内容与语言融合型教学在大学英语基础阶段应用效应研究——《大学英语教学指南》指导下的课程内容改革  

An empirical study of the efficacy of content and language integrated learning in the primary level college English teaching

作　　者：高玉英[1] 刘晓燕[1] Gao Yuying;Liu Xiaoyan

机构地区：[1]北京工业大学文法学部

出　　处：《西安外国语大学学报》2019年第2期61-65,共5页Journal of Xi’an International Studies University

基　　金：2017年北京市教委科研计划项目“基于Content-based Instruction(CBI)理论的大学生跨文化交际能力提升研究”(项目编号:SM201710005010);北京工业大学18内涵发展定额—课程和教材建设—优质教学资源立项(项目编号:018000514118508)的阶段性研究成果

摘　　要：本研究根据《大学英语教学指南》指导原则,在北京市属某高校大学英语一年级尝试课程内容改革,开展学科内容与语言融合型教学实践研究。我们采用定性与定量研究范式,通过收集和分析学生反思日志、调查问卷、全国大学生英语四级考试成绩,发现该教学模式下学生的写作、口头交际能力及认知能力得到极大提高,学生认可度最高的是课题型项目;同时学生在大学生英语四级考试中阅读、写作与翻译成绩提高显著。In accordance with Guidelines on College English Teaching, an empirical study is conducted to investigate the efficacy of content and language integrated learning ( CLIL) in the first year college English teaching. It employs qualitative as well as quantitative research methods. Drawing on the qualitative data elicited from students’ journals and quantitative data from questionnaire, and CET-4 scores in reading, writing, and translation, we explore students perception of CLIL and the various tasks. Findings suggest that a majority of the students acknowledge that CLIL facilitates their progress in communicative competence, both oral and written, and cognitive ability. The findings also show that they give recognition to the term project, which is claimed to lay a solid foundation for their academic study. Finally, the study reveals that CLIL group outperforms EFL in CET-4, in particular in productive performance.

关 键 词：内容与语言融合 课程内容改革 应用效应 

分 类 号：H319[语言文字—英语]