内容语言融合教学实践比较个案:英语口语和科学工作法  

作　　者：蔡莉 诸昕奕 

机构地区：[1]浙江万里学院,浙江宁波315100 [2]香港浸会大学,中国香港特别行政区九龙999077

出　　处：《现代英语》2022年第23期82-85,共4页Modern English

摘　　要：内容语言融合的教育理念在中国的研究和发展大多基于以英语为主的外语教学,而本研究探讨在中外合作办学背景下,2+2项目中高校一年级本科生的一门专业基础课(科学工作法)与英语口语课的融合教学。笔者以两个平行班为样本,授课教师采用不相同的具体教学模式,以同样的教学材料完成并记录教学过程,同时测评教师以同样的标准给出过程性评价和结果性评价。数据显示,将英语口语表达作为一项主要融合因素,不同教学过程如何影响学生将所学语言技巧和专业知识结合内化,并在一定程度上提高学习积极性。本研究时间跨度为一个学期,两个班级规模平均35人,虽然结果不具有概括性,但希望在内容语言融合学习的尝试探索中有新的启发,使更多的融合创新教学方法不仅应用于外语教学,同时也能促进专业知识的掌握,实现用语言承载知识,并在使用知识的过程中强化语言技能。Research on Content and Language Integrated Learning(CLIL) in China has been mainly applied to foreign language,particularly English language teaching.This case study explores the integrated learning of a subject course on research skills named Scientific Work and Spoken English of first-year undergraduate students enrolled in a 2+2 programme at a Sino-foreign institute.The authors adopt different approaches in delivering teaching to two classes but exactly same criteria in formative and summative assessments.Results show that CLIL has made an impact on learning outcomes as well as,to a certain extent,learning motivation.The project period is one semester and class size 35,therefore the conclusion cannot be generalised;nevertheless,it could shed light on studies in CLIL not only being limited to foreign language learning,but also applicable in subject courses especially for internationalised higher education programmes.The purpose of CLIL in the study is to enable students to use English to gain knowledge while strengthening their linguistic skills during the process of learning the subject course.

关 键 词：内容语言融合学习(CLIL) 英语口语教学 科学工作法 平行班 

分 类 号：H319[语言文字—英语]