结合医学院校的特点,我校确定了大学英语医学学术课程的目标:(1)课程设计和教材选择为学生获得学术能力的教学目标服务;(2)以内容和任务为基础、促进学生知识拓展和思辨能力发展的原则;(3)练习形式既有语言知识的专门训练,又辅以大量的...结合医学院校的特点,我校确定了大学英语医学学术课程的目标:(1)课程设计和教材选择为学生获得学术能力的教学目标服务;(2)以内容和任务为基础、促进学生知识拓展和思辨能力发展的原则;(3)练习形式既有语言知识的专门训练,又辅以大量的交际活动和任务。坚持这些标准,医学院校开展医学学术英语课程,应该将课程分成二个阶段:通用学术英语阶段EGAP和专业医学学术英语EAMP课程阶段。针对每个阶段学生的学术能力基础采用不同的教材,EGAP采用2套教材《新核心综合学术英语教程》和Heile出版社的Key Concepts:Listening,Note-taking and Speaking Across Disciplines,EAMP医学英语采用外研社的《学术英语(医学)》教程等。本研究为医学院系建立学术英语课程建设和教材选择提供可借鉴模式。展开更多
Research on English as a lingua franca(ELF)has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF.This ...Research on English as a lingua franca(ELF)has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF.This article provides an overview of current research on teaching English as a lingua franca.It starts with research on the rationale to introduce ELF-informed teaching and comparisons between ELF-informed teaching and native-English-based teaching.Concrete proposals of how to incorporate ELF-informed teaching into English language teaching(ELT)classrooms are presented.Then controversies in the debate are summarized.They are:A lack of ELF-informed textbooks;a lack of ELF-informed assessment;and a lack of qualified teachers.It then reviews recent publications dealing with these controversies.This is followed by a discussion about the research on ELF-informed teaching in the Chinese context.This article argues that research on the practicality of ELF-informed teaching should start with prospective English users,such as students in China’s Business English Program.It concludes with some suggestions for future research and practice on ELF-informed teaching in China.展开更多
The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorp...The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorporation because attitudes influence the learning output in ELT. It uses a mixed method approach through a questionnaire survey on attitudes toward ELF, which contains a modified Verbal Guise Technique （VGT）, complemented with semi-structured interviews. Seventy university students and 4 lecturers from three English departments in Japan （Waseda University and Sophia University） and Indonesia （Universitas Negeri Jakarta） were involved in filling out the questionnaire and semi structured interview sessions. The results highlight positive attitudes towards ELF and its incorporation into ELT （Japan： 3.71, and Indonesia： 3.51）. In addition, factors which influence these attitudes （aspects related to language learning experience） were proven significant. The interview sessions also suggest ways to incorporate an ELF perspective into the ELT classrooms. Further, it addresses the issue of the gap between theory and practice in research on Global Englishes in Language Teaching （GELT） where a ＂conceptual gap＂ is often found. The study is of value to those interested in ELT curriculum evaluation and design to meet the needs of both ELT and ELF community in countries like Japan and Indonesia.展开更多
文摘结合医学院校的特点,我校确定了大学英语医学学术课程的目标:(1)课程设计和教材选择为学生获得学术能力的教学目标服务;(2)以内容和任务为基础、促进学生知识拓展和思辨能力发展的原则;(3)练习形式既有语言知识的专门训练,又辅以大量的交际活动和任务。坚持这些标准,医学院校开展医学学术英语课程,应该将课程分成二个阶段:通用学术英语阶段EGAP和专业医学学术英语EAMP课程阶段。针对每个阶段学生的学术能力基础采用不同的教材,EGAP采用2套教材《新核心综合学术英语教程》和Heile出版社的Key Concepts:Listening,Note-taking and Speaking Across Disciplines,EAMP医学英语采用外研社的《学术英语(医学)》教程等。本研究为医学院系建立学术英语课程建设和教材选择提供可借鉴模式。
文摘Research on English as a lingua franca(ELF)has triggered a debate on whether English teaching should consistently conform to native-speaker Standard English or it should value the pedagogical implications of ELF.This article provides an overview of current research on teaching English as a lingua franca.It starts with research on the rationale to introduce ELF-informed teaching and comparisons between ELF-informed teaching and native-English-based teaching.Concrete proposals of how to incorporate ELF-informed teaching into English language teaching(ELT)classrooms are presented.Then controversies in the debate are summarized.They are:A lack of ELF-informed textbooks;a lack of ELF-informed assessment;and a lack of qualified teachers.It then reviews recent publications dealing with these controversies.This is followed by a discussion about the research on ELF-informed teaching in the Chinese context.This article argues that research on the practicality of ELF-informed teaching should start with prospective English users,such as students in China’s Business English Program.It concludes with some suggestions for future research and practice on ELF-informed teaching in China.
基金sponsored by Indonesia Endowment Fund for Education,The Ministry of Finance of the Republic of Indonesia
文摘The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorporation because attitudes influence the learning output in ELT. It uses a mixed method approach through a questionnaire survey on attitudes toward ELF, which contains a modified Verbal Guise Technique （VGT）, complemented with semi-structured interviews. Seventy university students and 4 lecturers from three English departments in Japan （Waseda University and Sophia University） and Indonesia （Universitas Negeri Jakarta） were involved in filling out the questionnaire and semi structured interview sessions. The results highlight positive attitudes towards ELF and its incorporation into ELT （Japan： 3.71, and Indonesia： 3.51）. In addition, factors which influence these attitudes （aspects related to language learning experience） were proven significant. The interview sessions also suggest ways to incorporate an ELF perspective into the ELT classrooms. Further, it addresses the issue of the gap between theory and practice in research on Global Englishes in Language Teaching （GELT） where a ＂conceptual gap＂ is often found. The study is of value to those interested in ELT curriculum evaluation and design to meet the needs of both ELT and ELF community in countries like Japan and Indonesia.
