College English Reform Using大学英语教学现状和特点.docx

College English Reform Using大学英语教学现状和特点.docx

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CollegeEnglishReformUsing大学英语教学现状和特点

大学英语教学现状和特点

CollegeEnglishReformUsing

摘要：

本文分析了现今大学英语教学的现状和特点，并就有关问题提出大学英语改革的思路和方法。

本文认为，由浙江大学外语系设计并试验了从教学思想到教学方法的与之配套教材《新编大学英语》符合时代发展的需求。

教师在教学过程中运用该教材的课程安排，以esa理论作为理论基础，可使学生的听说读写译能力全面提高，达到运用交际的目的，最终符合社会对大学生英语水平的需要。

关键词：

大学英语教学现状和特点；《新编大学英语》；esa理论；听，说，读，写，译；交际能力

Abstract：

thisarticleanalysesthecurrentsituationandcharacteristicsofcollegeenglishteachingandputforwardtherelatedideasandways．thepaperbelievesthattextbooknew-collegeenglishdesignedandexperimentedbyforeignlanguagedepartmentofzhejianguniversityconformstothedemandsoftheera．teacherscanusethecurriculararrangementsofthistextbook,basedonesatheory，whichenablesstudentstoincreasetheirlistening．reading，writing．andtranslatingskillscomprehensivelyforthepurposeofapplyingandcommunicating,thustomeettheneedsofthesocietyforcollegestudents'englishlevel．

Keywords：

thecurrentsituationandthecharacteristicsincollegeenglishteaching；newcollegeenglish；esatheory；listening,speaking,reading,writingandtranslatingskill；communicativecompetence．

Collegeenglishisanimportantandabasiccourseinhighereducaion．thequalityofthiscourseconcernsdirectlythedevelopmentofthequalityofthelearners'languageabilityandtheirpracticalabilitytosolveproblems．sothestateeducationcommissionhascarriedoutresearchobjectentitledpracticeandstudyoncoursesandthereformthesystemgearedtocollegeenglishinthe21stcenturysoastoformulatethecontemporarysyllabusofcollegeenglishandstudycourses,teachingmethodology,includingcompilingtextbooks．itbringsusopportunitiesaswellaschallenges．usingwhatprinciplestoguidecollegeenglishteachingandimprovetheteachingqualityinordertoimprovecollegestudents'abilityinenglishisthetopriorityincollegeenglishteaching．

1、theanalysisofthepresentsituationandthecharacteristicsofcollegeenglishteaching

1.1thepresentsituationofcollegeenglishteaching：

theenglishteachinginchinahasdevelopedrapidlyandgreatsuccesshasbeenmadesincethefoundingofourpeople'srepublic．however，admittedly,theoverallteachinglevelisnotveryhigh,theproblemsof“dumbenglish“；“time-consuming“,“producinglittleeffect“areverycommon：

（1）influencedbythetendencyof“teachingforexam,1earningforexam“,manystudentscannotunderstandwhentheylisten；theycannotexpressthemselvesclearlyandfluentlywhentheyspeak；

（2）thelearners'englishabilityisunsatisfactory；

（3）teachers'educationalconcepts,teachingmethods,teachingabilityandenglishabilitycan'tkeepupwiththeneedsofthesociety;

（4）educational“plannedeconomy“patternrestrictsenglishlanguageteaching；

（5）besortoffunds，equipments，andcreationoflanguageenvironment,what'smore，teacher'strainingisinsufficient．

underthesecircumstances，theproblemsincollegeenglishteachingaremoreprominent,althoughthemajorityofthestudentshavecompletedtheclasshourofbasicphaseofcollegeenglishandpassedcet-4（evencet-6），theirlevelsofenglishlanguagedon'tmeetthesyllabus'srequirementssuchasinreadingandspeaking．actually，thereisacertaindistancebetweenthedemandsthatthepresentsyllabusofcollegeenglishstipulatesandtheneedsofsociety．employingunitsarediscontentedwiththegraduates'writtenandspokenenglish,especiallytheircomprehensiveabilityaccordingtothefeedbackwhichthefollowingtableillustrates:

　　percentbetter/bestaveragepoor/poorer

spokenenglish5％52％37％

writing11％58％24％

beingcompetentin

understandingthespeechin

internationalconference

beingcompetentin

exampleparticipatinginthediscussion

ininternationalconference

beingcompetentin

participatingintheforeign

businessnegotiation

ifthesituationsmentionedabovecouldn'tsimplybechanged,theforeignlanguagesubjectwouldbecomeweakinthenewcentury．therefore,wemustbeawarethatthearduoustaskis1eftforus：

①weshouldreevaluatecollegeenglishteaching．meanwhile．weshouldhighlightthatthefunctionofforeignlanguageisatoolofcommunication：

②weshouldchangetheideasof“teachingforexam,1earningforexam“;③wemustkeepitinmind:

rapidlydevelopedconstructionofsocialisteconomyhasmadegreatdemandsofenglisheducation；④weshouldreform,developtextbooks，andprovideequipmentsforteaching．

1.2thecharacteristicsofcollegeenglishteaching：

foralongtimepast，whatourcollegeenglishteachingcontinuesusingis“teacher-centered“principle．wealwaysstressthatteachers'conscientiouspreparationofthelessons，substantialandwell-organizedcontentsareakeylink．thecharacteristicsare“teaching-centered“,“languagecentered“and“text-based“．thereforeteachers'explanationstolanguagepointstakeupmuchtime，deprivestudentsofenoughchancesofpractice,andmakestudentsbecomepassivereceiversofenglish．asaresult,itconstrainsstudents'enthusiasmunconsciously．

thetheoryofcognitivepsychologyhold：

“studyistheinteractiveandpositiveprocess．duringthestudyprocess．studentsarenotjustpassivereceiversoflanguageform,butthesubjectsofstudy，thepositivecreators．themostimportanttaskofforeignlanguagestudyisnot'teaching'but'learning'．“s．pcorderoncesaid：

“effectivelanguageteachingshouldadjustthenaturalprocessinsteadofviolating；itshouldcontributetoandpromotethestudyinsteadofhinderingit．teachersandtextbook．“

englishskillscanbegainedfromstudents'personalpractice．theeffectofstudyinsomewaydependsonstudents'ownsubjectiveinitiativeandparticipation．theprocessofstudyisthecombinationofnewknowledgeandtheknowledgetheyhavelearned：

italsomeanstransformingtheoryintospontaneousapplication．thiskindofintegrationcanbefulfilledthroughstudents'ownactivites．onthewhole．thestudyofforeignlanguageisessentiallythestudyoftheirownaccord．soitisurgenttotakeeffectiveactions．

howcanweimprovecollegestudents'englishabilityinlistening,speaking,reading,writing,andtranslating?

wewilltalkaboutitinthefollowingchapter．

2、theanalysisofnewcollegeenglish

2.1textbook．textbook．asoneoftheessentialelementsthatinfluencetheteaching,istheserviceoftheteachingpurpose；theimportantresourceofteachingandlearning．itshouldreflectquality--orientedprinciplesandgoodmaterialsthatcanincreaseanddevelopstudents'appliedability;itshouldinvolveasetofsystematicanddirectingactivitiesoflanguagepractice；itcanbroadenstudents'vision，widentheiroutlook，deepentheirunderstandingoftheforeigncountries．andincreasetheirknowledgeofforeigncultures．therefore，thecontentsshouldbescientific,practical,interesting，deservingconsiderations．thetextbookshoulddealwiththerelationshipbetweenknowledgeandapplicationanditmustbesuitabletostudents'level．astotheoptionofthetextbook,considerationsmustbegiventoboththeneedsofclassroominstructionandself-studyoutsideclass．

　　2.2newcollegeenglish.thelinguisticsdepartmentinforeignlanguagecollegeofzhejianguniversityhasdesignedandexperimentedasetofreformschemesfromteachingmodelofthinkingtoteachingmodel．thetextbooktheyhavedesignedisnewcollegeenglish.

2.2.1now1etuslookatthemaincharacteristicsofnewcollegeenglish：

①compiledaccordingtonewsyllabus，itaccordswithquantizationquotathatthesyllabusstipulates；②itisstudent-centeredanditunderstandsandreflectsstudentsknowledge,intelligence,emotion,andtheneedsofindividualcharacter；③eachunitiscenteredonsubjectandthereappearingrateofvocabularyishigh,whichisconvenientforthestudents'associationandmemory；④itiscenteredonthetopicsinwhichcollegestudentsareinterested;itcultivatesthestudents'comprehensiveability；⑤thelanguageoftextbookisstandardenglish；⑥variousclassactivitiescanstimulatestudents'interests；itcanspurstudentsonthinkingactively,participatingconsciously,acquiringknowledgeandunderstandingthebackgroundknowledgeofforeignlanguage；⑦itattachesimportancetodevelopstudents'abilityofstudyingindependentlyinclassandoutsideclass．

2.2.2newcollegeenelishalsohasitsownteachingideology．wewilltalkaboutitnow.

（1）student--centered．teachers'roleswillchange．theywillneedtosetuptasksandactivitiesinwhichthestudentsplaythemajorovertrole．itisthentheirjobtomonitortheiractivities，modifyandadjustthemastimegoesby．thestudents'roleswillchangecorrespondingly．theywillnolongerfinditisenoughtofollowthelessonpassively,butwillneedtoinvolvethemselvesintheactivitiestheyareaskedtoundertakebothinsideandoutsidetheclassroom．thisgivesthemmorefreedomandmoreresponsibilities．

（2）classroominstructionsshouldpayattentiontotheneedsofstudents．student-centeredclassroominstructionsshouldreflectthestudents'needsandgiveconsiderationstoboththefuturecompetenceofenglishandtheneedsoftheirdailystudy．theformeriseasilynoticed，whilethelatteriseasilyignored．practiceandtheorytellus：

onlytheforrmerisnotenough，itcannotassurestudents'dailyandprotractedinitiativeandzeal．theprocessofdailystudyincludesnotonlytheelementsoflanguagestudy,reviewandstrengthening；butalsotheneedsofintelligenceandemotion．

（3）classroomteachingshouldcreateconditionssothatthestudentscanhavechancetoshowandtesttheirownknowledgeandabilitythatisbeneficialtoinnermotiveforceoftheirstudy．classroomteachingshouldalsoconsidertheneedsthatstudentsuseenglishtocommunicate，whichistheirultimategoaloflearningenglish．thiskindofcommunication,tobemaximumlimit，isclosetotherealcircumstance，notjustama