摘要
本研究以某地方院校具有内容-语言融合型学习(CLIL)性质的综合商务英语课程为个案,探索教师的教学困境和学生的学习困境,并提出相应的课程建设对策。基于对两名教师的深度访谈和38名大二学生的半结构问卷调查分析发现,教师和学生均表示综合商务英语课程难度较大,教师的教学困难在于商务知识不够系统,学生的学习困难源于商务知识和语言知识的双重薄弱。本研究的发现对同类院校的商务英语课程建设具有一定的启示。
Taking the CLIL-based course of Integrated Business English in a local university as a case,the paper explores teachers’dilemma in teaching as well as students’dilemma in learning and provides some suggestions for curriculum development.The analysis of in-depth interviews with two teachers and questionnaires for 38 second-year Business English majors reveals that both the teachers and the students find the course of Integrated Business English difficult.For the teachers,the difficulty is caused by their unsystematic business knowledge,whereas the difficulty for the students is due to their poor business knowledge and deficient language proficiency.Based on the findings,suggestions are provided for the development of Business English courses in local universities.
作者
李伟英
陈新
田东婷
LI Weiying;CHEN Xin;TIAN Dongting(English Department,Changzhi University,Changzhi 046011,China)
出处
《浙江外国语学院学报》
2020年第3期42-50,共9页
Journal of Zhejiang International Studies University
基金
山西省高等学校哲学社会科学研究项目“社会文化理论视域下的英语教师课堂支架式教学专长研究”(2019W173)
山西省高等学校教学改革创新项目“英语经验教师专业发展与提升研究——以TBLT教学研究为杠杆”(J2020324)
长治学院教改课题“基于全国商务英语实践大赛的新建本科院校商务英语‘产教融合’策略研究——以长治学院为例”(JC201922)。
关键词
CLIL
商务英语教学
教师认知
学生认知
CLIL
Business English teaching
teachers’cognition
students’cognition
