摘要
从职业英语能力构念出发,以VETS中级“活动组织”样题为语料,剖析语言活动在有身份代入、交际对象、任务场合、交流内容等语境元素丰富的典型工作场景中先听-后读-再写。在听录音中听取需求,发现“是何”;在读海报中比对项目,分析“为何”;在写汇报中选择方案,解决“何为”。构建语言信息获取—语言信息处理—语言沟通与交流的完整任务环,实现表达与情境契合、理解与产出结合、语言与内容融合,以期为新时代高职英语教学提质培优提供有效的现实参考。
This study,based on the Activity Arrangement of VETS,devotes itself to exploring how language is con⁃ducted in listening-reading-writing activities in the typical working contexts with identity communication part⁃ners,task scene,communication content,etc.Students are supposed to find WHAT by catching requirments,in listening,analyze WHY by comparing objects during reading posters and explain HOW through choosing scheme in writing resports,thus forming an information obtaining—information processing—information communicating task circle,and realizing corresponding expression to context,inputting combined with outputting and language integrat⁃ed with content.It is sincerely hoped that the present study would offer several practical references for upgrading vocational English teaching in the new era.
作者
伍彩芬
WU Cai-fen(Guangdong Communication Polytechnic,Guangzhou 511363,China)
出处
《浙江交通职业技术学院学报》
CAS
2023年第4期52-57,共6页
Journal of Zhejiang Institute of Communications
基金
2021年度职业院校外语教育改革研究重点课题(WYJZW-2021-2003)。
关键词
VETS
活动组织
职业英语能力
测评
VETS
activity arrangement
Vocational English Competence
measurement
