英语知识性课程与技能性课程衔接的整合教学法—语篇修辞视角的定性研究英语知识性课程与技能性课程衔接的整合教学法—语篇修辞视角的定性研究.pdf

Modern Linguistics 现代语言学, 2014, 2, 195-209 Published Online November 2014 in Hans. /journal/ml /10.12677/ml.2014.24024 An Integrated Approach to Producing Synergetic Effect from EFL Courses Oriented to Imparting Language Knowledge and to Developing Language Skills Respectively —A Qualitative Study from the Perspective of Textual Rhetoric Desheng Yang1,2 1 School of Foreign Language Studies, Wenzhou Medical University, Wenzhou 2 College of Foreign Languages and Cultures, Sichuan University, Chengdu Email: ydswywz@126.com, yangwmc@ th nd st Received: Sep. 20 , 2014; revised: Oct. 22 , 2014; revised: Nov. 1 , 2014 Copyright © 2014 by author and Hans Publishers Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). /licenses/by/4.0/ Abstract One of the important research problems in TEFL practices is to explore ways of producing a com- bined effect greater than the sum of what each separate course can create. This empirical study, one of the research series conducted in the past six years, aims at developing, by integrating the lesson content of English grammar and English writing that are traditionally defined as language knowledge oriented and language skills oriented university courses respectively in China, a me- thod to this end, and at locating the key factors underlying the synergetic effect. In this one-year qualitative research, a textual-rhetoric approach was devised to make possible the interaction of the two courses in order to develop students’ ability in using language at the level of discourse. Analyses of the data, mainly of qualitative nature, found that teaching