高校英语专业英美文学课程的现状与改革探讨

近年来,随着国内高校对学生综合素质及能力培养的加强重视,各种增加学生人文知识、提高学生文化素养的文学课程大量开设并不断增加,高校英语专业也十分注重英美文学课程的教学,以期提高学生鉴赏和分析英语文学名著的能力,提高学生英语学习的综合能力。本文将对当前高校英语专业英美文学课程教学现状进行分析,并在此基础上就其改革问题进行探讨和研究。     

原版电影对学习英美文学课程的辅助作用

目前,如何在英美文学课程的教学中增强学生学习英美文学的兴趣,已经成为了一个棘手的问题。在英美文学课堂中恰当的使用英文原版电影,不仅能提升英美文学的学习效果,而且也为英美文学课程的改革提供了一点思路和方法。     

高职英语教学中开设英美文学课的探讨

在高职英语教学中开设英美文学教学可以提高学生的英语学习兴趣、培养良好的英语阅读习惯、综合提高学生的英语水平。更为重要的是,它可以培养学生的人文精神,提高学生的人文素质。     

浅析教师在英美文学课程中的中介作用

英美文学史及英美文学选读是英语专业高年级必修课，既需要较强的语言基础，又涵盖英语国家社会、历史、文学和文化等多方面的背景知识。本文以费厄斯坦的中介理论为切入点，探讨了英语教师在英美文学课程中发挥中介作用的途径，提出教师应在教学实践中充当中介者的角色，激发学生学习兴趣，赋予学生自主学习的能力。     

论文学语言在大学英语教学中的意义

本文主要论述了英美文学与大学英语教学相结合的重要性,以及文学语言的渗透在教学中的实际意义。笔者认为采用英美文学与大学英语教学相结合的教学模式是我国英语教育改革的一项重要尝试,有助于提高学生的语言能力以及拓展综合素质,并在文中举例分析论证了这种教学模式的可行性。     

英美文学课程教学改革探析

英语专业英美文学课程目前面临着诸多困境,如课时压缩、教学任务繁重、教学方法和手段难以满足课程需要、学生学习兴趣缺乏等,如何改变现状,加强和改进英美文学的教学使之符合大纲对课程的要求,本文提出了优化课程内容,改进教学方法,改善教学手段,开展实践教学等方法,为提高教学质量、开创英美文学教学的新局面进行有益的探索。     

英语专业英美文学课教学的问题分析及对策探讨

本文就我国当前高校英语专业中英美文学课程教学现存的问题进行了分析,继而针对出现的问题提出了一系列的改进对策,以期可以提高教学质量,培养学生的综合素质,实现文学教育的有效价值。     

浅谈叙事视角在英美文学教学中的导入

为了能够让学生更好地理解和掌握英美文学教学的知识和内容,增强英美文学的教学效果和质量,教师可以运用文学批评的一些方法来开展和丰富教学,如文学批评方法中的叙事理论、后殖民理论和新批评理论等。从叙事视角来探讨英美文学教学中的导入,旨在引导学生更好地去理解英美文学的教学内容,更好地深入到文章中去挖掘人物的特点和内心世界,并对英美文学的教学结构进行更加全面的解析,更好地把握英美文学的中心思想和内在价值。     

认知诗学视野下的英美文学教学

在教育环境逐日完善的现代社会中，认知诗学经过几十年的变革，逐渐演变成了新颖学科之一，并在英美文学教学中被大量运用。本文重点探析了英美文学课堂中认知诗学教学的改革重点与措施，旨在提高学生对认知诗学视野下英美文学的感悟及其理解才能。     

大学英语基础阶段学习自我评价及后续学习意向调查

利用SPSS10.0对问卷调查有关数据进行描述、分析,结果发现:学生在基础阶段的学习中自我评价是成就感不高、进步一般。大部分学生赞成大学英语后续教学,并希望大力提高听说能力,想继续学习的课程依次是原版影视赏析、英美文化、英美文学、专业英语和普通英语课程。     

The Department of Literature and the Department of English: Transforming Aspects of ‘English Studies’ in South Africa

Abstract

This article begins with a brief survey of the different manifestations of ‘English studies’ at various South African universities, demonstrating the lack of clarity regarding the roles and responsibilities of the ‘English Department’: should it teach literature in English, or should it teach the English language? Such inconsistency makes the ‘Department of English’ as it currently exists unable to contribute towards the intellectualisaton of African languages (Alexander, 2005) and the transformation of South Africa's universities, particularly with regard to the use of African languages for learning and teaching. The article thus proposes that the ‘Department of English’ and the ‘Department of Eiterature’ should be separated. The former should take its place alongside other language departments and, at English-language universities, be primarily responsible for English language teaching and support (for those students to whom English-medium instruction presents a barrier to learning). The latter should pursue literary studies – not only ‘literatures in English’, but also texts in translation – a pursuit that calls attention to the potential for dialogue between literary texts across linguistic, ethnic, and national divides.     

职业中专学生英语自主学习能力的培养刍议

英语教学新的培养目标要求学生能够进行自主学习,为其终身学习奠定基础,为学生的个性化成才提供保证。中专学生有其自身的特点,要想提高他们的自主学习能力,应该实施教育干预,以改善学生的自主学习能力,同时促进其自主学习能力的不断发展。     

语言意识教学模式中提高大学生口语的策略

随着时代的发展和社会需求的不断变化,对大学生的英语口语水平要求越来越高。然而,目前大多数大学生的英语水平,特别是口语交际能力还远远不能满足社会实践的要求。本文所探讨的语言意识教学模式对提高学生的口语水平有一定的帮助,并且能够逐渐让学生养成自主学习能力。     

Legitimating the Philippines as a language learning space: Transnational Korean youth's experiences and evaluations

This paper examines how a peripheral English‐speaking country is constructed as a legitimate language learning space in the global English language teaching (ELT) industry by investigating South Koreans’ recent engagement in Philippine English education. It focuses on a short‐term English study abroad program, in which the Philippines serves as a transit place prior to students’ moving to a Western English‐speaking country. Drawing data from ethnographic research on South Korean youth studying English abroad, the article analyzes why Korean students seek Philippine English education in spite of their apparent pursuit of authentic English, and how they evaluate their learning experience in the Philippines. This paper finds that the Philippines holds a niche market in the global ELT industry by separating a space for English learning from other public and everyday spaces of English use and offering pedagogically intensive but emotionally supportive environments to English learners.     

高职学生英语听说石化现象成因和对策分析

对高职学生英语听说石化现象成因进行了分析,并提出了加强其基础知识,减少母语负迁移,培养良好的学习动机,给予及时有效的反馈等建议,希望能对高职学生的英语课堂教学带来启示。     

State of the Arts: Using Literary Works to Explore and Learn about Theories and Models of Leadership

Skills and knowledge in leadership are frequently cited as being key to delivering a vision of quality services and this supposes a relationship between ‘effective leadership’ and transforming services. How students engage with learning about their own leadership potential, however, is a challenge to educators. Leaders are constantly presented with moral and ethical choices within a rapidly changing and challenging environment and are expected to promote distributory and participatory leadership models. This paper shares our experiences of arts-based leadership pedagogy where students were encouraged to confront fundamental moral challenges in their everyday work and to develop leadership skills in moral analysis and judgement through the examination of case studies embodied within well-known literary works. A structured evaluation demonstrated that this method facilitated deeper learning in relation to the students' interrogation of key leadership concepts, and promoted a safe learning environment for engaging in the experience of taking up a leadership and respective followership roles.     

Pulping the Black Atlantic: Chester Himes’ A Case of Rape and the Limits of Expatriation

Abstract

This article examines the early expatriate career of Chester Himes, and his overlooked Paris-set novella A Case of Rape (1956). Scholars have identified postwar Paris as the locus of a ‘Black Atlantic’ cosmopolitanism that allowed African American writers to transcend American racial and literary regimes, and in particular the stigma of black ‘protest’ fiction. By contrast, this article argues that Himes’ exile was paradoxical; defined by an exchange, rather than an ‘exceeding’ of American racial and literary stigmas. First, I explore the fetishistic racial politics that energized the Left Bank’s construction of black expatriates as symbols of individualist, masculine, and specifically western transgression. Second, I examine the way in which A Case of Rape, and its narrative of the false conviction of four African American expatriates for rape, dramatizes this paradox. With supreme irony, the novella sees the expatriate celebrity merge with a central symbol of the African American ‘protest’ novel: the black male rapist of white women. Finally, I argue that A Case of Rape is of particular importance for the ways in which it anticipates Himes’ move into pulp fiction. Like his later detective series, A Case of Rape captures Himes’ own disillusionment with conventional notions of authorial autonomy, and literary instrumentality. I conclude that expatriation worked to galvanize, rather than displace, Himes’ interest in the overdetermination of African American literature within dominant western racial discourses.     

Particular polyglots: multilingual students with autism

Many American children with autism live in multilingual environments. Yet an almost diametric contrast exists between the advice of practitioners and the recommendations found in scholarly literature. Whereas practitioners almost unanimously counsel that children on the autism spectrum be exposed to English alone, an increasing number of scholars have argued the potential benefits for these children of learning their parents’ native language as well. This paper argues that, in fact, language recommendations for children on the spectrum should fall somewhere between these two poles and be tailored to individual children and their families.     

‘I Don't Just Want to Do It for Myself’: Diverse Pespectives on Being Successful at University by Social Work Students Who Speak English as an Additional Language

This article gives attention to furthering understandings about what being successful at university means to social work students, focusing on the perspectives of students who speak English as an additional language (EAL). It departs from approaches in the literature that focus on problematic aspects of teaching and learning. The article is informed by data from a small-scale focus group study of nine students from an undergraduate and a postgraduate social work programme in a South Australian university. Drawing on a methodological approach known as ‘Appreciative Inquiry’, students were asked how they conceptualise, experience and imagine success at university. The study found that students’ understandings of success are inextricably intertwined with their individual, family and community aspirations. These findings are discussed in the light of current dominant assumptions about the notion of success and possible directions for future research and implications for social work education.     

Jamaican Students of Color in the American Classroom: Problems and possibilities in education

With the influx of almost 400,000 Jamaicans of color to the US, American educators are increasingly concerned about whether learning communities are preparing teachers and students for the increasing diversity of the American classroom. Problems arise when Jamaican students of color with excellent English skills are placed in special reading classes or in classes of English for speakers of other languages (ESOL). Additional problems occur with teachers perceiving Jamaican students of color as simply a black child among other black children in America, regardless of their English language skills, nationality or immigrant status. To compound these problems, Jamaican students of color also lack knowledge about their own heritage, resulting in loss of self-esteem and national identity. To assist their adaptation to a new society, teachers must possess the attitudes and skills necessary to be able to differentiate between the various nationalities of children of color and possess knowledge about the rich historical and cultural contributions of Jamaica.