基于语言“输入、输出”理论的理工科硕士研究生学术应用能力培养研究  

On Cultivating English Academic Ability for Graduates of Science and Engineering Based on the Input and Output Hypotheses

作　　者：邹建玲[1] ZOU Jianling(College of Foreign Languages,University of Shanghai for Science and Technology,Shanghai 200093,China)

机构地区：[1]上海理工大学外语学院

出　　处：《上海理工大学学报（社会科学版）》2019年第3期208-212,共5页Journal of University of Shanghai for Science and Technology：Social Sciences Edition

基　　金：澳中理事会2018澳研中国竞争性项目(ABN 23 151 021 037);上海理工大学2018人文社科培育基金项目(SK18ZD11)

摘　　要：分析理工科硕士研究生的英语教学现状,并对本校2016级理工科背景的研究生进行课程设置需求的问卷调查。根据问卷调查结果,在Krashen语言“输入假设”、Swain“输出假设”、文秋芳“输出驱动假设”理论的基础上,提出理工科硕士研究生学术应用能力培养途径:设置合理的课程体系、课堂内外语言立体“输入”、基于任务或项目的互动学习“输出”。This paper analyzes the current teachings and learning in the graduates of science and engineering and carries out a need survey of curriculum provision among the 2016 USST graduates.Based on the theories of the Input Hypothesis proposed by Dr . Krashen,the Output Hypothesis by Dr . Swain and the Output-driven Hypothesis by Dr . Wen Qiufang,the author proposes the approaches to improve English academic ability as follows:designing a sound curriculum system,establishing three-dimensional English input in-and-post class activities and adopting an interactive output access combined with tasks or projects.

关 键 词：研究生英语教学 输入 输出 学术英语应用能力 

分 类 号：H319[语言文字—英语]