商务英语学科的总体目标是培养既精通外语又熟悉商务的国际化复合型外语专业人才,传统的识读教育难以达到该目标,我们主张采用多元识读教育。以新伦敦小组和Low的多元识读理论为分析框架,用课堂观察、访谈等方法,对广外十位商务课教师教学分析,发现教师普遍采用多元识读策略,主要有仿真化和具体化、母语法和元语言法、跨文化功能对比法以及同伴互助法。但对非语言资源以及某些商务技能的指导不够,要提高专业课多元识读效果,需要更多课堂实证研究。
Business English aims to cultivate in college graduates both subject knowledge and foreign language skills. In light of the New London Group and Low, we first argue for a pedagogy of multiliteracies in business English. We then examine the pedagogical practices of ten business instructors at GDUFS by means of class observations and interviews. It reveals most of the teachers practiced this pedagogy partially by focusing on the verbal mode. They made extensive use of multimodal resources in classroom teaching to enact situated practice, overt instruction, critical framing, and transformed practice. We conclude by arguing for more research on situated practices in the classroom in order to articulate a robust pedagogy of multiliteracies in business English.
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