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..Word资料.AdvancesinEnglishStudies(英语学科发展前沿)Dr.WuBenhu(本虎)Session2TheroleofforeignlanguagelearningReadingBerdan,S.N.etal.2012,January30.Englishisglobal,sowhylearnArabic?NewYorkTimes,RetrievedJanuary31,2012Question6:Whatcanyoufindoutfromthedebaters’generalinformation?WuBenhu:Ihavediscoveredthefollowingpoints:1.Allthedebatershavetheirinternationalperspectives.2.TheyoverwhelminglypromoteforeignlanguagelearningintheUnitedStateseventhoughEnglishisglobal.3.Theystresstheimportanceofforeignlanguagelearningfromdifferentperspectives.Question7:WhatdoesStacieNevadomskiBerdanmeanbysaying‘TheWorldHasChanged’?OrWhathashappenedtotheworld?WuBenhu:Theclaim‘Theworldhaschanged’hasaprofoundimplication:1.Wheneveryouworkabroad,youmustcompetewithgloballycompetentgraduateswithmultilanguagecompetency...Word资料.2.Theworldknows‘earlylanguagelearningworksbest,andaidscognitivedevelopmentbeyondlanguagearts’justasopeningawindowtotheworld?3.Theworlddiscoversthat‘languagealsomattersforappreciatingcultures,connectingandbuildingrelationshipsaroundtheworld’.4.Theworldfacesthesituationinwhich‘asbusinessglobalizes,ourcolleagues,customers,ownersandinvestorsareincreasinglyoverseas’.CourseworkforSession2:Answerthefollowingquestions:1.WhatareyourupdatedpurposesoflearningEnglish?2.HowdoyouimproveyourEnglishlearningforyournewpurposes?Session5ConnectingTheorywithPracticeinEnglishTeachingForewordasStudyGuideWhenyouareengaginginreading,keepthefollowingquestionsandconsiderationsinmind:1)Whatdoyouread?2)Howdoyouread?3)Whydoyouread?Withthesequestionsinmind,youwillreadwiththefollowingapproaches:1)Readselectively(选择性阅读):Investyourtimetothemostrewardingpartsofthemostinsightfulworkswhilekeepinganeyeontherest...Word资料.2)Readinteractively(互动性阅读):Valueyourresponsetothereadingwithequalimportanceofwhatisinthereading.3)Readprofessionally(专业性阅读):Aimatyourprofessionaldevelopmentwithmulti-disciplinaryapproachesandwithafocusonthelatestdevelopmentofthedisciplinesinvolved.ReadingsFleming,MichaelP.,MikeFlemingandDavidStevens.2010.EnglishTeachingintheSecondarySchool:LinkingTheoryandPractice.3rded.Oxon:Routledge.中华人民国教育部，2011，《义务教育英语课程标准》。北京：北京师大学出版社。1.WhatarethefivemodelsofEnglishteaching?(Fleming,FlemingandStevens2010:15-16)1TheEnglishteacherandtheNationalCurriculum1.2ModelsofEnglishteachingIntheversionoftheNationalCurriculumforEnglishbasedontheReportoftheCoxCommittee(DES1989),itwassuggestedthattherewereessentiallyfivemodelsofEnglishteaching,andthatmostEnglishteacherscombinedintheirteachingseveralifnotallofthese.ThetypesofEnglishteachingpositedbyCoxwereasfollows:1.apersonalgrowthview,whichtendstoemphasisethepupilasacreativeandimaginativeindividualdeveloping,intermsoftheteachingandlearningofEnglish,primarilythroughanintensiveengagementwithliteratureandpersonalcreativewriting;..Word资料.2.across-curricularapproach,stressingthedistinctivenatureofEnglishasthelanguageoflearningforvirtuallyallcurriculumareasandimplyingadefinitionofservicetotheseareasandtoeducationinagenericsense;3.anadultneedsemphasis,asessentiallyapreparationforthedemandsoflifebeyondschoolintermsofeffectiveunderstandingofandcommunicationthroughtheEnglishlanguageinitsmanyforms,includingthosevocationallybased;4.aculturalheritagemodel,withtheteachingbasedheavilyon‘great’worksofliterature,generallydrawnfromthepast;5.aculturalanalysisview,leadingpupilstoacriticalunderstandingofthesocialandculturalcontextofEnglish,particularlythevaluesystemswhichareinevitablyembeddedinthewayslanguageisused.WuBenhu’sSummary:Table5.1ThefivemodelofEnglishteachinghighlightedNo.ModelGoal1ApersonalgrowthviewForstudentstoactascreativeandimaginativeindividuals2Across-curricularapproachForstudentstolearnEnglishforalltheothersubject3AnadultneedsemphasisForstudentstobepreparedfortheirfuturelifeandprofession4AculturalheritagemodelForstudentstopayspecialattentiontothestudyofliteratureandhistoryastheculturalheritage5AculturalanalysisviewForstudentstoachieveacriticalunderstandingofthesocialandculturalcontextofEnglish..Word资料.《义务教育英语课程标准》(中华人民国教育部,2011:8)一、总目标义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等面整体发展的基础之上。语言技能和语言知识是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言；有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。过五个面相辅相成，共同促进学生综合语言运用能力的形成与发展。以语言技能、语言知识、情感态度、学习策略和文化意识等五个面共同构成的英语课程总目标，既体现了英语学习的工具性，也体现了其人文性；既有利于学生发展语言运用能力，又有利于学生发展思维能力，从而全面提高学生的综合人文素养。WuBenhu:1)WhatisthedifferencebetweentheBritishStandardsandtheChineseStandardsofEnglishTeaching?2)WhatcanwelearnfromtheBritishStandardsofEnglishTeaching?4.WhatisadynamicapproachtoEnglishteaching?(Fleming,FlemingandStevens2010:23-24)..Word资料.1.4PracticaldimensionsAgainwecanseehow,withalittleimagination,therequirementsoftheNationalCurriculummaybemetthroughanorganicratherthanmechanisticapproach.IndeedtheintroductiontothecurrentOrders,undertheheading‘TheImportanceofEnglish’,suggeststhatEnglishenablespupils‘toexpressthemselvescreativelyandimaginativelyandtocommunicatewithotherseffectively’(DfEE/QCA1999:13).ThustheNationalCurriculumcanbeviewednotjustasasetofindividualsyllabusr