欧盟国家对高等教育中内容与语言融合学习教学-四川大学课程中心.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进行了调整和改革，采用了“语言与内容融合学习”的教学方式。本文首先对五篇关于语言与内容融合学习教学方式实施的国际会议专题论文进行综合分析。五篇论文从三个不同的视角探讨了使用英语进行内容教学的问题。第一个视角是针对高等教育中内容与语言融合学习模式的实施。第二个视角是针对接受这类教育的学生需求和学生自身问题。第三个视角是师资队伍建设的必要性和实施情况。这三个视角涵盖了整个教学活动中的不同主体。同时，五篇专题论文的经验性研究结果显示，内容与语言融合学习的教学方式在不同国家的实施表现为不同的形式，成功的内容与语言融合学习的教学方式有赖于进一步的更深入的经验性研究，以及其对中国高校推行专业课英语教学的启示。 关键词：语言与内容融合学习教学方式 非英语欧盟国家 经验性研究 启示 Application of Content and English Integration Learning in the Non-English European Union Tertiary Education Context ─ 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 sti