中外高校本科生EAP教学概念谱系对比探究  

Conceptual structures of university EAP instruction in China and English-speaking countries:A comparative study

作　　者：龚嵘[1] 

机构地区：[1]华东理工大学外国语学院,上海200237

出　　处：《外语界》2018年第1期62-70,共9页Foreign Language World

基　　金：国家社科基金一般项目"中国研究型高校本科生学术英语素养发展模型研究"(编号13BYY080);华东理工大学本科教育改革项目"理工综合类学术英语四年一贯制教育体系建构"(编号ZS162004)资助

摘　　要：本研究尝试从整体观视角确立并对比解读中外学术英语(EAP)教学概念谱系,纵览英美与中国高校本科生EAP教学与研究发展格局,为相关实证研究提供定位指向。研究分析发现,英美高校全英语课程背景下的EAP教学概念谱系呈现学习技能型、学科文本型、素养实践型三大教学理论流派的交错重叠结构;中国高校EAP教学概念谱系的雏形则表现出中国式EAP认识论层、EAP校本特色型实践经验层、EAP教学理论层(待完成)的三阶段层级结构。最后,研究预测了中国EAP教学发展前景,并提出基层教师参与EAP教学理论建构的适宜性。In a holistic approach, the present study attempts to establish and interpret the conceptual structures of university EAP instruction in China and English-speaking countries, in an effort to build a comprehensive understand- ing of their respective teaching and research progress, hereby offering positional guidance for subsequent related em- pirical studies. A comparative interpretation indicates that the conceptual structure of EAP instruction in fully English-medium university contexts of English-speaking countries is characterized by an overlapping and compatible pattern of three different theoretical approaches, i.e. study skills based, disciplinary texts based, and literacy prac- tice based EAP, while EAP instruction for Chinese undergraduates is conceptualized in a three-level hierarchical structure, i.e. China-specific EAP epistemology, university-specific teaching practice and EAP instructional theory （yet to be constructed）. Finally, the study tries to predict the future of EAP instruction in China, and proposes EAP classroom practitioners as desirable constructors of the instructional theory model.

关 键 词：学术英语 教学概念谱系 整体观 校本化 

分 类 号：H319[语言文字—英语]