中英英语教育制度比较研究

　第3卷第1期

2004年2月 江南大学学报(人文社会科学版)Journal of Southern Yangtze U niversity(H umanities &Social Sciences) Vol.3　No.1

Feb.　

2004

　【教育研究】

[收稿日期]2003209212

[作者简介]薛惠娟(19622),女,江苏江阴人,江南大学副教授,语言学硕士,西英格兰大学教育管理学博士研究生.

中英英语教育制度比较研究

薛惠娟

(江南大学外语系,江苏无锡214063)

[摘　要]从教学大纲、教材、教学方法和测试方法出发对中英英语教育制度,特别是中国针对非英语专业学生的

公共英语教学进行了比较。通过比较,得出结论:中国英语教学虽适于国情、适于英语学习者,然而作者所作之差异比较仍对中国未来英语教学具有启迪意义。

[关键词]比较;大纲;教材;教学方法;测试方法[中图分类号]H 319

[文献标识码]A

[文章编号]167126973(2004)0120090204

A Comparative Study of the Different English Education Systems

bet w een the UK and the People ’s R epublic of China

XU E Hui 2juan

(Department of Foreign Studies ,S outhern Y angtze University ,Wuxi 214063,China )

Abstract :This paper deals with the differences in the English education systems between the U K and the People ’s Republic of China in terms of teaching syllabuses ,teaching materials ,teaching methodologies and testing methods ,in particular ,English teaching to non 2English majors in China.It is concluded that TEFL in China suits the actual situations of the country and Chinese learners ,but implications can be drawn from the comparisons for future English teaching in the country.K ey w ords :comparison ;syllabus ;teaching materials ;teaching methodology ;testing methods

自从1979年李筱菊等人出版交际英语系列丛书以来,特别是自从李筱菊首次发表论文“In Defense of the Commu 2

nicative Approach ”以来,交际法已经登上了曾是语法—翻译

法一统天下的中国舞台。随着20世纪90年代中期交际法意识在中国的日益强化,传统英语教学法之不足已引起了全社会的注意。传统英语教学法的典型问题之一是英语学习者历经多年学习其实际书面和口语理解能力、尤其是交际能力仍然欠缺。针对中国英语教学特别是公共英语教学现状,本文从教学大纲、教材、教学方法和测试方法出发对中英英语教育制度进行比较以对未来中国英语教学起到一定的启迪作用。

一、中英教学大纲之比较———交际法教

学VS 语法教学

中国各层次英语教学多以以语法为基础的教学大纲为基准,强调培养学习者的英语阅读理解能力,忽略听说和交际能力的培养。《大学英语教学大纲》规定大学英语教学之目的是“培养学生具有较强的阅读能力和一定的听、说、写、

译能力,使他们能用英语交流信息”[1](P 1)

。当该大纲列出具

体教学要求时,其次序如下:词汇、阅读能力、听的能力、说的能力、写的能力和译的能力。如此排序重点突出词汇和阅读

的重要性与Y alden 的交际法大纲形成强烈的对照。[2]显而易

见,强调以语法为主的英语教学大纲造成了中国各层次英语教学忽略语言学习者交际能力的培养和发展。

在英国,英语教学大纲所制定之教学目的是培养学习者用英语进行自由交流的能力。英国英语交际法教学大纲的理论基础是Van Ek 1976年的《入门水平》,该书对象是欧洲共同体(European community )英语学习者。因为欧洲共同体成人英语学习者不仅希望能“在外国作为旅游者生存或在他们自己国家与外国游客接触”,而且“要求有能力建立并保持

社交”,[3](P 2)所以交际法大纲设计方向正确。以入门水平或

“交际能力水平”为出发点,Van Ek在其《入门水平》一书中详尽列出了语言功能和主题、语言活动、主题相关行为,以使欧盟国家英语学习者达到满足日常真实生活场景之需要。在语言活动中,说占首要地位,读列在末位。该排列充分体现了对口语和交际能力的侧重。Y alden认为交际法大纲应该包括诸如交际活动、语言功能等十大组成因素,其中语法和词汇列在最末位,[2]与中国大多数英语教学大纲排序完全不同。

欧盟(European Union)的成立使交际法大纲在英国得到广泛承认和实践。欧盟公民可申请去欧盟任何地方工作,即所谓的无国界,因此,英语是欧盟国操他语公民的第一外语,更是其工作语言。每年大量其他盟国公民来到英国,大量接触英语环境、文化的很多相似性、真实教材和交际法的使用以及完成真实任务的综合性测试等都对提高欧盟公民的英语水平起到了很大的作用。综合性测试反过来又对英语教和学产生了积极的反拨作用。结果,欧盟英语学习者比他国语言学习者习得语言快。他们在英国既掌握了英语,又发展了交际能力,甚至提高了去其他非英语盟国或去世界任何地区工作的交际能力。凭着这种近似本族语水平的英语能力,他们在现代世界获得了更多的就业和事业发展机会。

二、中英教材之比较———真实性语言材

料VS指定用书

由于环境限制和教材选择有限,中国英语教学缺乏语言的真实性。各层次采用的教科书大多以语法教学大纲为理论基础。英语教师往往在资源有限的条件下严格遵循教学大纲,不折不扣使用指定教材组织课堂教学。教师通常鼓励学生掌握词汇和语法知识,努力培养学生的英语阅读理解能力。、发展阅读技能训练、词汇句型训练以达到预期目的,课外作业和练习则起巩固作用。

在中国,同一英语教材一成不变使用多年屡见不鲜。比如《大学英语》教材首次使用是在1986年,十多年来,该教材一直是很多学校的统一用书。笔者20年前学生用书《高级英语》迄今几乎仍然是英语专业学生用书。虽以交际法为基础的《新编大学英语》已经问世,并且该教材每单元听、说、读、写围绕同一主题以培养学生的交际能力,但仍然缺乏与时俱进的更新。毫无疑问,缺少语言真实性的同本教材一成不变地被使用多年使得教师无力培养类似学生在英国大量接触真实语言材料后所发展的英语交际能力。

在英国,英语教学多采用真实性语言材料。这种教材帮助学生跨越了课堂知识与参与现实世界能力间的鸿沟。真实性语言材料给学生以学习真实世界活生生语言之感觉并与真实实体发生联系,因而能激发学生的求知欲、保持和提高学生的学习兴趣以及培养他们的实际交际能力。教材的真实性主要体现在教师千方百计通过各种不同材料模拟现实世界使之即时展现在教学中。这种活语言材料的选择来自诸如报纸、杂志、学刊、广播、广告、海报、电视、网络等各种途径,一切有助于教师交际法教学和学生交际能力发展的语言材料都在选择范围内。当今多媒体教学的广泛应用使课堂教学气氛更活跃、更富动感。

笔者2002年在西英格兰大学原语言学院访学时曾多次观察其语言培训班和学期前语言培训课程(pre2sessional course),发现任何找得到的资料都能用于教学:女王母亲的生平和葬礼、世界杯报道、女王登基50大典、海报和广告等。任何有关当今世界的报道都可被录音、录像并用作听力或视听教材。这些“活”语言材料让学生了解真实世界动态,激发和保持了他们的学习动机,促进了他们交际能力的发展。他们的课堂讨论气氛是笔者所见过最为活跃的。

教师要求学生完成的课外作业往往是准备下堂课小组或大组讨论和口头发言。学生为完成这些任务自己去图书馆、资料阅览室或上英特网查阅大量资料,因此,在完成真实任务的同时,学生的实际能力得到了很大的发展。

三、中英教学方法之比较———交际法

VS翻译法

在中国,各层次英语教学仍广泛采用传统的语法—翻译法。语法—翻译法偏重死记硬背词汇和语法规则,以教师、书本为中心,师生关系不平等。该教学法强调准确性,每一个发音和语法错误必定纠正,不管是否影响交际。传授语法知识、训练中英互译是教学中主要环节,忽略学生听说能力的培养。教师“传授知识”几乎主宰整个教学活动,学生则静坐聆听,很少参加课堂讨论,不愿发表自己意见。有限的教学互动形式就是教师问学生答,或根本不答唯恐犯错。

研究表明长期接受传统的语法—翻译法教学的中国学生沉默寡言、内向、被动、受条条框框约束多。就中国学生的沉默寡言至今有过很多研究。Reid研究表明中国学生多为视觉学习者。[4]大量阅读书本和看黑板造成了学生无法搞懂没有视觉辅助的讲座和谈话等。Oxford和Burry Stock发现中国学生十分主张按部就班的任务要求。[5]

中国各层次采用以语法为基础的“分散式”英语考试是广泛使用传统英语教学法的主要根源之一。为了应试,中国师生偏重词汇和语法规则,忽略学生交际能力的发展。传统教学法培养出的学生擅长语法结构但交际能力弱。Rao的案例分析表明中国学生“不喜欢参加交际型活动,而喜欢更为传统的课堂活动”[6]。中国学生在外国给教师留下口语能力差、不善表达的印象这一事实充分证明了语法—翻译法之不足。即使在倡导交际法的今天,中国英语教师仍然有挫折感、失望感。其原因之一是他们的学生对交际法反应消极,原因之二是他们本身英语水平有限无法自己组织编排交际性教材,又因缺少交际法技能训练无法组织交际法课堂教学。

在英国,英语教学采用交际法。笔者留英观察大学语言培训班教学和萨墨塞特郡的爱德蒙中学教学时发现无论是听力课还是写作课、无论是讲座课还是讨论课,都突出以学生为中心、师生关系平等以全面发展学生的交际能力。交际法英语教学强调学习者语言的流利胜过其准确性,不影响交际的错误往往忽略不纠。在教学过程中,英语教师以组织者和协调者的角色组织课堂教学、倾听学生发言、观察学生反

应、调节课堂气氛和讨论节奏。换言之,英语教师的作用是促进学生间或师生间的互动关系,活跃课堂气氛,通过强调在交际中学习培养学生的学习自主性和交际能力。教师应用各种视听辅助手段诸如图片、照片、幻灯、录音机、投影仪、多媒体和英特网等加强课堂互动效果。学生学习欲望和自主性强。课堂内丰富的教学活动诸如扮演角色、即兴表演、小组讨论、真实任务完成等让学生全方位投入各种情景和各种角色。在互动教学中,学生们被鼓励向权威人士———英语教师挑战。从这种意义上说,教师和学生成了共同的学习管理者。

英国英语教学的另一显著特点是课外辅导。辅导教师课后为学生提供额外的学习指导和反馈,激励学生学习,挖掘学生潜力。课外辅导对学生学习起到了非常积极的作用。在影响英语学习的很多因素中,学习者相信“教师的作用”和“反馈的作用”分别为第一、第二位。课外辅导使教师有时间发现并解决问题,确保学生学好英语,培养学生的学习自主性;教师亦可根据学生反馈意见随时调整教学方法,提高教学效果。另外,课外辅导所营造的友好和谐气氛缩短了师生间的距离,大大地有助于学生克服犯错恐惧,即克服“外语课堂恐惧”,“一种或严重或轻微影响学生的恐惧”。

英国英语教学界常年开展各种科研活动,特别是各院校自己终年开设的教师岗位培训项目(in2service training)丰富了教师在交际法教学过程中给学生提供课外辅导的经验,并使其教学技能不断提高。

四、中英测试方式之比较———综合性测

试VS分散式测试

中国英语教学大量采用“分散式”考试(discrete2point testing),以选择填空为典型。大规模英语考试中多项选择填空更是屡见不鲜。自1970年代引入“TOEFL”考试以来,选择填空在中国各类英语考试中发挥着越来越重要的作用。至今,中国许多大规模英语考试包含选择填空,如全国英语高考试卷、大学英语考试、英语专业学生英语考试、研究生入学英语考试、英语水平测试、公共英语考试体系(现用以替代英语水平测试)、自学人员英语考试、成人英语考试等。

事实上,英语测试界对多项选择填空的优、缺点一直争议不休。选择填空有其长处,特别是应用在大规模考试中,比如选择填空有信度、可比性、省力、容易被收入数据库。在有限的卷面和测试时间里,它们可覆盖更多语言点,并给师生提供很多诊断性信息。借助计算机或光电扫描仪,大规模英语考试的阅卷也能进行。但是,有些语言学家和教育家认为选择填空缺点多于优点。他们认为选择填空考试只能考核英语学习者诸如词汇和语法结构等的语言知识,不能提供丝毫学习者交际能力和英语水平方面的有用信息。有些认为选择填空考试对英语教和学产生了消极的反拨作用,因为教师仅仅进行“应试教学”:大量强化训练和模拟考试。Wu 得出结论:以选择题出现的听力测试中“有很多盲目性猜题,结果是考生不明缘由也能猜对答案”[7]。

随着交际法的推广,中国英语考试中听、说、写已增加权重。然而,因中国人口众多,英语口试范围仍有其局限性,比如大学英语四、六级英语口试仅仅少量优秀生(四级85分以上和六级80分以上)才有资格参加。

英国的英语测试多以诸如完成课程论文和口试等综合性考试(integrative testing)形式出现。在批阅课程论文和学期论文时,多采用双人批改法(double marking)和两人批改法(second marking)。前者指两位教师同时批改学生所交的两份试卷,互不知对方所给分数,批改结束后两人核对。若意见相异,两人商定出学生最后成绩。后者则指任课教师先批阅试卷,然后第二位教师———非任课教师第二次批阅。第二次阅卷目的是查看第一次给分是否公平合理以免学生申诉。第二位阅卷教师若同意任课教师所给成绩便签字生效,若不同意则两人商量直至给出双方都满意的学生成绩。

一般来说,无论是双人批改法还是两人批改法,因为批卷前已定出标准,所以均能确保成绩的公正性,避免阅卷的随意性,很少学生提出申诉。虽各年级评分标准会有所不同,但批改学生课程论文时,内容和语言始终是两个很重要的因素,通常内容占分比例更大,充分显示了交际的重要性。

凡是面试和口试,总须两位教师在场。如果人手紧缺,在场教师必须用录音机录下考试内容。面试和口试结束后,第二个打分教师仔细听录音,打分后与第一位打分教师讨论商定出学生的最终得分。

批改论文和给口试打分等综合性考试相当耗时,有时人们可能会对其信度和客观性提出异议,但这种考试能有效地测试英语学习者应用语言的真实能力。在英国,综合性测试对英语教和学起到了积极的反拨作用,最终促进了学生交际能力的发展。

五、结论———对中国英语教学的反思

本文所作中英英语教育制度之比较表明两国在教学大纲、教材、教学方法和测试上存在很大差异。在中国,英语教学乃外语教学,它偏重学习者阅读理解能力的培养。各层次英语教学采用指定教材,目的是确保学习者能够很好掌握英语语言知识以及提高英语阅读能力。英语教学更多采用语法—翻译法,以教师、书本为中心,师生关系不平等。考试大量采用“分散式”题型,以选择填空为典型。在英国,针对操他语学习者所制订的英语教学大纲注重语言学习者交际能力的培养。为培养该能力,母语为英语的语言教师如鱼得水地自己从丰富资源中自由选用涉及各种题材的真实语言材料。教师在教学中采用交际法,强调以学生为中心、师生关系平等以发展语言学习者之交际能力。英语测试采用诸如撰写课程论文、口试、完成真实任务等综合性考试形式。

笔者以上所作中英教育制度比较对未来中国英语教学具有一定启迪意义:

首先,更好地理解交际能力十分重要。正如著名语言学家Canale和Swain所指出的那样,交际能力包括:语法能力、社会语言学能力和策略能力。[8]中国英语教学大纲强调掌握语法、词汇,即大纲强调语法知识的掌握,忽略了社会语言学能力和策略能力的发展,而后两种能力恰恰是成功交际的关键因素。换言之,中国英语教学注重“用法”(usage),即英语

学习者的“语法规则知识”,而不强调“应用”(use),即英语学习者“应用语言规则进行有效交际的能力”。由此看来,中国英语教师应培养学生在各种情景中正确应用目的语的交际能力。

其次,教学大纲、教材、教学方法和测试方法共同作用方能改变中国英语教学现状。偏重或忽略其中任何因素都不能产生预期的结果。因此,各层次英语教学大纲应强调语言学习者综合能力的发展,特别是强调通过听、说训练发展交际能力。换言之,教学大纲应该体现重点的转移,即从重视学生语法能力的培养转向重视其交际能力的培养。

交际法逐渐普及带来了中国市场上英语新教材的问世。事实上,编写教材面临很多挑战,如源材料的匮乏,能否全面理解学生的学习过程,能否有效结合传统教材和多媒体教材等。因此,在教材有限的情况下,应鼓励教师重新设置语法练习以调整指定教材内容、培养学生完成真实任务之能力。

教学方法上,英语教师在教学中可增设扮演角色、即兴表演、小组讨论、个人发言、辩论等活动以丰富教学活动,活跃课堂气氛,增加学生间、师生间的互动。成功的英语教学既取决于教学方法的使用也取决于课堂内交际的类型。学生积极参与课堂活动是其语言发展的先决条件,它有助于学生学好英语。丰富的课堂活动和活跃气氛反过来又能激发教师的积极性和责任感。课外辅导也必不可少,因为该辅导既能帮助学生培养自学能力,又能加强师生间的相互沟通。

测试方法上,无论是以选择填空为典型的“分散式”考试,还是完成课程论文、口试等“综合性”考试,它们各有千秋。只要主、客观题型很好结合,选择填空仍可在中国大规模考试中保留使用。哪怕语法测试也能设置成交际性的。最为重要的是让测试对英语教、学产生积极的反拨作用。小规模测试宜多采用口试、完成真实任务等综合性考试以发展学生的交际能力。

最后,英语教师应承担传授文化知识的责任,因为在某种意义上说教语言就是教文化。教师应在课堂内增加新信息的输入和营造文化氛围让学生更多地接触目的语文化和社会,开阔学生视野。学生学会对差异的宽容,即学生对英语及其文化的正面情感有助于他们学好英语以及未来成功的交际。

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[5]徐莉娜.语境与释义[J].外语与外语教学,2000,132(4).

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2016年自考英语二教材课文讲义unit7

2016年自考英语二教材课文讲义unit7

Unit 7 Inner Voice I. New words and expressions New words 1. inner adj. 内心的；隐藏的 2. precisely adv. 准确地；恰好地 precise precision 联想：accurate, accuracy 比较：simply, possibly, subtly, truly / definitely, rarely, fortunately, likely / luckily, heavily 3. bombard v. 大肆抨击；连珠炮似地质问；提供过多信息， 4. dreaded adj. 令人害怕的；可怕的 5. small talk n. 寒喧；闲谈；聊天 6. hesitation n. 犹豫 hesitate hesitant hesitancy / hesitation 7. wonder v. 想知道；想弄明白；琢磨n. 奇迹 wonder wh-… do / work wonders / miracles

23. overwhelming adj. 巨大的；压倒性的；无法抗拒的overwhelming problems an overwhelmed person 联想：surprised / surprising excited / exciting amazed / amazing disappointed / disappointing frightened / frighting 注意：excited eyes / expressions / looks 24. scream v. 高声喊，大声叫 Phrases and Expressions 1. be lost in one's thought 陷入沉思 2. break down 失败 3. come up with 找到（答案等）；想出 4. drop…off （顺路）把…放下 5. take one's own life 自杀 6. in desperation 在绝望中；走投无路 7. care about sb. 关心；关怀 8. take a chance 冒险 9. make a difference 有作用；产生影响 II. Text Learning

英语二+12单元课文(带每句翻译)

Unit12 Text A Importance重 要 性 Many important things that contribute to our overall objectives and give meaning to life don't tend to act upon us or press us．很多重要事情有助于实 现我们的总目标，使生活有意义，但是它们不作用于我们.They're not ''urgent"，but they are the things that we must act upon．它们并不紧迫，但它们却是我们必须做的 事情。 In order to focus on the issues of urgency and importance more effectively，为了更有效地把精力集中在紧急和重要的事情上，let's look at the Time Management Table below．我们来看下面的时间管理分类表。As you can see it divide s our activities into four parts．该表将人的活动分为四部分，We spend time in one of these four ways：我们以其中任何一种方式度日。 　Urgent紧迫Not Urgent不紧迫 Important重要 I II Crises危机Preparation准备工作 Pressing Problems紧急问题Prevention预防工作 Dealine-driven projects, meetings, preparations有最 后期限的项目、会议和准备工作 Values clarification价值分类 　Planning计划 　Relationship building确立人际关系　True-creation真正的再创造 Not Important不重要 III IV Interruptions, some phone calls小插曲，某些电话Trivia ,busywork Some mail, some reports某些信件、报告Some phone calls某些电话 Some meetings某些会议Time wasters消耗时间的事情 Many proximate, pressing matters许多迫在眉睫的 事情 "Escape" activities“逃避现实”的活动Many popular activities许多大众活动Irrelevant mail不相关的信件 　Excessive TV过度看电视 Part I represents things that are both "urgent''and"important" ．第1部