英语专业高年级学生思维能力与跨文化交际能力的培养.ppt

1、英语专业高年级学生思维能力与跨文化交际能力的培养,文秋芳 北京外国语大学 中国外语教育研究中心,普通高等学校人文社会科学重点研究基地 北京外国语大学 中国外语教育研究中心,发言提纲,对英语专业培养目标的理解 英语专业毕业生存在的两个主要问题 对问题的思考及解决问题的建议,第一部分,对英语专业培养目标的理解,英语教学大纲： 一、培养目标 .这些人才应具有扎实的基本功、宽广的知识面、一定的相关专业知识、较强的能力和较高的素质。也就是要在打好扎实的英语语言基本功和牢固掌握英语专业知识的前提下，拓宽人文学科知识和科技知识，掌握与毕业后所从事的工作有关的专业基础知识，注重培养获取知识的能力、独立思考的能

2、力和创新能力，提高思想道德素质、文化素质和心理素质。（第一页）,“以人的发展为本”的原则,60年代-70年代末：以语法结构为纲 忽视语言结构的交际功能，只强调结构，而忽视意义；忽视语言交际的真实性，为学结构而学习结构 80年代开始：以功能为纲 忽视语言交际的真实性，因为单一功能难以完成某个交际任务 90年代：强调知识的复合 共同弊端 过分强调语言内在的规律与市场需要的知识结构，而不考虑人的全面发展,人生观与世界观,终生学习与研究能力,语言形式 语言内容 知识/技能 知识/思维,英语专业培养目标,语言形式：准确性、流利性、多样性、得体性 语法、词汇、语音语调 听、说、读、写、译 语言内容：言之有

3、物、言之有理 知识面宽广 人文/科技 古代/现代 中国/外国,思维能力 逻辑思维能力：条理性/精确性/统一性 辩证思维能力：灵活性/全面性/深刻性 创新思维能力：探索性/多样性/不定性/批判性 人生观与世界观 自我：自信、自尊、自律；正直、诚实、谦虚；坚强、 勇敢；有决心、有毅力、吃苦耐劳. 人际关系：平等、仁爱、宽容；善协作，能领导. 人与社会的关系：爱国心、责任心、献身精神、尊重多 元文化、民主意识、法律意识. 人与自然的关系: 环保/生态/可持续发展意识.,终生学习/研究能力 善于向别人学习 独立学习/自我评价 运用字典 运用参考书 运用图书/网络资料 写摘要/记笔记 发现问题 收集数据

4、,第二部分,英语专业毕业生存在的问题,问题一,“思辩缺席症”,问题二,跨文化交际能力不强,对外语专业学生思维能力评价,与其他人文类文科专业相比，外语专业毕业生在逻辑思维和条理性方面表现较差，缺乏较强的分析、综合、判断、推理、思考和辨析能力，显现出令人担忧的“思辨缺席症”。 （入世与外语专业教育课题组，2001）,逻辑推论,语言与思维的关系 教育与思维能力发展的关系,语言与思维的关系,语言是思维的工具 语言水平高有助于思维发展 语言水平低不利于思维发展,语言水平高有利于思维的发展,语言水平高为高水平的思维能力发展提供了潜在可能性； 语言水平高的人如果不有意识地训练自己，思维水平不一定高。,语言水

5、平低不利于思维发展,语言水平低，通常思维能力也低 语言水平低的人要达到高层次的思维能力比较困难。,外语水平与思维关系,外语水平与思维的关系比较复杂 与母语与思维的关系有相同之处，也有不同之处 有可能用较简单的语言从事相对比较复杂的思维活动,教育与思维能力发展的关系,学生思维能力的发展应该随着教育水平的提高而提高,思维能力发展的阶段性,辩证逻辑思维 形式逻辑思维 形象思维,抽象思维,学习内容,输入：多为故事、科普文章、新闻；很少说理性强的论说文 输出：日常生活话题、简单议题,学习方法,模仿 记忆 复述,实证数据,中国大学生英语写作能力发展的规律与特点（教育部人文社科项目01JA740030） 中

6、国大学生英语口语能力发展的规律与特点（社科项目04BYY039）,中国大学生英语写作能力发展的规律与特点,研究对象 14年级英语专业学生 120 out of 236: 每个年级随机挑选30名学生,数据收集,2002年春季开学初，写作课教师分别在各自的班级要求学生就所给的题目在50分钟内写出300字左右的作文。,作文要求,有些人认为接受教育就是上大学，或者是得到一份好工作的必备条件，但是大多数人认为教育是终身之事。你认为教育对现代成人的重要性是什么？以终身教育为题写一篇300字左右的作文。,数据分析,作文内容参数 文章切题性：审题 观点明确性：立意 篇章连贯性：布局 说理透彻性：论述,文章切题

7、性,关键概念 终身教育 现代成年人 概念之间的关系 终身教育对现代成年人的重要性,切题性上存在的问题,对关键概念加工深度不够，准确性不高 对概念之间的关系理解不准确,Misinterpret the key concepts,Lifelong education Education A modern adult person a person,Lifelong education education,Ones life is limited, but the knowledge isnt. We cant learn all the knowledge in our lifetime but

8、we can have our lifetime full of knowledge. Education is a method to get knowledge and has lots of positive effects on us (No.3 Grade One),A modern adult person a person,In a word, education does a lot of good to children as well as modern adult persons. For everybody, it is a lifelong process which

9、 should be persisted in. (No. 27, Grade 3),Misinterpret the relation between the concepts,Briefly, education can be divided into three major processes in ones life. In the primary process, especially in ones studying period, a person must study from the basic and simple home education to the systema

10、tical school and college studiesIn the second process, people are to establish ones career (No. 15, Grade 4),Relevance,1.7% (2) (totally irrelevant) 21.7%(26) (education) 23.3%(28)(what a lifelong education is) 25%(30)(a person) 28.3%(34)(correct),Problems in Sufficiency,illogical reasoning Inapprop

11、riate examples Without supporting evidence,Illogical reasoning (1),In a word, if making money is a lifelong process, why education cannot be a lifelong process. After all, it can help you make money, isnt it? (No. 2, Grade 1),Illogical reasoning (2),If there were no education in the world, there wou

12、ld be no people in the world because education teaches us the common sense of the world. (No. 15 Grade 2),Inappropriate examples,For some reasons people may quit school at early ages. However, they can actually find that the chances of getting educated lie in their whole life. For instance, many peo

13、ple who have physical disadvantages, like Zhang Haidi, keep seeking knowledge (No. 18 Grade 4),Without supporting evidence,Moreover, the world is approaching an information age with great changes that take place every day. What once has already learned is far from enough to use in social life. Unles

14、s they regard education reception as a lifelong process (No. 18 Grade 4),Sufficiency,15.8%(19) (illogical reasoning + no substantiation) 16.7%(20) (partial reasoning logical + no substantiation) 26.7%(32) (Logical reasoning+ no substantiation) 26.7%(32) (logical reasoning+partial substantiation) 14.

15、1%(17)(logical reasoning+complete substantiation),Counter argument,These pieces of evidence cannot prove English majors are poor in thinking We do not know how they think in Chinese. We do not know how other majors write on this same topic.,Question,If English majors produce such compositions for fo

16、ur years, what kind of impact on their thinking development?,Analogy,Imagine two groups of secondary school graduates English majors are in a dark room for four years while other majors in the daylight for four years. What will happen to these two groups of students?,问题二,跨文化交际能力不强,Rules in intercult

17、ural communication,The rules of the target language are not the norms for intercultural communication in many cases. The rules are resulting from the interaction of the cultures of interlocutors.,Intercultural rules,L6 L7 L8 L9 L10,L1 L2 L3 L4 L5,Open, dynamic, on-line generated,Scenarios,1. One Swe

18、dish manager is talking to one Chinese staff member in a branch of Erisson in Nanjing 2. One Japanese employer is talking to one Mexico employee in English in a branch of Toyota in California. 3. One Australian, one Canadian, one American, one Chinese, one Korean, one Indian, one Japanese, one Malay

19、sian, one Israeli and one Norwegian are having a discussion on a joint research project for the first time. The Norwegian is the team leader.,Warschauer (2000) When he worked in Cairo, Egyptian colleagues regularly revised the English language written correspondence of Americans to help ensure that it met the