中國環(huán)境下的英語教學(xué)

1、1中國環(huán)境下的英語教學(xué)Teaching English in the Chinese Context23The Introduction of the book The writer of the book The purpose and organization of this book The reason I choose this book 4The writer of this booku劉倩 In the past decade, she has taught various subjects of English and courses concerning language t

2、eaching to either undergraduates or graduate students. Besides, she has engaged in various training programs for teachers from primary and middle school.u關(guān)于本書 出版與山東教育出版社 2008年第一版第一次印刷 5作者的思路和框架 思路： 分析中國目前英語教學(xué)現(xiàn)狀 引出存在問題 分析原因 提出解決方案 案例論證 總結(jié)觀點(diǎn) 框架： 第一章介紹本書的目的和結(jié)構(gòu) 第二章介紹外語教學(xué)法主要流派 和對我國英語教學(xué)的影響 第三章重點(diǎn)介紹英語教學(xué)作為外語

3、的指導(dǎo)方針 第四到第九章分別從聽、說、讀、寫、語法、詞匯六個方面討論適應(yīng)中國現(xiàn)狀的英語 教學(xué)方法 第十章通過具體案例來分析中國英語教 學(xué)的幾個問題，來總結(jié)強(qiáng)調(diào)本書主旨6The purpose of this book 本書是專門論述英語作為外語教學(xué)理論和方法的專著。出發(fā)點(diǎn)是肯定英語在我國是外語的的前提下探討英語教學(xué)問題。因此，在吸收和借鑒國外英語教學(xué)理論和經(jīng)驗時要充分考慮中國的教學(xué)環(huán)境，進(jìn)行有針對性地選擇和調(diào)整，同時，注重繼承我國英語教學(xué)研究者和教師在長期的實(shí)踐中總結(jié)的理論和方法，試圖根據(jù)我國學(xué)生英語學(xué)習(xí)的特點(diǎn)，遵循外語教學(xué)的規(guī)律探索教學(xué)方法。 本書適用于有志從事教師職業(yè)的英語專業(yè)研究生和本科

4、生及各類學(xué)校在職英語教師閱讀，也可供在我國從事教師教師職業(yè)的外國教師參考。7中國英語教學(xué)的現(xiàn)狀 英語教學(xué)理念多元化的利于弊 在我國經(jīng)濟(jì)迅猛發(fā)展和對外開放的今天,英語教學(xué)向著更加注重語言應(yīng)用能力的方向發(fā)展,與此同時,國外的教學(xué)理論和經(jīng)驗大量涌入我國,在英語改革的浪潮中,大批學(xué)者和教師深入研究,嘗試把多種教育理論應(yīng)用于英語教學(xué),開始注重素質(zhì)教育,如關(guān)注學(xué)習(xí)過程,鼓勵學(xué)生參與,豐富教學(xué)內(nèi)容,改變評價方式等,使英語教學(xué)呈現(xiàn)了新氣象,使教師和學(xué)生都得到了發(fā)展. 然而,改革的過程又是一個學(xué)習(xí)和探索的過程,在嘗試中,教師發(fā)現(xiàn)有些方法不僅沒有奏效還產(chǎn)生了負(fù)面效果. The current English cu

5、rriculum reform puts emphasis on changing the tendency of overemphasizing the explanation and transmission of grammar and vocabulary knowledge, However, there has appeared a phenomenon of overemphasizing the teaching of speaking while neglecting the teaching of grammar. As a result, students trained

6、 this way can communicate in English to some extent but cannot use English accurately, fluently and appropriately. 為什么呢? 8反思在英語教學(xué)中對一些教學(xué)理論的錯誤理解忽視了以英語為第二語言(二語)和以英語為外語的學(xué)生人群的差異 國外的教學(xué)理論和方法多半是針對在英美等英語國家的留學(xué)生或移民發(fā)展起來的,這些人學(xué)習(xí)英語的目的和環(huán)境與中國學(xué)習(xí)英語的學(xué)生有著很大的差別. 英語作為二語和作為外語的教學(xué)方法有共同點(diǎn),但又有很大的不同之處.如果忽略兩者的區(qū)別,即（ESL和EFL的區(qū)別）就會盲目

7、地把國外的英語教學(xué)理論及方法運(yùn)用到中國的英語教學(xué)中從而造成教學(xué)的困惑和不能有效的達(dá)到教學(xué)目的.什么是ESL和EFL?他們的區(qū)別又是什么？9 ESL和EFL定義 Many scholars have given definitions to ESL and EFL. Let us examine how Richards (1985:2) defines them: ESL（English as a second language）In many countries a language that is not the mother tongue of the majority of the p

8、opulation may still function as an official language, that is, as the sole or major language of law, government, education, business, and the media. In countries where English has these functions it is usually referred to as a second language. English is an official ( and hence second) language in C

9、ameroon, Fiji, Gambia, Ghana, India, Liberia EFL (English as a foreign language) In countries where English is not an official language it may still have a significant role to play. It may be an important school subject and it may be necessary to pass an examination in English to enter a university.

10、 It may be the language of certain courses at university, or at least of a large percentage of the students textbooks. It may also needed for people who work in tourism, business, and for some section of the civil service. In countries where English has these functions, such as China, Japan, France, Germany, Mexico10The Result of Distinguish the ESL and EFLStudents can speak English but when they asked to write, they cannot avoid making mistakes of various kinds. This is a prevalent phenomenon at all levels. Look at these sentences written bu second-year college students: The company do