欧盟国家对高等教育中内容与语言融合学习教学方式-吉林大学课程中心.docVIP

非英语欧盟国家对高等教育中内容与语言融合学习教学方式的经验性研究 王美玲 （山东大学 经济学院，山东 济南 250100） 作者简介：王美玲 女，生于1967年，汉族，籍贯河南， 山东大学经济学院副教授，芬兰瓦萨大学英语系在读博士; 研究方向：商务英语与跨文化商务沟通; 联系方式：电话：0531-8567339，手机电子信箱：wml4301@, 通信地址：山东省济南市山大南路27号，250100。 摘要 为了满足新世纪对复合型人才的需要，许多国家对外语教学调整和改革，采用了“语言与内容融合学习”的教学方式。语言与内容融合学习语言与内容融合学习─ An Empirical Approach WANG Mei-ling In the presence of high demand for multi-trade talents to face the challenges of the new century, a multitude of countries have adopted content and language integration learning as part of their foreign language teaching adjustment and reform programs. This paper starts with a comprehensive analysis of five content and language integration learning-based papers presented at the 13th European Symposium on Languages for Special Purposes. They are addressed from three perspectives: 1) the application of content and language integration learning; 2) the actual demand of the students and their difficulties involved in this teaching activity; and 3) the necessity and actual application of teacher training programs. Such three perspectives constitute elements involved in the whole teaching process. Based on detailed discussions, this paper concludes that this new teaching approach takes different forms across countries and effective application will depend on further in-depth empirical research. To extend their findings of empirical research approach to content and language integration learning to the Chinese tertiary curriculum context, the paper suggests their implications on bilingual education approach to subjects of non-English discipline still in its infancy in the Chinese context. Key words content and language integration learning Non-English European Union context empirical research implications 引言 21世纪是一个竞争激烈的国际化的高科技时代，知识经济化、经济全球化和高度信息化是其主要特点。这就对21世纪的人才提出了更高的要求。他们要具备扎实的专业知识、较高的信息素养和能在日常生活与专业领域用外语进行交流沟通的能力在这种背景下，20世纪80年代中期，许多西方国家开始实施将语言教学与内容教学相结合的改革实验，从而产生了“语言和内容融合学习”。这里的内容。. 图1 特殊用途英语三角形模式（Jordan1997: 277） 对五篇论文的综述和分析 本文建立在2001年8月20-24日在芬