“认知-交际”观在大学英语教学中运用情况探讨英语语言文学专业论文.docxVIP

PAGE PAGE iii Abstract in English Exercises in College English are designed for strengthening students’ linguistic knowledge and enhancing their ability to use the language through interaction and task-based approaches, which are used to develop students’ cognitive structures. Classroom teaching is the concrete reflection of CECR. The author takes Unit Two in Book One as an example and proposes a teaching thought of “activation of cognition — offering tasks— communicative application— study and induce— deepening of application” so as to develop students’ ability to use English in an all-round way. Testing is a measure of the embodiment of the teaching requirements. In New CET-4(2006), the first part (15%) is writing a composition. Listening Comprehension accounts for 35% in the whole test. And in Reading Comprehension, there are fasting reading, vocabulary choice (10%) and traditional reading (25%). In synthetic test (15%) includes error correction or cloze. It is clear that new CET-4 adds more subjective items which test students’ cognitive and communicative abilities. We have conducted investigations into four levels ranging from College English Curriculum Requirements, College English (New Edition), classroom teaching plan to CET-4. The studies at four levels have proved that our College English teaching is implementing the cognitive-communicative viewpoint. Key Words: a cognitive-communicative viewpoint; college English teaching; course design; structure of textbook; CET-4 List of Abbreviations List of Abbreviations V Cognitive Communicative Viewpoint(认知-交际观) CECR College English Curriculum Requirements(大学英语课程教学要求) CEMCCT— IC College English Multimedia Courseware for Classroom Teaching— Integrated Course (《大学英语》(全新版)综合教程多媒体课 堂教学光盘) CET-4 College English Test Band Four(大学英语四级考试) CLT Communicative Language Teaching(交际教学) ELT English Language Teaching(英语教学) FLT Foreign Language Teaching(外语教学) TEFL Teaching English as a Foreign Language(英语作为外语教学) 湘潭大