语块教学在高中英语教学中的应用分析

语块是指按照一定的语法规则生成的语言单位,如聚合词、搭配词、固定搭配等。根据语块教学法创始人Michael Lewis的阐述,语言并非由传统意义上的语法和词汇组成,而是由多词的预制语块组成,人们在运用语言的时候,也不是单纯地运用语法将词汇进行连接,而是利用预先编制好的语块进行输出。随着现代教育的发展,高中英语教学理念更加多元,语块教学作为一种新的理念也逐渐被引入到教学实践中来。语块教学的运用能够打破单一的英语知识学习局限,有效提升学生的英语语感,让学生的语言表达更加流畅、地道。

从语块类型看中国学习者“．．．and．．．”语块的习得

本文根据文化内涵的不同将英语语块分为五大类,以语块类型及二语水平为自变量考察了我国不同水平的英语学习者对"...and..."语块的习得情况,并通过与以英语为本族语者的语块知识的对比研究探讨了中国学习者在语块习得过程中出现的问题。结果显示:语块类型对习得结果产生显著影响,二语水平的影响则无定规。中国学习者所掌握的各类语块知识都比本族语者少得多,尤其在文化内涵有深度的几类语块的掌握上,差别更为突出。其原因可能与中国英语教学中重语言轻文化、重分析轻综合的倾向有关。

An Empirical Study of Business English Teachers’ Knowledge Structures in Different Course Modules

The establishment of Business English (abbreviated as BE hereafter) as an independent discipline for undergraduate education appeals to the higher professionalism of BE teachers' knowledge structure. This paper introduces the results of a study that, by in-depth semi-structured interviews, investigated the knowledge structure of 18 teachers across three different BE course modules. Data are analyzed based on grounded theory. Eleven knowledge types required of a qualified BE teacher across three different structures (i.e., three BE course modules) are identified. The construction of BE teachers' knowledge structures differs in the three BE course modules. The findings are a meaningful supplement to the theoretical analysis of the “should-be” description of BE teachers’ knowledge structure and can improve the understanding of the constituents of BE teachers' knowledge structures at a micro-level, which should, in turn, provide references for different module teachers' development.