学术英语课程设置及学术写作体裁研究一直是国内学者研究的重点之一,但是针对学术口语体裁如国际会议发言的研究较少,如何培养EAP学习者学术口语体裁能力的实践课程设计及相关研究更为有限。笔者以模拟国际学术会议实践项目为例,以Communities of Practice为设计模型,以学术体裁为理论框架,进行了三个学期的课堂实践。通过在修读本课程的学生中进行问卷调查,并对问卷调查结果进行分析后得出结论,即学生们普遍认可CoPs理念、模拟会议设置以及会议主题的设定。学生的性别及专业背景在认可度评定上无显著差异,但是学生的具体年级和本科/硕博学位项目对认可度有一定的影响。笔者希望本文可以为学术英语的课程设计和教材编撰提供一些参考性意见,以便帮助EAP学习者早日成为学术共同体的一员。
In contrast to relatively well-researched area of EAP course design and written research genre, spoken research genre such as conference presentations (CPs) seems to have attracted scant attention from Chinese EAP practitioners. Few practice-based programmes are available to bolster EAP learners in their oral communications in academic settings. Relevant empirical studies are also missing in the scholarship. The current study has intended to look into this uncharted area and translate some of the insight into the EAP curriculum design or course book writing. Simulated International Conference (SIC) which adopts a communities-of-practice approach and draws on genre theory has been running for three terms. The questionnaire results indicate that the model of CoPs, SIC configuration and topic selection have all been generally acknowledged among participants of the programme as a way to boost EAP learners' generic competence. Gender and disciplinary profile of the participants have no influence upon this acceptance. Their diversified academic level and degree programme explain some of the differences. The current study intends to call for joint effort among EAP teaching practitioners and textbook writers to engage learners in more meaningful and fruitful practices so that they can effectively participate in academic communities as full members.
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