iReasearch学术科研网

摘要：目前大多数学术英语课堂的教学实践表明;仅讲解学术英语的语言语体特点;效果甚微。学术论文写作是一个创造新知识的过程;学术英语是学术论文表达新知识的载体。本文提出假设:"学术英语"的获得过程即是新知识产生的过程。并以英语专业大四学生为对象;通过课堂设计来检验该假设。对照班按照传统讲解式教学。试验班采用过程为中心、专题导向及探究型的教学方法;教师给学生的习作给予反馈;并针对语言问题设计专项练习。结果表明;两个班不同程度地掌握了学术语言;试验班的学生能够掌握学术语言中的低层次及高层次的技能;而对照班的学生只掌握低层次的技能。这说明学习者只有体验和参与新知识的产生过程才能掌握学术英语。

It has been proved ineffective to teach academic English by explaining its features in the traditional academic English class.The process of research article(RA) writing is a process of creating new knowledge.Academic English is the media to express academic thoughts in RAs.Learners can acquire academic English through involvement in process of creating new knowledge in completion of RA writing task.Two different classroom teaching designs were adopted to test the proposed hypothesis.The control class adopted analytical explanation method;while the experimental class adopted process-centered,theme-oriented and inquired-based approach.The experimental class received immediate feedback on meaning and mini-training sessions on language problems.Results showed that both classes could master academic English at different levels.The experimental class mastered both low and high level skills of academic English,while the control class mastered most of the low level skills.This indicates that students can acquire academic English by experiencing creation of new knowledge.