综合应用能力的教学法。全球一体化和改革开放的深化对英语专业学生口语能力要求越来越高,而现行口语教学模式却逐渐不能满足社会要求。而这种以内容为依托的教学法,将教学和实境融合在一起,根据语言的实境使用情况来安排教学,按主题场景来进行口语活动,采用新环境,新阅读法,新文风,新身份认同,新教法将口语教学日常化,从而达到提升学生实际运用能力的目标。

Eclectic approach and its application in classroom teaching

From the perspective of teaching methods theories, this paper probes into the feasibility of adopting the eclectic teaching method in college English teaching, especially the New horizon college English classroom teaching, with the intention of providing new insights for New horizon college English teaching practice.

Writing Haiku in a Second Language： Perceptions, Attitudes, and Emotions of Second Language Learners

The aim of the current study is to discuss the value of poetry writing in an L2 （second language） by investigating perceptions, attitudes, and emotions of 20 EFL （English as a Foreign Language） college freshmen regarding writing Japanese poetry, haiku in English. This paper first discussed issues and uses of literature in L2 contexts and addressed the current empirical inquiry into L2 haiku writing as a method for L2 learning. The study was designed as a qualitative research which investigated the participants＇ reflection on writing L2 haikus for six weeks in an EFL college writing course. The data obtained was analyzed by using the coding system and showed that writing haiku in the target language was a challenging but valuable task for L2 learning among the EFL students. Especially haiku composition allowed them to develop their L2 linguistic awareness

Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

An Investigation Into Freshmen＇s Autonomous Learning of English Major

Autonomous learning has been attracting more and more attention in the field of second language teaching and learning since it was put forward. In order to get a better understanding about autonomous learning competence of freshmen of English major in university, this investigation was conducted in the form of questionnaire and was analyzed according to the data collected. The investigation found that autonomous learning competence of freshmen is poor and worrying. Freshmen have strong motivation for English learning, but they keep old learning habit and more rely on teachers. They are incapable of employing metacognitive strategies in their language learning and are not good at utilizing related learning resources available to them. All these deficiencies hinder improvement of them. So they are in great need of fostering the competence of automous learning.

ON THE FUNDAMENTAL DIRECTION OF THE REFORM OF FOREIGN LANGUAGE EDUCATION IN CHINA

This paper discusses some of the unfounded beliefs in current foreign language education policy and English language teaching, i.e. learning a foreign language will make a person cleverer; learning a foreign language will improve one's potential power and creative ability; the younger the child learns a foreign language, the better he will learn the language. In the light of the problems in current foreign language teaching and foreign language education policy, the paper has put forward some reform proposals including 'differentiating cities from rural areas, stressing teaching efficiency and cutting down class hours, and offering a foreign language in schools either as a compulsory or as a selective course according to different needs of students'. In conclusion, the paper holds that the reform measures will bring benefit to the country as well as to its people and should be a guide to the reform of China's foreign language education.