新文科背景下学科英语的交叉接口与融合界面  

The Fusion Interfaces of Disciplinary English in the Context of New Liberal Arts

作　　者：王保健[1] 王宝平[1] WANG Baojian;WANG Baoping

机构地区：[1]西北农林科技大学语言文化学院,陕西咸阳712100

出　　处：《外国语文》2023年第5期143-153,共11页Foreign Languages and Literature

基　　金：2023年陕西省教育科学“十四五”规划项目“基于语法隐喻能力培养的外语教学与测评研究”(SGH23Y2242);西北农林科技大学语言文化学院青年学术骨干支持计划项目“语法隐喻对英汉互译的策略贡献及教学应用”(2452022042);西北农林科技大学重点、教学改革研究项目“大学英语ESP(育人+智慧+实践)融合式教学创新与实践”(JY2102015)的阶段性成果。

摘　　要：新文科背景下,把英语教学与特定学科内容相融合的学科英语教学范式更加突显。研究提出英语与拟交叉融合学科之间的接口问题,以“英语语言对特定学科内容的知识建构”为突破点,阐释学科英语交叉融合的接口及其融合界面。研究认为,学科英语交叉融合的接口是“英语语言对特定学科内容的知识建构”,这一接口贴合有语法建构界面、知识建构界面、符号资源建构界面,构成一个三角锥面型接口,三个锥面有机融合对学科内容进行知识建构。学科英语教学应该关注学生用英语对学科内容进行知识建构的过程,聚焦交叉接口上的融合界面,培养学生的知识建构能力。Under the background of constructing new liberal arts,disciplinary English teaching paradigm is becoming prominent.This paradigm is centered on how to use English to build up disciplinary-specific knowledge.Thus,the interface between English language and any specific discipline is proposed to be the focus of this study,in which the interface is defined as a fusion of grammar construction,disciplinary knowledge building,and the“power trio”as semiotic resource.These surfaces,as a three-dimensional interface between English language and any specific discipline,intersect and fuse organically in discourse-semantic construction for disciplinary-specific knowledge.Disciplinary English teaching should concern itself with students’competence in constructing disciplinary knowledge by using English,with a focus on the surfaces that rest upon the interface.

关 键 词：学科英语 新文科交叉融合 接口界面 知识建构 

分 类 号：H319.3[语言文字—英语]