TESOL教学理念对中国大学英语教学的启示

TESOL教学理念对中国大学英语教学的启示摘要：TESOL是针对母语为非英语国家的人进行英语教学。TESOL的教育模式和教学理念因其教育对象的特殊性，除了要考虑英语语言本身，还要因地制宜、因人而异，考虑到文化背景差异、学生自身母语语言习惯等众多因素。本文在通过对TESOL教育理念和模式的分析中，分析其侧重点和独特性，揣摩原因。同时，根据中国当今大学英语教育现状，分析大学英语教育的不足之处和原因。将两者进行比较分析和匹配。试图寻找利用TESOL教育理念和模式“中国化”的方法，将其理念结合中国的国情，运用到大学英语教育中，提出改善的 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 。关键词：TESOL；教育模式；教学理念；中国大学英语教育；缺陷；启示TheImplicationsforChineseCollegeEnglishTeachinginLinewithTeachingPrinciplesofTESOLAbstract:TESOListeachingEnglishtopeoplewhocomefromnon-English-speakingcountries.Duetotheparticularityoftheeducated,besidesEnglishitself,theeducationalpatternandidealofTESOLmustmakeadaptationaccordingtodisparatelocationsandindividuals.Therehavetobeagreatnumberofthingstakenintoconsideration,includingthedifferencesofculturalbackgroundsandnativelanguagepreference,etc.ThispaperwillelaborateTESOL’semphasisandsingularitybasedontheanalysisoftheeducationalpatternandidealofTESOL.Meanwhile,itwillmakeanalysisonthedeficienciesandcausesofChinesecollegeEnglishteachinginaccordancewiththecurrentstatus.Bycomparisonoftheabove,thispapercanachievetheimplicationsforChinesecollegeEnglishteachingandproposesuggestionsforadjustingandimprovingtheeducationalpatternandidealofTESOLinChina.Keywords:TESOL;educationalpattern;educationalideal;ChinesecollegeEnglishteaching;deficiencies;implicationsTheImplicationsforChineseCollegeEnglishTeachinginLinewithTeachingPrinciplesofTESOL1.IntroductionUnderthecircumstancethatthetrendofglobalizationisblossoming,anincreasingnumberofteachersandstudentsapplyforforeignuniversitiesorcollegesforthesakeofacquiringadvancedlanguageteachingmethods.Inaddition,thelargerdemandofEnglisheducationpromotesTESOLasoneofthehottestmajorsofstudyingabroad.TESOListheabbreviationof“TeachingEnglishtoSpeakersofOtherLanguages”.Therefore，itfocusesonEnglishlearnersfromnon-English-speakingcountries(e.g.ChinaandFrance).AndtheoriginalintentionofsettingtheTESOLmajoristohelpimmigrantsandforeignstudentstoacclimatethemselvestocircumstanceandenhancethecommunicationability,andalsotheeducationdepartmentcanoptimizetheeducationalsystemforpurveyingbetterserviceforinternationalstudents.Duetotheparticularityoftheeducated,besidesEnglishitself,theeducationalpatternandidealofTESOLmustmakeadaptationaccordingtodisparatelocationsandindividuals.Notonlythedistinctivebackgrounds,butalsospeciallanguagepreferencemustbetakenintoaccount.Ontheotherhand,albeitChinesecollegeEnglishteachinghasobtainedafairamountofprogressinthe21stcentury,therearestillsomeproblemsexistingorbeingneglected.ThisthesisisconcernedwithhowtotakeadvantageofTESOL’seducationalpatternandidealinChinatoovercometheseissuesandraisesolutionstoimproveboththeefficiencyandqualityofChinesecollegeEnglishteaching.2.LiteratureReview2.1.WhatisTESOL?Englishisalanguagewithgreatreachandinfluence;itistaughtallaroundtheworldunderadiversityofcircumstances.TheTeachingEnglishtoSpeakersofOtherLanguagesisabbreviatedbyTESOL.ItpreparesteacherstoteachstudentswhosenativelanguagesarenotEnglish,e.g.aChineseteachingstudentswhodidnotlearnEnglishastheirfirstlanguage.TESOLcanbestudiedeitherinthestudent'shomeland,aspartofthenormalschoolcurriculum,or,forthemoreprivilegedminority,inanAnglophonecountrythattheyvisitasasortofeducationaltourist,particularlyimmediatelybeforeoraftergraduatingfromuniversity.(Annex,2009)Someleanersmaynotbeablyintroubleaccustomedtoorcomprehendsomeculturalperceptionsintheclassroomasfaraslearningasecondlanguageisconcerned.Culturaldisparitiesincommunicationstylesandpreferencesfornativelanguagearealsosignificant.2.2TheTeachingPrinciplesofTESOL2.2.1EducationalIdeal2.2.1.1Student-orientationwithTeachers’GuidanceSinceTESOLpaysmoreattentiontoteachingEnglishratherthanEnglishitself,teachersarewillingtogivemoreopportunitiestostudents.Ontheonehand,itisofgreatbenefitforstudentstotakepartinclassactivitiesactively,whichenablesthemtodevotetotheclassinsteadofpassivelyacceptingknowledge.Ontheotherhand,teacherscanobservetheperformanceofeachstudentscarefullyandreceivefeedbackinadirectway.Beforetheclassbegins,teacherswouldliketochooseatopic,arrangeclassactivitiesandassignhomeworkorresearchonthebasisofstudents’capabilityandinterests.2.2.1.2CooperationandIndependenceSomescholarshavecontendedthatifcooperationisnotthelargesteducationalrevolutiononcontemporaryera,itmustbeoneofthelargest.Cooperativelearningistodivide4-6studentsintoseveralgroupstocompletecommontaskslikegroupdiscussionorplayscenariosimulationtogetherforthesakeofimprovingtheirownandtheothers’capacitytothemostextent.Forstudents,whentheycollaboratewithotherstudents,theycanenhancethemotivationtostudyandtheintereststoengageinclasspositively.Moreover,itisafairwaytogiveeverystudentanequalchanceandpresenttheirownthoughtsdauntlesslysincethosewhoaremoreassertivemustofferotherteammembersthesamechance.Andfromtheteachers’perspective,theyshiftfromtheroleofeducatorstoworkmatessoastostrengthentheinteractionwithstudents.Itisalsomoreconduciveforteacherstoletstudentfeelesteemed,whichleadstosatisfyingatmosphereinclass.IndependenceisanotherindispensableidealintheprocessoflearningTESOL.Itrequiresstudentstoberesponsibleforitsownstudywhetherinoroutofclass.Thusastudentsmustpresentinitiative,activityaswellasindependenceinself-study.Self-monitor,self-directionandself-reinforcementaremajorcomponentsofindependence,whichcanincreasestudyefficiencyandquality.TESOLcombinescooperationwithindependencebyemphasizingbroadcollaborationandsettingupowntarget,sostudentsarecapableofarrangingdifferentplansandatthesametimeobtainingmutualassistance.2.2.2EducationalPattern2.2.2.1MaterialsWritingandChoiceOneofthespecialthingsaboutTESOListhatafairnumberofcoursesdonothaveanyrequiredtextbooks.Exceptforlanguage,learningandteaching,thereisperhapsnomoreimportantconceptinthefieldofTESOLthanculture.Knowledgeoflanguage—including,centrally,howtouseit—cannotbedevelopedwithoutatthesametimedevelopingknowledgeofthesocioculturalcontextsinwhichthatlanguageoccursandforactioninwhichitexists.(Dwight,1999)Teacherswouldcompileteachingmaterialsbythemselvesonthebasisofstudents’languagelevelandculturalbackground,whichavoidsstudentsusingidenticaltextbooksforwholesemesterandensurestimeliness.Becausethesematerialscanbevariableandfollowcurrentaffairs,theircoveragemaycontainadiversityofdomainssuchashistory,technology,entertainmentorevensports.Thus,inclassteachersmayproposeapieceofnewsjusthappeningyesterdayasthetopicforgroupdiscussion.Theplentyandmultitudinouselementsinterwovenintomaterialsrenderstudentstoimbibeknowledgeunderreallanguageenvironment.Moreover,anotherkeypointonTESOLtextbooksisthecombinationoftheoryandpracticeandadaptationoflanguageandculture,whichshowsglaringcontraststostudyingonexclusivelylinguistics,literatureorpedagogy.2.2.2.2CurriculumProvisionHerewetakeseveralcoursesofTESOLintheUniversityofSouthCaliforniaasexample:Term1:FramingtheSocialContextofHighNeedsSchoolsorClassroomTeachingfromaComparativeandInternationalPerspectiveTerm1:NewMediaLiteraciesinHighNeedSchoolsTerm2:IntegratingLiteraciesinSecondaryContentInstructionTerm2:TESOLPedagogyTerm3:PracticumATerm4:AssessmentandInstructionsforDiverseEnglishLearners(http://rossieronline.usc.edu/academics/tesol/course-descriptions/)Fromtheabovecourses,itisconspicuousthatbesidesbasicconceptionsandtheories,TESOLalsoconcentratesontheinternationalandsocialbackgrounds,theusageofdifferentresourcesandactualpractice.Inaddition,studentswillgainmanyopportunitiesforinteractionwithbothteachersandotherstudents.Onthefoundationoftheteachingprincipleof“student-orientationwithteachers’guidance”,afterpresentingbasictheories,theteacherwilldividestudentsintoseveralgroupsandorganizegroupdiscussiononthematerialsortasksassignedbefore.Thetimeisround10-15minutesdependingonthedifficultyoftasks.Afterthat,eachgroupshouldpresenttheirfinalresultsbyoneortworepresentatives.Toavoidpassiveparticipation,teacherswillwalkthroughtheclassroomandtakepartingroupdiscussioninturnswhilemakingsomeevaluationorsupplyingassistance.Everystudentcanobtainequalchancetoshowcaseownviewpointsandactivelyinvolveoneselftoclass.2.2.2.3Homework&ExaminationBecausetherearehighdemandsofTESOLlearnerswhoaresupposedtoequipwithstrongabilityoflistening,speaking,readingaswellaswriting,thesestudentshavetoreadawiderangeofrelevantbooks.However,justatthebeginningofonesemester,teacherswouldputthewholereadinglist,teachingplanandthedeadlinesforuploadinghomeworkelaboratelyonschoolwebsite.Bydoingthis,thepressurelaidonstudentswouldberelievedandtheycanmakeownplanaboutthewholesemesterinadvance.Further,aftereverypieceofwritingishandedin,theteacherwouldmakewrittenfeedbackratherthanonlyascoreorpointoutsomegrammaticalmistakes.Anotherspecialtyispeers’feedback.Ithasshownthatstudentscananddoreviseeffectivelyonthebasisofcommentsfrompeerreadersandtendtobeofadifferentkindfromthatoftheteacher.(Rollinson,2005)Thismayheartenorinspirestudentsoratleastprovideashiftfromthemoreone-wayinteraction.FormostTESOLstudents,theexaminationformistoengageinpracticumwheretheyhavetotransformformtheroleofstudentstothatofEnglishteachers.Todemonstratetheknowledgeandskillsdevelopedthroughouttheprogram,studentshavetocompletetheteachingpracticum,includinga)observingexperiencedteachers,b)observingpeersliveoronvideotape,c)beingobservedbysupervisingormentorteachers,d)attendingpracticumseminars,e)deliveringclassroominstructions.(Wu,2001)Theyaresupposedtomakeuseofwhattheyhavelearnedtoteachingpractice,andhencethejudges,theirstudents,wouldmakerealevaluation.PracticumistantamounttoanenormouschallengerequiringEnglishapplicationabilityandstraincapacity.2.3TheProblemsofEnglishTeachinginChineseUniversities2.3.1TheStatusofEnglishTeachinginChineseUniversitiesAccordingtothelatestversionofCollegeEnglishCurriculumRequirementspublishedin2007,thetargetofcollegeEnglishteachingistocultivatethecomprehensiveapplicationability,especiallythelisteningandspeakingabilityinordertomakestudentscommunicatefluentlyandeffectivelyinlaterwork,studyaswellassociallife.Meanwhile,itisofsignificancetoenhanceself-studyabilityandculturalawarenesstoacclimatethemselvestothedevelopmentandinternationalcommunication.ItgoeswithoutsayingthatChinesecollegeEnglishteachinghasbeenmakingadvancementinawiderangeoffields.Firstly,takingadvantageofnewmediaresources.Teachersstarttousehigh-endtechnologyinclassroomforthesakeofhigherefficiencyandenjoyment.Forinstance,Englishaudio-visual-speakingcoursesadoptthesoftwaretointegratesounds,images,textsandanimationinoneclass,whichfacilitatestheprocessofteachingandlearningvivid.Besides,teachingemphasisshiftsfromreadingtolisteningandspeaking.Intradition,therequirementtostudentswasprimarilyonreadingbecauseoftheirrestrictedaccesstoforeigninformation-relyingonwrittenliteratureanddocuments.Nevertheless,asthecontactwithforeigncountriesturnstobemorefrequentandthetoolsarediversified,agrowingnumberofcompaniesareinclinedtohirethoseequippedwithhigherlisteningandspeakingcapability.Schoolsandteachersconsciouslybuildupenvironmentformoreoralandlisteningpractice.2.3.2ProblemsofEnglishTeachinginChineseUniversitiesChinesestudentsarerequiredtolearnEnglishasacompulsorycoursein3rdgradewhentheyareinprimaryschool.AlthoughgreatimprovementhasbeenmadeforseveraldecadesinChina,mostcollegestudents'Englishperformanceisfarfrom'good'.ThemainproblemsexistinginChinesecollegeEnglishteachingcanbecategorizedinto3parts.2.3.2.1LackofPracticallyHelpfulTeachingBooksCurrently,collegeEnglishteachingbooksavailableinChinaareallfocusedoninstillingEuropeanAmericanculturedirectly.Regardlessofdomesticpublicationsorintroducingoriginalforeignbooks,theyjustsatisfystudents’needofgettingknowledgeofWesternculturebutnottheneedofcross-culturecommunicationinChinesesociety.Moreover,alackoffullunderstandingofChineselearners’learningprocessintheformalschoolenvironmentalsobringsproblems.OncebyignoringdistinctiveneedsandrealcircumstanceofEnglishlearners,itwillcausepoorapplicationandcomprehensionoflanguage.AstudyoftextbooksconductedbyMinCui(2010)fromJilinUniversity,foundthatover50%ofthe1,036sophomorestudentswantedtototallychangethecurrentlyusedtextbooks,whichweresupposedtobettersatisfystudents'realneed.(Dao,2013)2.3.2.2LackofInteractionwithTeachersMcClurenotes,“Asianstudentsareaccustomedtosittingattentivelyandfollowingtheteacher’sinstructions,butwhenquestionsaredirectedatthem,theyarereluctanttoreplyincasetheiranswershouldbewrong.”(Zhu,2004)SincetheteachingidealofChinesecollegeEnglishteachingisstillteacher-oriented,studentsareputinthesecondaryplacewheretheymisstheopportunitiestocommunicatewithprofessors.InaccordancetoDavidNunan’sTraditionandChangeintheELTCurriculum,thecurriculumshouldbechangedfrom“atransmissionmodel”to“anexperientialmodel”.Thatistosay,educationissupposedtocreateconditionsforEnglishlearnersandletthemrecreatetheirownknowledgeratherthanmerelydependingonfactualityorstylization.Thus,onlyput-inbyteachersisinappropriateanddecreasestheinterestsandmotivationofanalyticalthinking.2.3.2.3LackofFlexibleAssessmentLanguageexaminationisquiteessentialtoChineseuniversitystudentswhowererequiredtopasstheCET-4(CollegeEnglishTest)andCET-6beforegraduation.CollegeEnglishteachinginChinabegantosuffersevereattacks,beingcriticizedasinefficientandtestoriented,asmanystudentswithCET-4certificatesarefoundunabletocommunicateeffectivelywhentalkingwithnativespeakers.Nonetheless,whetherthistestcanmeasuretherealEnglishskillofstudentsarousespublicconcerninrecentyears.CETmainlytestifiestheEnglishknowledgeandlanguagebycloze,readingandwriting,tonamejustafew.QuestiontypeofCETischieflymultiple-choicequestions,whichcouldn’treflecttheapplicationandcommunicationskills.AsforEnglishmajorstudents,TEM-4(TestforEnglishMajors)andTEM-8alsoexposethesameproblems.Asingletestformnotonlycannotcatchupwiththedemandofworkbutalsoimposeheavyburdenonbothteachersandstudentswhogrindofftheirmotivationtotransferandlearnaboutpracticalknowledgeasmuchaspossible.2.3.3ReasonsFirstofall,moststudentslackaclearanddeterminedintentiontostudyEnglish.Fromprimaryschool,theyaretaughttorecitetextsandbeartherulesofgrammarintomindbecauseitisoneofthecompulsorycourses.Butinfact,Englishshouldnotbejustaclassorakindoftoolforcommunication,butenrichone’smindandbroadenone’soutlookbyvirtueofgaininginsightsintootherculturesandshortenthegapamongdistinctivenations.Second,thetest-orientededucationidealrestrictsthedevotionofEnglishteachersandlearners.RegardlessofCET4orTEM8,ChinesecollegeEnglishteachingseemstofinallyaimatpassingtheexaminationsandthuswhenconfrontedwithpragmaticissuesinreallife,studentsstilltryhardtorememberwhatthetextbooksaysbuttheycanfindnothinguseful.Wecannotdenythepositiveresultstheseexaminationshavebrought,butwhatismoreimportantisthenegativeimpacttheyhavecaused.Allofthoseexamshavegottenlearnersstuckinadilemmawhichtheyarealreadyawareofbutcannotgetridof.(Dao,2013)Lastbutnotleast,ignoranceofculturalbackgroundhasbeenlong-termissuesonChinescollegeEnglishteaching.AlthoughthereisnodenyingthatintroducingoriginalEnglish-versionbookscanpromiselearnerstogettoknowthemostauthenticculture,itisdifficultforthemtotakethesecultureinformationintouseintheirowncountries.ThelanguagehabitsofWesternersmightnotsuitChinese.Moreover,teachingworkdoesnottakedifferentregionsorbackgroundsintoconsideration.AmericancustomstaughtinclassareabsolutelynotapplicableinChina.Applyingtheknowledgemechanicallyjustcausesmoremistakesinreallife.2.4TheImplicationsforChineseCollegeEnglishTeachinginLinewithTeachingPrinciplesofTESOL2.4.1TeachingResourcesNeedlesstosay,whentextbooksareeditedbyAmericaneducators,theissuescoveredintextbookarecertainlyeasiertorefertoAmericanculture.Administrationhasmadeteachersgrowtiredofteachingbecausetheyhavenosayinschool-levelpolicy-making.Therefore,itshouldbeChineseteachers’responsibilitytodesigntextbooksandmaterialsinaccordancewiththeupdatednewsandtakeinChinesecultureintobookssincetheyaretheonesknowingwhatisexactlyneededbystudents.Withthechangeshappeninginsociety,itismoreappropriatetointertwineimportantissueswithEnglishknowledgeandintegratemoreadditionalteachingmaterialbyteachersthemselves,suchasmediamaterials,newspapers,advertisementsandtheInternet,tonamejustafew.Furthermore,additionalteachingmaterialsfromdifferentEnglish-speakingcountriescanmotivatestudents’curiositytovariouscultural.(Zhou,2008)Ifpossible,Chinesecollegeshouldalsoincorporatestudents’majorsintoteachingtextbookssinceprofessionaltermsandconceptionsarealsoquitesignificanttotheirmajorcoursesandevenfuturejobs.2.4.2CurriculumProvisionEnglishisbeingtaughtinteacher-orientedmethodfornearlyhalfacenturyinChina.AmajorityofstudentsregardEnglishassomethingtobetransmittedbytheteacherratherthantobeexcavatedbythemselves.Overemphasisonteachingandpassiveacceptanceofstudentshavetobechangedtostudent-orientedwayandtopaymoreattentiontointeractionwithbothteachersandotherlearnersforlettingthembeputintheequalstatuswithteachers.Itrequirestoincreaseclassactivitythatcanexchangepointsofview,takepartinscenariosimulationandorganizedebatecontests,etc.Forpurposeofavoidingmisunderstandingwithforeigners,effortsareneededtoestablish“pragmaticcoherence”.(Kramsch,1998)Forexample,manyChinesemajorstendtostartaconversationwithclassmatesorexchangestudentswithsuchquestionsas:“Howoldareyou?”,“Whatisyourjob?”,“Howmuchdoyouearn?”;“Areyoumarried?”,andsoon.WhatcausesthemtoaskthenativeEnglishspeakerssuchinappropriatequestionsisignoranceofthetargetculture.(Kramsch,1998)Studentsneedtolearnnotonlythebasicconceptsandgrammaroflanguage,butalsotherulesofsocialappropriateness.Withregardtotheschoolandteachers,theyshouldincreaseclassesthatcanhelptheirstudentsincreasetheirawarenessoftheculturalappropriatenessofwhattheymaysay.Forinstance,ChineseuniversitiescanintroducemoreinformationonChinesetraditions,customs,anddifferencesofbeliefsoftheEnglish-speakingnationsinclassroomandinviteteacherswithcross-culturalexperiencestotalktothem.2.4.3ExaminationTochangethecontentandformofexanimationisabigstepforChinesecollegeEnglishteachingbecauseoftheenormousnumberofstudents.Fornon-Englishmajorstudents,examinationsshouldthusbecomemorecommunicativeandtheexclusionofaformaloraltestdevaluesthetestingsystem.InCET,oraltestshouldbeacompulsorycomponentinEnglishexaminationinsteadofalimitedtest.Also,theeducationdepartmentshouldmerelyreportthegradesofeachstudentbutnotissuestheunifiedcertificateandthepassingratetowholesociety.ThisapproachfunctionstocoolthestreamofoveremphasisonCETandatthesametimeencouragedifferentmajorstudentstopursuetheirowninterestsandneedsonEnglishlearning.AsforEnglishmajors,practicumissupposedtobeaddedintocompulsorycoursesinthefourthyearofcollegestudy.Tothem,EnglishisnotonlyatoolandawayforcommunicationbutmostofthemhavetofindjobsdependingonEnglishskills.Therefore,nomatterwhattheirtruecallingsare,thosewhowanttobeteachersshouldstepintoclassroomforgainingteachingexperiencebythemselves,thosewhoaimatbecominginterpretersshouldengageintranslationworkforincreasingspecialspecifictranslationskillsanddifferentEnglish-speakingcountries’languagehabitsandthosewhoaredeterminedtoworkinforeigntradecompaniesshouldfindinternshipsothattheycangetfamiliarwiththeprocessandterminology.3.Methodology3.1.Interview*Whatclassesdoyouhaveinthisyear?Twocoremodules:EnglishlanguagelearnersTeachingEnglish:theoriesandapproachesThreeoptionalmodules:usuallysecondlanguageacquisition,Englishinadiversecontext,researchmethods.*Couldyoupleasetellmesomedetailsaboutyourcourses’length,textbook,classactivitiesorexam？Thewholesemesterisabout10weeks,threehoursperweek.Thereisnotextbook.Usuallywehavegroupdiscussionduringtheclass.Andthereisnoexameither.*Doyouhaveanytextbook?Ifyoudo,whoisthewriter？Ifnot,whatmaterialsdoyouuseinclass?Incaseyoudon’tknow,generallythereisnotextbookintheUKeducationsystems,eveninsecondaryschools.Theteacherchooseshisownteachingmaterialsaccordingtotheteachingsyllabus.Basically,teachersuseslidesandhandoutsinclass.*Doesyourteacheruseanyadditionalmaterialsinclass?(Likenewspapers,magazinesorvideos)Myteacherusesvideosintheclass.*Areyourclassesstudent-orientedorteacher-oriented?Student-oriented.*Doyouhavemuchinteractionwithyourteachers?Inwhichway?Theclassismorelikeacommunicationbetweenteachersandstudentsratherthanaone-wayteaching.*Whatkindsofclassactivitiesdoyouhave?Whatdoyouthinkcanlearnfromtheseactivities?Groupdiscussion.