[1]李伟英,陈 新,田东婷.CLIL理论框架下地方院校商务英语教学的困境与对策——从综合商务英语课程教师和学生的认知出发[J].浙江外国语学院学报,2020,(03):42-50.
 LI Weiying,CHEN Xin,TIAN Dongting.The Dilemma and Countermeasures for Business English Teaching in Local Universities from a CLIL Perspective: Implications from Teachers’ and Students’ Cognition of the Course of Integrated Business English[J].,2020,(03):42-50.
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CLIL理论框架下地方院校商务英语教学的困境与对策——从综合商务英语课程教师和学生的认知出发(/HTML)
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《浙江外国语学院学报》[ISSN:/CN:]

卷:
期数:
2020年03期
页码:
42-50
栏目:
语言学及应用语言学
出版日期:
2020-10-30

文章信息/Info

Title:
The Dilemma and Countermeasures for Business English Teaching in Local Universities from a CLIL Perspective: Implications from Teachers’ and Students’ Cognition of the Course of Integrated Business English
作者:
李伟英陈 新田东婷
(长治学院 外语系,山西 长治 046011)
Author(s):
LI Weiying CHEN Xin TIAN Dongting
(English Department, Changzhi University, Changzhi 046000, China)
关键词:
CLIL商务英语教学教师认知学生认知
Keywords:
CLIL Business English teaching teachers’ cognition students’ cognition
文献标志码:
A
摘要:
本研究以某地方院校具有内容-语言融合型学习(CLIL)性质的综合商务英语课程为个案,探索教师的教学困境和学生的学习困境,并提出相应的课程建设对策。基于对两名教师的深度访谈和38名大二学生的半结构问卷调查分析发现,教师和学生均表示综合商务英语课程难度较大,教师的教学困难在于商务知识不够系统,学生的学习困难源于商务知识和语言知识的双重薄弱。本研究的发现对同类院校的商务英语课程建设具有一定的启示。
Abstract:
Taking the CLIL-based course of Integrated Business English in a local university as a case, the paper explores teachers’ dilemma in teaching as well as students’ dilemma in learning and provides some suggestions for curriculum development. The analysis of in-depth interviews with two teachers and questionnaires for 38 second-year Business English majors reveals that both the teachers and the students find the course of Integrated Business English difficult. For the teachers, the difficulty is caused by their unsystematic business knowledge, whereas the difficulty for the students is due to their poor business knowledge and deficient language proficiency. Based on the findings, suggestions are provided for the development of Business English courses in local universities.
更新日期/Last Update: 2020-11-09