高校英語專業(yè)課程改革中的學生主體性及教師主導(dǎo)性

楊維　覃艷

摘 要：“以學生為主體，教師為主導(dǎo)”的教育思想能在高校英語專業(yè)課程改革中深入發(fā)揮英語專業(yè)學生在語言習得課程中的自主性、批判性、積極性和創(chuàng)造性。教師的主導(dǎo)作用主要表現(xiàn)在課程開發(fā)和課程教學中引導(dǎo)學生架構(gòu)語言規(guī)律模型及體現(xiàn)語言素材的意義和功能。

關(guān)鍵詞：以學生為中心 自主性 表意模型 語法規(guī)則

新世紀英語專業(yè)課程教學改革強調(diào)培養(yǎng)學生的語言能力和人文素養(yǎng)?！耙詫W生為主體，教師為主導(dǎo)”的教育模式能充分體現(xiàn)英語專業(yè)教師的引導(dǎo)作用和激勵功能，能進一步發(fā)揮英語專業(yè)學生在課程學習中的自主性、靈活性、創(chuàng)造性和積極性。探討以激發(fā)學生學習能動性為核心的教育思潮在英語專業(yè)課程開發(fā)及教學環(huán)節(jié)設(shè)計中的具體應(yīng)用，能全面培養(yǎng)英語專業(yè)學生的理論認知水平、語言應(yīng)用技能和基礎(chǔ)人文素養(yǎng)，同時也有利于高校英語專業(yè)教師提升職業(yè)素養(yǎng)、轉(zhuǎn)變教學理念和拓展授課模式。[1]

傳統(tǒng)的英語專業(yè)課程教學強調(diào)教師在課堂教學活動凸顯主體地位，講授通常成為教師授課的主體模式。一堂課的多數(shù)時間，學生常常缺乏有效參與課堂進程的資源和手段。對于大多數(shù)英語專業(yè)學生而言，第二語言的習得進程即為課堂學習時專心聽取授課內(nèi)容，快速記錄課堂筆記以及努力掌握語言知識。很多學生甚至認為第二語言習得就是各項語言要點的識記和再現(xiàn)。其實，每個人外語習得水平的關(guān)鍵差異往往不在于詞匯量的大小、傳統(tǒng)意義上的語法熟練程度或者句型的復(fù)雜多樣性。譬如，作家和普通人寫作層次的主要差異不在于詞匯量的積累，更不取決于母語語法的掌握程度。在筆者看來，造成兩者寫作水平差異的主要因素之一就是語言表意能力的差別。作家以寫書為職業(yè)，日常工作的主要內(nèi)容是高效產(chǎn)出大量有意義的語篇，作家的基本素養(yǎng)之一就是駕馭常見的語言文字用以描繪、記敘、概括并解釋現(xiàn)實生活中錯綜復(fù)雜的熱點事件、生活百態(tài)和社會關(guān)系。也就是說，作家能高效運用現(xiàn)有語言單位，生動貼切地表述真實世界中客觀存在的場景、事件或者塑造內(nèi)心世界里主觀構(gòu)建的概念和意境。恰恰相反，普通人以閱讀為愛好，業(yè)余消遣的重要途徑是暢快閱讀大量有情節(jié)的作品，普通人的基本素質(zhì)之一就是采用常見的語言文字用以描述、總結(jié)和抒發(fā)日常生活中的事件、經(jīng)歷、情感和體驗。也就是說，普通人的寫作水準可界定為采用廣泛認可的表意模式和文化內(nèi)涵從而準確并清晰傳遞主客觀世界中的事件和觀念。另外，寫作表達不光與語言文字的掌握程度有關(guān)，也與作者的思想密切相關(guān)。作家在社會閱歷、知識經(jīng)驗、生活感悟等方面的積累比普通人更深厚。因此，作家的知識儲備、寫作素材和經(jīng)歷見識比普通人更豐富?？偠灾?，普通人對語言規(guī)律的提煉、驗證和運用不如作家深刻，對背景知識、創(chuàng)作素材和社會文化的理解不如作家有洞察力。反映在作品上，普通人選取的創(chuàng)作素材相對作家而言較為枯燥、平淡，寫作手法和語言運用也不如作家恰當、精準和生動。在英語專業(yè)課程教學中，筆者發(fā)現(xiàn)多數(shù)學生對英語語法的認知僅僅停留在用本族語描述語言規(guī)則這一層面，既不了解語法規(guī)律之間的關(guān)系，也并未意識到語法規(guī)則的生成途徑。很多學生對語法規(guī)則所指代的意義和功能也缺乏基本認知。比如，很多學生可以用本族語講述英語中定語從句的概念，但不能在語篇中準確辨識定語從句。因此，類似的語法結(jié)構(gòu)在寫作中極少出現(xiàn)。并且有相當一部分的學生在寫作或口語不能正確生成定語從句。為此，筆者在英語專業(yè)課程教學中采用“以學生為主體，教師為主導(dǎo)”的教育模式，引導(dǎo)學生積極搜尋、產(chǎn)出和比較內(nèi)嵌該語法結(jié)構(gòu)的素材，啟發(fā)學生提煉該語法規(guī)律的概念模型，并鼓勵學生運用構(gòu)建的表意模型來理解含有該語法結(jié)構(gòu)的實例，進而指導(dǎo)學生在實踐中檢驗并修正所提取語言規(guī)律的真實性和適用范圍，并激勵學生自主運用提煉的概念模型在真實語境下產(chǎn)出語言素材。例如，“This is an old photo of my family. Thats my father wearing a short sleeved shirt next to the dog.” 教師提問并啟發(fā)學生“The word ‘thatin the second sentence is referred to as？” 學生的反饋可作為下一步構(gòu)建表意模塊的出發(fā)點?！啊畉hatis referred to as the photo. However， if ‘thatmeant the photo， the second sentence would be interpreted as the photo is my father wearing a short sleeved shirt next to the dog. In fact， my father could be anything but a photo. My father is a person， not a photo in any sense.” 教師繼續(xù)引導(dǎo)學生解讀相關(guān)語言素材并界定與指代詞有關(guān)的概念模型?！盡y younger brother joined the spectacular parade in Virginia to commemorate Lincoln. That ignited a series of memorial concerts in honor of this American president. ‘Thatin the second sentence is referred to as the spectacular parade. Whats that in the front pocket of your dark jeans？ Its a handmade yo-yo from a craft store. ‘thatin the first sentence is referred to as an object or a thing visually perceived by the conversation starter.” 教師引導(dǎo)學生歸納上述指代詞所對應(yīng)的概念模型?！啊畉hatcan be referred to as a thing or an object in the context. But can ‘thatbe referred to as a person or a group of people？” 學生通過探究上述語言實例進一步拓展指代詞的表意內(nèi)涵。”Whos the girl dressed in blue with a writing pad in her hand？ Thats Susan， a small business owner based in Downtown Manitoba. ‘Thatis referred to as the blue wearing girl some distance from the conversation starter.” 教師指導(dǎo)學生完善上述指代詞的表意內(nèi)涵并解讀最初提供的語言素材?！薄甌hatmay be referred to as a person or a group of people， as the girl wearing a blue attire in the previous context. Also， ‘thatmay be referred to an object or a thing. Therefore， ‘thatfrom the first example is referred to as the person in the photo. The whole sentence can be interpreted as the person in the photo is my dad. He wore a short sleeved shirt next to the dog.” 教師通過引導(dǎo)學生搜尋或產(chǎn)出含有該指代詞的定語從句，可啟發(fā)她們探究內(nèi)嵌此類定語從句復(fù)合句的語法模型?！盝ack that works at the front desk of Hilton Garden Inn came across a rock music star at the festival. “教師首先誘導(dǎo)學生在語境中界定這個指代詞的所指對象?！薄畉hatcan be referred to as a person or a thing. But in this particular context， it cant represent the front desk， a rock music star or the festival but Jack.”通過界定指代詞在語境下的表意內(nèi)涵，教師引導(dǎo)學生把含有定語從句的復(fù)雜句簡化并分割?！盚ow to break down the complex sentence and preserve its meaning？ So who works at the hotel？ Jack. As a result， Jack works at the front desk of Hilton Garden Inn. This makes perfect sense given the context. How to connect Jack to the remaining components of the complex sentence and create meaning？ Jack came across a rock music star at the festival.” 教師提示學生含有定語從句的復(fù)合句似乎可以看成是兩個簡單句的組合，但兩者有部分內(nèi)容必定產(chǎn)生關(guān)聯(lián)?！癟iffany pointed her finger to a Calgary travelers guide brochure. I flipped through a bound copy of a collection of Shakespeares sonnets.”學生發(fā)現(xiàn)前后兩句話沒有關(guān)聯(lián)，所以無法壓縮為含有定語從句的復(fù)合句。但是” Tiffany pointed her finger to a Calgary travelers guide brochure. I fixed my eyes intently on the travelers guide brochure. Both sentences contain Calgary travelers guide brochure thus can be compressed into a complex sentence with an attributive clause.”教師再次引導(dǎo)學生用有關(guān)指代詞替代句子成份并將它們合并為含有定語從句的復(fù)合句?！癗ow that a Calgary travelers guide brochure is a man made object and thus be substituted with ‘that， those two sentences can be compressed into a complex sentence as Tiffany pointed her finger to a Calgary travelers guide brochure that I fixed my eyes intently on.” 教師還可引導(dǎo)學生探究相關(guān)指代詞在充當定語從句中主語或賓語時的擺放位置。在第一個例子中充當定語從句主語，緊挨指代對象并向右與部分句子成分連接成句。”Jack works at the front desk of Hotel Garden Inn. Jack is referred to as that.”在第二個例子中充當定語從句賓語，緊挨指代對象，其后句子成份向左與其連接成句。”I fixed my eyes intently on the Calgary travelers guide brochure. The Calgary travelers guide brochure is referred to as that.”最后，教師繼續(xù)發(fā)揮學生的主體性，在提煉復(fù)合句中定語從句基本表意模型后，引導(dǎo)學生探討語篇中定語從句的功能。學生通過細致比較不難發(fā)現(xiàn)，通過相關(guān)指代詞生成定語從句，能指示原有簡單句的人或物。與原有的簡單句比較，含有定語從句的復(fù)合句可有效減少語言單位長度，使表達更簡潔、精煉。學生在研究含有定語從句復(fù)雜句的拆分和合并后會發(fā)現(xiàn)，用生成的表意模塊解讀含有定語從句的復(fù)雜句，能精準領(lǐng)悟復(fù)雜句的含義，進而提高閱讀理解的準確度和速率。同樣，教師可啟發(fā)學生構(gòu)建其它指代詞在具體語境中的指示范疇。例如“Which do you like better for main food， potatoes or rice？ Which should I take to the State Museum， Number 6 or Number 17？” 學生通過搜集、產(chǎn)出和歸納有關(guān)語言素材，可意識到“‘whichis referred to as A or B / A or B or C…A and B and C being things or persons. Therefore， ‘whichmay be referred to as an object or objects in an attributive clause.” 教師鼓勵學生參照已歸納的含有‘that定語從句復(fù)合句的表意模型導(dǎo)出含有‘which定語從句復(fù)合句的表意模型?！盩om typed a lengthy email on his laptop computer which was bought last September.”通過教師指引，學生嘗試把上述復(fù)合句分解為兩個簡單句.“Since ‘whichmay be referred to as an object. ‘whichin this case can be referred to his laptop computer. Therefore， Toms laptop computer was bought last September. Tom typed a lengthy email on his laptop computer.”教師再次引導(dǎo)學生架構(gòu)含‘which且該指代詞在定語從句中充當賓語的復(fù)合句的表意模型?！癟he networking system of this textile exporting company which Gregory managed to construct crashed on Thursday evening. ‘whichis referred to as the networking system， so the complex sentence can be broken down into the following two. The networking system of this textile exporting company crashed on Thursday evening. Gregory managed to construct the networking system of this textile exporting company.”學生可進一步驗證該指代詞在充當定語從句賓語時的擺放位置是否跟‘that 在充當定語從句賓語時的擺放位置一致。經(jīng)驗證，該指代詞在充當定語從句賓語時緊挨指代對象，其后句子成份向左與其連接成句。教師可將學生分組并布置研討任務(wù)，激勵她們延伸原有語法表意模型從而分析含有其它指代詞定語從句的復(fù)合句。例如，”Jonathan lives in a city where I spent my childhood years. Where does Mike live？ Mike lives at 183 Beach Avenue. Where did Claire see the nesting birds？ She saw the nesting birds in Tims backyard. At 183 Beach Avenue or in Tims backyard may be generalized as ‘a(chǎn)t/in a place. Therefore， where can be further constructed as ‘a(chǎn)t/in/on which with ‘whichbeing referred to as a location. Since where in this complex sentence may be constructed as‘in whichwith ‘which being referred to as a city， a specific location， it can be decomposed into the following two. The first one reads ‘Jonathan lives in a city. The second one reads‘I spent my childhood years in the city. Anther complex sentence built in reference to the module goes like this. This old fashioned dinner table where sparkling plates of roast potatoes were laid weighed about 50 kilograms. This complex sentence may be decomposed into two. ‘Sparkling plates of roast potatoes were laid on this old-fashioned dinner table. ‘This old-fashioned dinner table weighed about 50 kilograms. ‘whichis referred to as this old-fashioned dinner table. Where can be constructed as ‘on which.教師可在后續(xù)分組任務(wù)中引導(dǎo)學生構(gòu)建更豐富的表意模型從而解讀內(nèi)含更多指代詞定語從句的復(fù)合句。例如， “Patricia remembered her time when she played hockey in Canada. When did Alice leave for the international airport？ She left for the airport at 8pm. When will Brian tour Americas west coast？ He will tour Americas west coast during his annual vacation. Therefore， when is referred to as ‘in/at/during whichwith ‘whichbeing referred to as a specific point of time or a specific duration of time. So the complex sentence with the‘when attributive clause may be decomposed into the following two. ‘Patricia remembered her time. ‘She played hockey in Canada during her time. ‘whichis referred to as her time and when is constructed as ‘during which. Using this model， two simple sentences below sharing a time frame may be compressed into one complex sentence with an attributive clause containing‘when. The holiday season lasted roughly four weeks. Lora celebrated the special occasion with her close relatives in the holiday season. If ‘whenis constructed as ‘in whichwith ‘whichbeing referred to as the holiday season. The above-mentioned two simple sentences may be condensed into one complex sentence with a ‘whenattributive clause in the following. ‘The holiday season when Lora celebrated the special occasion with her close relatives lasted roughly four weeks.總而言之，學生應(yīng)當在教師指導(dǎo)下，充分展現(xiàn)語言習得的主體性、探究性和實踐性，學生能搜集和生成各類語法素材并提煉和歸納繁雜語法現(xiàn)象的一般規(guī)律。學生可建構(gòu)并拓展語法規(guī)則的表意模型。學生還可探索并界定語言體系內(nèi)各語法規(guī)則的轉(zhuǎn)換關(guān)系。學生能使用表述模塊理解蘊含語法規(guī)則的素材，能靈活生成語篇并展現(xiàn)語法規(guī)則的意義和功能。教師應(yīng)在任務(wù)型教學中考慮不同小組的語言能力差異。對于二語習得水平較高的組別，教師可多布置一些探究型、研討型的任務(wù)，充分激發(fā)她們的理論研究潛能。對于二語習得水平較一般的組別，教師可多布置一些興趣型、實用型的任務(wù)，深入開發(fā)她們的概念架構(gòu)能力和語言應(yīng)用技巧。對于二語習得水平較弱的組別，教師可多布置一些基礎(chǔ)型、交叉型的任務(wù)，穩(wěn)步提升她們的二語習得水平和語言表述技能。[2～7]

參考文獻

[1]Bloomfield， L： Language. New York： Holt， Rinehart & Winston， 1993

[2]Ellis， R： Can Syntax Be Taught？ Applied Linguistics， 5， 2， 1984.

[3]Krashen， S： Principles and Practice in Second Language Acquisition. Oxford： Pergamon Press， 1982.

[4]Nunan， D： The Learner-Centered Classroom. Cambridge： Cambridge University Press， 1988.

[5]郭曉英，郭洪，網(wǎng)絡(luò)環(huán)境下大學英語寫作自主學習模式研究， 《美中外語》， 2009

[6]江妮，“以教師為主導(dǎo)，以學生為主體”教學方式探討，《知識窗：教師版》，2010

[7]孫國林，“教師為主導(dǎo)、學生為主體”教學原則的理論依據(jù)，《內(nèi)蒙古教育》，2008