Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the is...Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.展开更多
This paper analyzes a total of 294 master thesis topics for students at Graduate School of Translation and Interpretation （GSTI）, Beijing Foreign Studies University （BFSU） between years 2006-2010 and 160 topics at...This paper analyzes a total of 294 master thesis topics for students at Graduate School of Translation and Interpretation （GSTI）, Beijing Foreign Studies University （BFSU） between years 2006-2010 and 160 topics at Graduate Institute of Interpretation and Translation （GIIT）, Shanghai International Studies University （SH1SU） between years 2007-2013, with the purpose of establishing correlations between thesis topics and curriculum development, comparing and contrasting the topics between BFSU and SHISU. The study is both quantitative and qualitative. Over the years students of BFSU and SHISU have shown a progress of possessing more and more appropriate methodological expertise in selecting research topics. More and more students have examined relatively new translation theories. We also see a change from picking overdone topics to more and more original topics. Our progress in no small part thanks to our administrative measures. As for GSTI of BFSU, however there is a demand for elective courses to cover areas such as interdisciplinary approaches to translation and multimedia, which are untouched in the current courses that focus on professional translation and interpretation. We might also want to sharpen students＇ language skill in providing purposefully language-rich texts for practices and allowing for more diversified options, such as introducing texts in world literature, ethnic English literature, drama, poetry, and non classics. The GSTI＇s long term cooperation with well-known organizations, both domestic and international, especially with United Nations at Geneva and New York, and European Union, offers students many on site training and field experiences. We might also want to introduce functional research methods, thus students can learn how to transform their field experiences into academic work.展开更多
文摘Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.
文摘This paper analyzes a total of 294 master thesis topics for students at Graduate School of Translation and Interpretation （GSTI）, Beijing Foreign Studies University （BFSU） between years 2006-2010 and 160 topics at Graduate Institute of Interpretation and Translation （GIIT）, Shanghai International Studies University （SH1SU） between years 2007-2013, with the purpose of establishing correlations between thesis topics and curriculum development, comparing and contrasting the topics between BFSU and SHISU. The study is both quantitative and qualitative. Over the years students of BFSU and SHISU have shown a progress of possessing more and more appropriate methodological expertise in selecting research topics. More and more students have examined relatively new translation theories. We also see a change from picking overdone topics to more and more original topics. Our progress in no small part thanks to our administrative measures. As for GSTI of BFSU, however there is a demand for elective courses to cover areas such as interdisciplinary approaches to translation and multimedia, which are untouched in the current courses that focus on professional translation and interpretation. We might also want to sharpen students＇ language skill in providing purposefully language-rich texts for practices and allowing for more diversified options, such as introducing texts in world literature, ethnic English literature, drama, poetry, and non classics. The GSTI＇s long term cooperation with well-known organizations, both domestic and international, especially with United Nations at Geneva and New York, and European Union, offers students many on site training and field experiences. We might also want to introduce functional research methods, thus students can learn how to transform their field experiences into academic work.
