本文以文秋芳(2015)"产出导向法"理论为指导,以《高级英语》第一册第十四单元"Speech on Hitler’s Invasion of the U.S.S.R"为例,以大学英语专业建筑英语方向学生为研究对象开展英语专业综合课"金课"...本文以文秋芳(2015)"产出导向法"理论为指导,以《高级英语》第一册第十四单元"Speech on Hitler’s Invasion of the U.S.S.R"为例,以大学英语专业建筑英语方向学生为研究对象开展英语专业综合课"金课"课程建设探索。本文首先探讨了如何针对院校特色和学生的学习需求设定教学目标,而后依据"产出导向"理论进行课程设计,整个课程由驱动、促成、评价组成若干循环,针对上一个环节"产出"的评价成为下一个环节"产出"的驱动,环环相扣,直至教学目标的完成,最终通过师生的回溯性评价分析课程教学设计的有效性。展开更多
English set phrases are one of the nightmares confronting Chinese learners. The main check is its ambiguity, in other words, they are apt to varying interpretation. In the paper three questions are discussed: the dist...English set phrases are one of the nightmares confronting Chinese learners. The main check is its ambiguity, in other words, they are apt to varying interpretation. In the paper three questions are discussed: the distinctive features of set phrases, the understanding of ambiguous set phrases and their variants. Under the guidance of Cooper's (1999) heuristic model of L2 idiom comprehension, this paper studies the comprehension strategies of Set Phrases and their variants as well as explores the implications to Set Phrase teaching.展开更多
文摘本文以文秋芳(2015)"产出导向法"理论为指导,以《高级英语》第一册第十四单元"Speech on Hitler’s Invasion of the U.S.S.R"为例,以大学英语专业建筑英语方向学生为研究对象开展英语专业综合课"金课"课程建设探索。本文首先探讨了如何针对院校特色和学生的学习需求设定教学目标,而后依据"产出导向"理论进行课程设计,整个课程由驱动、促成、评价组成若干循环,针对上一个环节"产出"的评价成为下一个环节"产出"的驱动,环环相扣,直至教学目标的完成,最终通过师生的回溯性评价分析课程教学设计的有效性。
文摘English set phrases are one of the nightmares confronting Chinese learners. The main check is its ambiguity, in other words, they are apt to varying interpretation. In the paper three questions are discussed: the distinctive features of set phrases, the understanding of ambiguous set phrases and their variants. Under the guidance of Cooper's (1999) heuristic model of L2 idiom comprehension, this paper studies the comprehension strategies of Set Phrases and their variants as well as explores the implications to Set Phrase teaching.
