（英语语言文学专业论文）能力本位在高职英语教学中的应用.pdf

ii 内容摘要内容摘要 基于能力的高职英语教学就是把能力本位的原则应用到高职英语教学， 提高学生 的英语应用能力。本文清晰的定义了学生的英语应用能力， 强调了英语知识、学习 态度和学习技巧的整合，最终以缩小社会需求与毕业生英语实际水平的差距。与传统 的英语教学相比，基于能力本位的高职英语教学强调的是学生能够用英语去做什么， 而不是英语是什么。语言的功能性和交互性在此教学过程中得到完全实现。 自 competency-based education （cbe） 在 90 年代传入中国以来，这个教学理 念刺激了高职教学改革，被应用于各学科，英语教学的改革主要体现于特殊英语 （english for special purposes） 。深圳职业技术学院率先将 cbe 与通用英语（english for general purposes）结合进行改革。但是到目前为止基于能力的英语教学都是在不 断探索之中。然而，英语作为世界的通用语言，学生的英语水平直接影响到教学质量 和学生能力的提高。因此如何提高学生的英语水平、满足社会对高端技能人才的需求 是个紧迫的任务。 本论文进行了基于能力的高职英语教学的探索和设计。 首先对目前的高职英语教 学大纲和教学方法进行了分析，提倡高职英语教学必须发挥自身的教学特色。其次对 能力教学从教学到评估，再到课程整合进行了阐述。然后用问卷，考卷和采访探讨了 高职英语教学的现状和存在的问题。论文最后进行了基于能力的英语教学设计，探析 了教学材料、评估标准和实践标准的设计。 关键词：高职英语教学；能力教学法；关键词：高职英语教学；能力教学法； 评估标准；整合评估标准；整合 iii abstract competency-based english teaching (cbet) is the application of the principles of the competency-based education (cbe) to the english teaching in vocational higher education (vhe). the final goal of cbet is to improve the learners english competency. so competency should be defined clearly. here it refers to the integration of english knowledge, attitudes and skills. now, many teaching materials and approaches hardly refer to the attitudes, let alone the integration of the knowledge, skills and attitudes. so it leaves the author a vacancy to research this topic. in comparison with traditional english teaching, cbet should not be focused on the notion of subject-oriented knowledge as is the previous research, but focused on the concept of competency. cbet is based on a functional and interactive perspective on the nature of language. in other words, it is not focused on what the language is, but on what we can do with the language, and how to make the learners perform well in a real situation. there is much research in english teaching based on cbe, but most of the research is focused on english for special purposes (esp), seldom focusing on english for general purposes（egp）. the mission of vhe in china is aimed at cultivating the professionals at the production line, such as skill-oriented workers, but english plays a major role in the sustainable development of both professionals and society. it is therefore urgent to improve the students english ability to meet social needs. in order to improve the learners english level, and make them perform well in real situations, the author implements the design of competency-based vhe english teaching, and finds out that cbet has its advantages over traditional teaching methods. the design of cbet in this research has proved to be an efficient teaching model by an experimental study. however, there will be possible limitations and obstacles, which need more teachers and specialists in this field to make further research. key words: vocational higher education；competency-based education; integration; assessment standards i 三峡大学学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究 工作所取得的成果，除文中已经注明引用的内容外，本论文不含任何其他个人或 集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均 已在文中以明确方式标明，本人完全意识到本声明的法律后果由本人承担。 学位论文作者签名： 日 期： 三峡大学研究生知识产权承诺书 本人承认：我作为三峡大学硕士研究生在校学习期间，在导师指导下，依据研究 工作所作学位论文的知识产权全部权归三峡大学所有。 本人承诺：我有义务维护三峡大学的知识产权，凡是以我本人学位论文内的全部 或部分研究成果，或实验数据为基础所形成的研究论文及成果，无论是以何种形式刊 发学术论文、进行成果鉴定或申报奖励，均以三峡大学为第一作者单位或完成单位， 并事先征得导师或学校相关部门的同意。 我愿承担因违背上述承诺而引起的一切法津和经济后果。 学位论文作者签名： 日 期： 三峡大学硕士学位论文 1 chapter 1 introduction 1.1 research background the aim of vocational higher education (vhe) is to develop highly skilled professionals (moe: 2000). english, as a lingua franca, is also a compulsory course in vhe which is aimed at developing the students ability to absorb and disseminate the important function through listening, speaking, reading and writing in english language skills. english, therefore, is only a medium of international communication and an instrument to improve some fields, particularly in science and technology for china. its teaching efficiency will relate to the development of the social economy in the long run. as a higher stage of vocational education, vhe is not only an important part of higher education, but also an important foundation for the development of society. however, in a traditional system, the process of teaching is time-based and teacher-centered, -ignoring the language communicative function which causes inefficiency in english for general purposes (egp). with the development of the social economy, and fierce international competition, english has been increasingly playing a major role in this context. it is therefore urgent to improve the students english ability to meet social needs. competency-based english teaching is the application of the principles of competency-based education to the english teaching in vhe (richard, 2001). since competency based education was introduced into china in the 1990s, it has had a profound influence on chinese vocational education, especially for vhe, but the effect expected has not been attained, for the theory departs from the real situation. therefore, how to apply the competency-based approach successfully to english teaching in vhe becomes a problem that needs to be solved. the author integrates the competency-based approach with the english teaching in vhe in alignment with the social needs of the vhe english syllabus of 2000. competency-based education is a kind of educational model which is used to help students attain their goals, in learning and language targets. competency-based english teaching can enhance the knowledge, skills and attitudes that english teaching needs by an analysis of the current english requirements of the industrial structure. finally, the author proposes a design for competency-based english teaching in vhe, in the light of the students ability, and the teaching goals. 三峡大学硕士学位论文 2 in addition to specifying the core competency which the students should possess, the teacher must specify the teaching, proficiency level and innovatory objectives in english teaching. according to an analysis of the english teaching, and the characteristics of vhe, competency-based english teaching is a process of acquiring professional knowledge, mastery of skills and is student-centered, and employs task-based teaching in comparison with traditional vhe english teaching. in other words, the traditional english teaching emphasizes what the language is, but the competency-based english teaching emphasizes what we can do with the language, and how to do it well (nunan: 2000). therefore, competency-based english teaching is not in line with the purpose of vocational education, but with the requirement of the principle “priority of practice and limitation of plenty” in the basic english syllabus, or a syllabus for english for general purposes (egp) of vhe. competency-based english teaching should be the reform direction in vocational higher education. 1.2 research significance although vocational higher education is rapidly developing, and engineering has been given much attention in vhe, the egp has been virtually ignored by the colleges. english for general purposes is a foundation course, which will influence directly the branches of other english courses, such as english for special purposes, professional english and business english. with the frequency of international communication, english will become increasingly important in the learners future and social development, in light of the principle of sustainable development. recent research was focused on studying how cbe relates to curriculum planning (williamson, 2007) and assessment (baarman et al, 2006; barrie, 2006; curtis heideman, 2005; nahrwold, 2005). so, research on the design of competency-based vhe english teaching in this situation, has significant theoretical and practical significance. 1.2.1 theoretical significance (1) make the schools administrators give more attention to english teaching, instead of solely emphasizing on science subjects. (2) make the english teachers adopt a flexible teaching approach, and focus their teaching points on what the learners really need in their future career. (3) make the students realize the importance of learning english for their lifelong 三峡大学硕士学位论文 3 development 1.2.2 practical significance (1) enhance the quality of the english teaching in vocational higher education to some degree. (2) make the english teaching in vocational higher education have its own characteristics instead of simulating the english teaching in undergraduate education. (3) give the teachers a reference for further research on this topic. 1.3 general organization of the dissertation there are six parts to my dissertation: chapter one gives an introduction to the research background, research significance and the structure of the dissertation chapter two mainly describes the vhe english syllabus and presents the vhe english approaches. chapter three is to explain why cbe should be chosen as a guideline to the egp of vhe in china. then a definition of language competency will be given from the vocational education and linguistic point of view. chapter four analyzes the current situation of vhe english teaching by means of a paper test, questionnaire and interviewing. chapter five will implement the competency-based vhe english teaching, from the design of teaching materials, teaching methods and assessment standards, which contributes to solving the problems proposed in the previous chapters. chapter six is the conclusion. the author will state what the advantages and limitations of the course design of cbet are as a result of the teaching in practice. the major contributions and further research will be demonstrated. 三峡大学硕士学位论文 4 chapter 2 vhe english syllabus and vhe english teaching approach vocational higher education in china has been rapidly developing since the policy of reform and opening up in the 1990s. english teaching has become increasingly important in the development of vocational colleges, with the admission of the need to prepare a workforce with academic and vocational skills to compete successfully in the world market. although the english syllabus for vocational higher education had been published in 2000, the traditional english teaching in vocational higher education has been following the teaching methods from universities. the english approaches mainly include the grammar-translation method, audio-lingual method, communicative language teaching and competency-based approach. most of the teachers tend to use the frontal three kinds of english teaching approaches, and are less aware, or ignorant, of the competency-based approach. so this chapter will implement three steps: firstly, compare the differences in english teaching between vocational higher education and undergraduates education. secondly, give a general introduction to the english teaching approach often used in china. finally, the author will draw a conclusion from the analysis of the syllabus, and english teaching approaches. 2.1 the vhe english syllabus although the vocational higher education is rapidly developing，english teaching is still virtually ignored. in comparison, there was not an english syllabus before 2000. as the basic requirement of the english course in vocational higher education, a national syllabus was formulated for trial implementation in 2001, based on basic requirements for the tertiary-level english course, issued by the state education commission in 1993. learners in vhe mainly come from regular high schools, and certain vocational high schools, or technical schools. therefore, the english level varies between students sharply. the ministry of education, (moe), requires two levels for vhe english teaching: level a and level b. level a is the normal requirement, especially for the learners from high school, and level b is a transitory requirement for the learners, except if graduating from high school. 三峡大学硕士学位论文 5 the ministry of education issued the basic requirement in 2000 as a result of the rapid growth in the number of vocational colleges. it is designed for non-english majors in vhe, and serves the national syllabus for english course in practice. the objective of this general syllabus is, to improve the students english fundamental knowledge and skills in listening, speaking, reading, writing and translation, so that they will be able to read and translate some job-related documents with the help of dictionaries, conduct simple oral and written communication in social and working activities concerning foreign affairs, and lay a solid foundation for future improvement of their english communicative competence (moe, 2000: 3). for this reason, egp must give more attention to the application of english. the basic requirements emphasizes the principle, “priority of practice, and limitation of plenty,” in vhe english teaching. the requirements of the syllabus for vhe english teaching has been manifested as follows: (1) vocabulary level a: the students should recognize 3,400 words, (including 1,600 they should master in high school), and the relevant most frequently used phrases. of the 3,400 words, 2,000 should be spelled and used properly. level b: the students should recognize 2,500 words, (including 1,000 words they should master before enrolling in college), and the relevant most frequently used phrases. of the 2,500 words, 1,500 words should be spelled and used properly. (2) grammar the students should grasp the basic grammatical rules, and correctly apply the grammatical knowledge in listening, speaking, reading, writing and translating. (3) listening level a: the students should understand english instructions, such as listening to, and playing english dialogues, simple statements in everyday activities presented only once at a speed of 120 wpm. level b: although understanding classroom instruction in english, the students should be able to understand english dialogues, and simple statements in everyday communication, presented only once at a speed of 100 wpm. (4) speaking level a: the students can enact some simple classroom conversations, and communicate with others in daily activities in english, and vocational activities concerning 三峡大学硕士学位论文 6 their major or social affairs. level b: the students should enact some simple activities, and communicate with others about some simple topics in english, and vocational activities concerning social affairs. (5) reading level a: the students can read, and understand some short english material on general topics at intermediate level, and the new words in any english material should not exceed 3% of the whole material. the speed in reading should be around 70 wpm. it is essential that the students understand short practical material, such as letters, manuals, contracts and so on. level b: reading short english material on general topics at intermediate level, and the new words in english material should not exceed 3% of the whole material; the reading speed should be around 50 wpm. it is necessary that the students should be able to understand short practical material, such as letters, product manuals, etc. (6) writing level a: the students should be able to complete a composition of 80-100 words, on a given topic in 30 minutes. the words in the composition should be appropriate, and without any serious grammatical mistakes. level b: a simple composition should be written, according to sample material. the words in the composition should be appropriate, and without any serious grammatical mistakes. (7)translating level a: the students should be able to translate some simple written material on general topics with the help of dictionaries. their understanding on the topic must be correct, and the chinese version must be properly expressed. for practical written material, new vocabulary should not exceed 5% of the whole passage; the translation speed should be around 250 words per hour. level b: the students should translate some primary written material on general topics. the understanding must be correct, and expressed in proper chinese. 2.2 difference between the english syllabus for vhe and university teaching practice is the core part of vocational higher education. therefore, english teaching in vocational higher education should be different from english teaching in university. according to the requirements of the english teaching syllabus of 2000, the english teaching in vocational higher education should emphasize three characteristics: 三峡大学硕士学位论文 7 applicability, practical and practicability. therefore, we never treat equally english teaching in higher education and vocational higher education. we must be clear of the difference between english teaching in university, and vocational higher education. in order to make clear our area of study, the author demonstrates the differences between university and vocational higher education, in respect of the purposes, content and principles of the english syllabuses as follows: (1) purposes: according to the english syllabus of 1999 for universities, the purpose of english teaching is to develop the learners capability in reading, listening, speaking, reading, and writing and translation ability to the highest possible level. the purpose of vhe english teaching is to develop the learners ability to use the language in light of english syllabus of 2000 (2) principle: the universitys teaching principle is to implement the classified education and teaching according to the learners ability. however, the principle of vhe english teaching is priority of practice, and limitation of plenty. (3) contents of the universitys english syllabus and vhe english syllabus 三峡大学硕士学位论文 8 table 1 modular en