编写大学英语教学大纲的思考_英文_

○Xin

Chunlei，ChenQigong

（SchoolofForeignLanguageEducation,LiaochengUniversity,Liaocheng,Shandong,China252059）［Abstract］Bybrieflyexploringthedifferencesbetweencurriculumandsyllabusandintroducingsixtypesofthe

mostinfluentialsyllabusesinthepastfewdecades,thisarticlegivessomereflectionsonthedesignandimplementationofCollegeEnglishSyllabusforLiaochengUniversity.InitiativesofthenewsyllabusandperiodicalachievementsofCollegeEnglishteachingreformarealsointroduced.ItisconcludedthatCollegeEnglishsyllabusshouldberevisedandperfectedunderCollegeEnglishteachingpractice.

［Keywords］CollegeEnglish；CollegeEnglishteaching；syllabus；syllabusdesign

［中图分类号］H319.2［文献标识码］A［文章编号］1672-8610（2009）01-0131-05

I.Introduction

1.CollegeEnglishteachingandCollegeEnglishsyllabus

Morethantwodecadesago,CollegeEnglishteachingandCollegeEnglishsyllabuswerecalled,respectively,PublicEnglishteachingandPublicEng－lishsyllabus.IntheMarchof1985,CollegeEnglishSyllabus(OntheTeachingofNon-EnglishMajorScienceStudents)wasissuedofficially,anditwasinthissyllabusthattheterm--CollegeEnglishteach－ing,asanimportantdiscipline,wasfirstintroduced.Eversincethen,CollegeEnglishteachingbegantoenjoyboominChina.

InthedevelopmentoftheCollegeEnglishsyl－labusinChina,thefollowingthreesyllabi—CollegeEnglishSyllabus(OntheTeachingofNon-EnglishMajorScienceStudents)1985,CollegeEnglishSyl－labus(OntheTeachingofNon-EnglishMajorSci－enceandNon-ScienceStudents)1986,andCollegeEnglishSyllabus(OntheTeachingofNon-EnglishMajorStudents)1999,playkeyroles.TheyhavegreatlyaffectedtheEnglishlanguageteachingandlearninginChina.

2.CollegeEnglishCurriculumRequirements

AccordingtotheCollegeEnglishCurriculumRe－quirements(forTrialImplementation)2004,“collegesanduniversitiesshouldformulate,inaccordancewith

therequirementsandinthelightoftheirspecificcir－cumstance,ascientific,systemicandindividualizedCollegeEnglishsyllabustoguidetheirownCollegeEnglishteaching”.Thistime,theterm“CollegeEng－lishcurriculum”isusedinsteadofCollegeEnglishsyllabus.Thefollowingwillgivesomebriefreflec－tionsonthedesign,andimplementationofoursyllabus.

II.LiteratureReview:EFLSyllabusDesignThispartwillinvestigatesyllabusdesignfromtheperspectiveofidentifyinganappropriatevehicleforlanguagelearninginastudent-centred,self-di－rected,holistic,cooperativelearningsituation.

1.“Curriculum”and“syllabus”

Beforereviewinglanguage-syllabusdesign,how－ever,itisnecessarytoaddressaconfusioninthelit－eraturebetweentheterms“curriculum”and“syl－

，sincethesecanattimesbeverycloseinlabus”

meaning,dependingonthecontextinwhichtheyareused(Nunan1988:3).

Theconceptof“curriculum”hasbeenimportantinsecond-languageprogrammesthroughoutthehisto－ryofEFL/ESL，and“curriculumtheory”asafieldofeducationalstudiesisfairlynew(Stern1983:434).AccordingtoStern，thefieldofcurriculumstudiesispartofthedisciplineofeducationalstudies.Initsbroadestsense,itreferstothestudyofgoals,content,

［基金项目］“教育部大学英语教学改革示范点项目”（教高司函[2006]78号）。［作者简介］辛春雷，男，聊城大学大学外语教育学院教授，硕士研究生导师，研究方向：应用语言学、英语语言教学

陈其功，男，聊城大学大学外语教育学院教授，硕士研究生导师，研究方向：语体学、英语语言教学。

131

ＴＥＡＣＨＩＮＧＲＥＳＥＡＲＣＨＸｉｎＣｈｕｎｌｅｉ，ＣｈｅｎＱｉｇｏｎｇ／ＲｅｆｌｅｃｔｉｏｎｓｏｎｔｈｅＤｅｓｉｇｎｏｆＣｏｌｌｅｇｅＥｎｇｌｉｓｈＳｙｌｌａｂｕｓ

implementationandevaluationofaneducationalsys－

tem.Initsrestrictedsense,curriculumreferstoacourseofstudyorthecontentofaparticularcourseorprogramme.Itisinthisnarrowersenseofcurricu－lumthattheterm\"syllabus\"isemployed.So“syl－labusdesign”isjustonephaseinasystemofinter－relatedcurriculumdevelopmentactivities.

“Curriculum”asdefinedbyAllenisaverygen－eralconcept.Itinvolvesconsiderationofphilosophi－cal,socialandadministrativefactorswhichcontributetotheplanningofaneducationalprogramme.Inhiswords,thesyllabusis“thatsubpartofcurriculumwhichisconcernedwithaspecificationofwhatunitswillbetaught”(Allen,1984:61).Asyllabuscanalsobeseenasa“summaryofthecontenttowhich

(Yalden.1987:87).learnerswillbeexposed”

Auniversaldefinitionfor“syllabus”seemsim－practical，sincedifferenteducationaltheoriesandap－proachesdifferonsyllabusgoalsandfunctions.Whatcanbesaidisthatanysyllabus,whichispartofanoveralllanguagecurriculum,identifieswhatwillbeworkeduponbytheteacherandstudentsintermsofcontentselectedtobeappropriatetooverallaims(Breen,2001:151).

Fromtheabove,wecancometotheconclusionthat“curriculum”isaglobalplanforteachingalanguagewhileasyllabusisthecontentcomponentsofthe“curriculum”.

2.Typesofsyllabuses

Nunan(1988)dividessyllabusesintotwocate－gories:“product-oriented”syllabusesand“process-oriented”syllabuses.Theformerstresseswhatalearnerwillhaveaccomplishedoncompletionoftheprogramwhilethelatteremphasizesthespecificationoflearningtasksandactivitiesthatalearnerwillun－dertakeduringthecourse.Sixtypesofsyllabuseswillbeintroducedinthefollowingsection.

(1)Product-orientedSyllabuses

Structural(alsoformalorgrammatical)SyllabusThisisknownasthetraditionalsyllabuswhichisorganizedalonggrammaticallinesgivingprimacytolanguageform.Itisthemostrobustandwell-triedtypeofsyllabusinlanguageteaching,growingfromthedescriptionandanalysisoftheclassicallan－guages,andisstillbyfarthemostwidelyused,espe－ciallyinforeignlanguagesettings.Thecontentoflan－guageteachingisacollectionoftheformsandstruc－tures,usuallygrammatical,ofthelanguagebeingtaught.Examplesincludenouns,verbs,adjectives,questions,subordinateclauses,andsoon.

Functional(alsonotionalorfunctional/notional)Syllabus

Thistypeofsyllabusarrangesthelearningmate－rialaccordingtoselectedfunctionsregardlessofthe132

grammarconstructionsthatmaybenecessarytofulfillthosefunctions.Itplacesemphasison“themeaningsexpressedorthefunctionsperformedthroughlan－guage”(Wilkinsetal.1981:83).Syllabuscontentisacollectionofthefunctionsthatareperformedwhenlanguageisused,orofthenotionsthatlanguageisusedtoexpress.Examplesoffunctionsinclude:greeting,agreeing,apologizing;examplesofnotionsincludesize,age,color,time,andsoon.

SituationalSyllabus

Thecontentoflanguageteachingisacollectionofrealorimaginarysituationsinwhichlanguageoc－cursorisused.Asituationusuallyinvolvesseveralparticipantsengagedinsomeactivityinaspecificsetting.Thelanguageoccurringinthesituationin－volvesanumberoffunctions.Theprimarypurposeofasituationallanguageteachingsyllabusistoteachthelanguagethatoccursinthesituations.Examplesofsituationsinclude:seeingthedentistinaclinic,postingaletterinapostoffice,meetinganewstu－dentonthecampus,andsoon.

(2)Process-orientedSyllabusesContent-basedSyllabus

Thecontentoflanguagelearningmightbese－lectedintermsofthelearners’otheracademicorschoolsubject.Thestudentsaresimultaneouslylan－guagestudentsandstudentsofwhatevercontentisbeingtaught.Thesubjectmatterisprimary,andlan－guagelearningoccursincidentallytothecontentlearning.Content-basedlanguageteachingiscon－cernedwithinformation.Anexampleofcontent-basedlanguageteachingisascienceclasstaughtinthelanguagethestudentsneedorwanttolearn,pos－siblywithlinguisticadjustmenttomakethesciencemorecomprehensible.

Task-basedSyllabus

Thetask-basedsyllabusreflectsanemphasison“means”ratherthan“product”,andtheconceptof“languagetask”hasbecomeanimportantbuildingblockwithinthecurriculum(Nunan1993:66).Thecontentoftheteachingisalistoftasksandactivitiesthatastudentwillundertakeinclass.Tasksmustberelevanttotherealworldlanguageneedsofthestu－dentandintegratelanguage(andother)skillsinspe－cificsettingsoflanguageuse.Examplesinclude:ap－plyingforajob,talkingwithapoliceman,gettinghousinginformationoverthetelephone,andsoon.

ProcessSyllabus

TheprocesssyllabusisdefinedbroadlybyBreenas“acontextwithinwhichanysyllabusofsubject-matterismadeworkable”(Breen1987).Thissyllabustypeprovidesaframeworkfordecisionsandalterna－tiveprocedures,activitiesandtasksfortheclassroomgroup.Itopenlyaddressesteachingandlearningand

语文学刊·外语教育教学2009年第1期particularlythepossibleinterrelationshipsbetweensubjectmatter,learningandthepotentialcontribu－tionsofaclassroom.Theactualsyllabusisdesignedastheteachingandlearningproceed.III.DesigningSyllabus

1.Criteriaforsyllabusdesign

syllabusdesignisAccordingtoWebb(1976)，

understoodastheorganizationoftheselectedcon－tentsintoanorderedandpracticalsequenceforteachingpurposes.Hiscriteriaforsyllabusdesignareasfollows:

◇progressfromknowntounknownmatter◇appropriatesizeofteachingunits◇apropervarietyofactivity◇teachability

◇creatingasenseofpurposeforthestudentBreenpointsoutthatanysyllabusideallyshouldprovide:

◇aclearframeworkofknowledgeandcapabili－tiesselectedtobeappropriatetooverallaims;

◇continuityandsenseofdirectioninclassroomworkforteacherandstudents;

◇arecordforotherteachersofwhathasbeencoveredinthecourse;

◇abasisforevaluatingstudents’progress;◇abasisforevaluatingtheappropriatenessofthecourseinrelationtooverallaimsandstudentsidentifiedbothbeforeandduringthecourse;

◇contentappropriatetothebroaderlanguagecurriculum,theparticularclassoflearners,andtheeducationalsituationandwidersocietyinwhichthe

（AdoptedfromBreen,2001:151）courseislocated.

2.EnglishteachingcontextinLiaochengUni－versity

NewstudentsofLiaochengUniversityaremostlyaged18-20,andthemajorityofthemcomefromthecountrysideofShandongProvince.Theyusuallyhavealearninghistoryofintensiveknowledge-basedstudyinjuniormiddleschool(3years)andseniormiddleschool(3years),inpreparationfortheNationalEn－tranceExamination.Thelearningsituationinmiddleschoolsisnamelyteacher-controlledandexam-oriented.Inthisformal,product-orientedenvironment,stu－dentslearnthatmemorisationisthemosteffectivelearningstrategy.Whenattendingtheuniversitylis－teningandspeakingEnglishclass,mostofthestu－dentshavelowmotivation,andlackabilityorexperi－enceintheuseofalternativelearningstrategies,re－alisticgoal-setting,orinorganisingtheirstudytime.

InChina,ChineseisthedominatelanguageandEnglishcanonlyberegardedasaforeignlanguage.Sothereislackofexposuretothetargetlanguageoutsidetheclassroom.ThesituationiscompoundedbythefactthatLiaochengUniversityisnotapresti－giousuniversity,norevenamajor-cityuniversity.Itwaschangedintoacomprehensiveuniversityfromanormalcollegeonlyseveralyearsago(in2002).Col－legeEnglishisarequired,compulsorybasiccourseforallundergraduatestudents.Actuallystudentstypi－callyshowadeepsincerityofspirit,awishtodowellbyworkinghard,andresponsivenesstoinnova－tion.

3.Choosingandintegratingsyllabuses

Althoughtheabovesixtypesofsyllabusesaredefinedinisolatedcontexts,itisclearthatnosingletypeisappropriateforallteachingsettings,anditisrareforonetypeofsyllabustobeusedexclusivelyinactualteachingsettings.Syllabustypesareusuallycombinedinmoreorlessintegratedways,withonetypeastheorganizingbasisaroundwhichtheothersarearrangedandrelated.Eclecticismisacommonfeatureofsyllabusdesignnowadays:Acompletesyl－labusspecificationwillincludeallfiveaspects:struc－ture,function,situation,topic,skills.Thedifferencebetweensyllabuseswilllieintheprioritygiventoeachoftheseaspects(White,1988:92).

Intermsofthecontextdescribedaboveandac－cordingtoCollegeEnglishCurriculumRequirements,introductionofaninteractivestudent-centredap－proachandafocusonlanguageabilitiesandskillswillbewelcomed.Atask-basedstrategywithablendofapproachesandemphasisoncommunicativelearn－ingmaywellbeoneofthemostsuitabletypesofsyllabusdesignforLiaochengUniversity.

Thesyllabusshouldencouragethepositiveandtrustingrelationshipsintheclassroom,whicharein－dispensableforthepromotionofstudent/teachercon－fidence,motivation,andindependence,andhenceforlanguagelearningandteaching.Thenewsyllabusismainlyaprocesssyllabus,withsomeelementsofproductsyllabuses.Itincludestasks,functions,situa－tions,topics,skills,cultureandsoon.

4.MainfeaturesofCollegeEnglishSyllabusforLiaochengUniversity.

(1)Outlineofthenewsyllabus

Thesyllabusfallsintothreeparts.Partoneisthespecificationsforformulatingsyllabus.Parttwoisthebodyofthesyllabus,includingteachingobjects,teachingconcepts,teachingobjectives,teachingre－quirements,teachingarrangements,evaluationandteachingadministration.Partthreeisthesixap－pendixes:Computer-andClassroom-basedCollegeEnglishTeachingModel,Self-assessment/PeerAs－sessmentFormforStudents’EnglishCompetence,ReferenceWordListandReferencePhraseListofCollegeEnglishSyllabus,ListofNotional-FunctionalItems,ListofTopicsandListofLanguageSkills.

133

ＴＥＡＣＨＩＮＧＲＥＳＥＡＲＣＨＸｉｎＣｈｕｎｌｅｉ，ＣｈｅｎＱｉｇｏｎｇ／ＲｅｆｌｅｃｔｉｏｎｓｏｎｔｈｅＤｅｓｉｇｎｏｆＣｏｌｌｅｇｅＥｎｇｌｉｓｈＳｙｌｌａｂｕｓ

(2)Mainfeaturesofthenewsyllabus

Themainfeaturesofthenewsyllabuscanbefoundbycomparingandcontrastingitwiththe1999CollegeEnglishSyllabus(seeTable1).

Table1.Comparisonsandcontrastsbetweenthe1999CollegeEnglishSyllabusandthenewsyllabusforLiaochengUniversity

１９９９ｓｙｌｌａｂｕｓ

ＳｙｌｌａｂｕｓＴｙｐｅｐｒｏｄｕｃｔ－ｏｒｉｅｎｔｅｄＴｅａｃｈｉｎｇＯｂｊｅｃｔｉｖｅ

ｎｅｗｓｙｌｌａｂｕｓｐｒｏｃｅｓｓ－ｏｒｉｅｎｔｅｄ＆ｐｒｏｄｕｃｔ－ｏｒｉｅｎｔｅｄ

ａｂｉｌｉｔｙｔｏｕｓｅｌａｎｇｕａｇｅ

ｃｏｍｐｒｅｈｅｎｓｉｖｅｌａｎｇｕａｇｅｉｎａｎａｌｌ－ｒｏｕｎｄｗａｙ，ａｂｉｌｉｔｙ，ｒｅａｄｉｎｇａｂｉｌｉｔｙｆｉｒｓｔｅｓｐｅｃｉａｌｌｙｉｎｌｉｓｔｅｎｉｎｇ

ａｎｄｓｐｅａｋｉｎｇ

ｒｅｌａｔｉｖｅｌｙｓｔｒｏｎｇｒｅａｄｉｎｇ，ｗｒｉｔｉｎｇａｎｄｔｒａｎｓｌａｔｉｎｇａｂｉｌｉｔｉｅｓ

ｃｅｒｔａｉｎｌｉｓｔｅｎｉｎｇ，ｓｐｅａｋｉｎｇ，

ｈｉｇｈｅｒｌｉｓｔｅｎｉｎｇ＆

Ｔｅａｃｈｉｎｇｗｒｉｔｉｎｇａｎｄｔｒａｎｓｌａｔｉｎｇ

ｓｐｅａｋｉｎｇａｂｉｌｉｔｉｅｓ

Ｒｅｑｕｉｒｅｍｅｎｔｓａｂｉｌｉｔｉｅｓ；ｒｅｌａｔｉｖｅｌｙｓｔｒｏｎｇ

ｒｅａｄｉｎｇａｂｉｌｉｔｙ

ｌａｎｇｕａｇｅｌｅａｒｎｉｎｇｓｔｒａｔｅｇｉｅｓｉｎｔｅｒｃｕｌｔｕｒａｌ

ｃｏｍｍｕｎｉｃａｔｉｏｎａｂｉｌｉｔｙＴｅａｃｈｉｎｇＭｏｄｅｌ

ｓｔｕｄｅｎｔ－ｃｅｎｔｅｒｅｄｗｅｂｏｒ

ｔｅａｃｈｅｒ－ｃｅｎｔｅｒｅｄ

ｃｏｍｐｕｔｅｒ－ｂａｓｅｄ

ｃｌａｓｓｒｏｏｍ－ｂａｓｅｄｔｅａｃｈｉｎｇ

ｔｅａｃｈｉｎｇ＆

ａｕｔｏｎｏｍｏｕｓｌｅａｒｎｉｎｇｋｎｏｗｌｅｄｇｅ－ｂａｓｅｄｓｕｍｍａｔｉｖｅ

ｐｅｒｆｏｒｍａｎｃｅ－ｂａｓｅｄｆｏｒｍａｔｉｖｅ＆ｓｕｍｍａｔｉｖｅ

plesanditsteachingandlearningmethods.Theybe－lievethatthenewsyllabusfollowsmodernlinguisticstheories,adoptsthehumanisticapproachandcom－puter-basedteachingmodel,andconsidersaffectiveandcognitivefactors,thusarousingthestudents’in－terestsinlearningandcultivatingtheirautonomous,initiative,problem-solvingandinterculturalcommu－nicativeabilities.Itwilllayasolidfoundationforthestudents’continuinglearningandfuturedevelopment.

2.Improvementofstudents’listeningandspeakingabilities

Throughcomparativeanalysisofthestudents’examinationresultsbetweenthecontrolclasses(162studentsfrom4classes)andtheexperimentalclasses(88studentsfrom2classes),ithasbeenshownthatstudentsinthecontrolclasseshavegainedhigherscoresinlisteningandspeaking,whichachievetheteachingobjectivetodevelopstudents’abilitytouseEnglishinanall-roundway,particularlyinlisteningandspeaking.Thedetailedanalysisisasfollows(thetotalscoreofeachterm:100;listeningandspeakingscoresreportedinpercentageterms):

Table2.Contrastofaverageexamresultsofstu－dents(June,2005)

ClassType

Examｃｏｌｌｅｇｅｆｉｎａｌｔｅｒｍｆｉｎａｌｔｅｒｍｆｉｎａｌｔｅｒｍ

ｌｉｓｔｅｎｉｎｇｓｐｅａｋｉｎｇｅｎｔｒａｎｃｅｇｅｎｅｒａｌ

７２．６０７２．５２

７０．７１７０．７５

６０．６１５４．５２

７０．７３６５．５２

ＥｘｐｅｒｉｍｅｎｔａｌＣｌａｓｓｅｓＣｏｎｔｒｏｌＣｌａｓｓｅｓ

Ｅｖａｌｕａｔｉｏｎ

IV.ImplementationofCollegeEnglishSyllabusin

LiaochengUniversity

Since2004,thenewsyllabusbegantobecar－riedoutontrialpartiallyinLiaochengUniversity.About3000first-year(Grade2004)andsecond-year(Grade2003)studentsfrom4schools(SchoolofChemistry,SchoolofPhysics,SchoolofPoliticsandLaw,andSchoolofHistory)werechosentolearncollegeEnglishbyfollowingthenewsyllabus.Thecoursebook--NewHorizonCollegeEnglishanditsrelevantsoftwarespublishedbyFLTRPwereadopted.FromtheAugustof2005,thenewsyllabushasbeencarriedoutwhollyintheuniversity.

1.Supportfrommostmajorityofteachersandstudents

WiththeprogressofCollegeEnglishteachingreform,aseriesofinvestigationsandevaluationshavebeenmade,whichindicatethatthenewsyllabushasproducedmarkedeffect.

Accordingtoasurvey,inLiaochengUniversity,100%collegeEnglishteachershaveagreedonthenewsyllabusandparticipatedactivelyinteachingre－form;98.14%studentshaveapprovedofitsprinci－134

3.Lightenedworkloadofteaching

About1300studentsinexperimentalclassesneeded125classhoursforteaching.Iftheyweretaughtbythetraditionalteachingmodel,therewouldbeatleast162classhours.Infact37(22.84%ofthetotal)classhoursweresaved.Thestudents’aver－ageacademicrecordwasalittlebitlower,whiletheirmarksinlisteningandspeakingwerehigherthanthoseofthestudentsfromcontrolclasses(seeTable2).

4.Approvalofauthoritiesanduniversities

ThenewsyllabuswasexchangedinworkshopsheldbyChinaEnglishLanguageEducationAssocia－tionandFLTRPbothinXi’anandBeijing.ItwashighlypraisedbysomeoftheEFLexpertsinChina.

In2004,LiaochengUniversitywaschosen,bytheMinistryofEducationinChina,asoneoftheu－niversitieswhichreformedtheCollegeEnglishteach－ingontrial,andin2006,itwasfurtherselectedasoneofthe31universitiescarryingoutmodelprojectoncollegeEnglishteachingreform.

IntheannualmeetingsofShandongProvincialCollegeEnglishTeachingResearchAssociation,LiaochengUniversityhasseveraltimesshareditsex－

语文学刊·外语教育教学2009年第1期UniversityPress,2001:151-159.

[4]CollegeEnglishSyllabusRevisionTeam.CollegeEnglish

Syllabus[Z].Beijing:TheHigherEducationPress,1999.[5]HigherEducationDepartmentoftheMinistryofEducation,

P.R.C.CollegeEnglishCurriculumRequirements(ForTri－alImplementation)[Z].Beijing:TsinghuaUniversityPress,2004.

[6]Nunan,D.TheLearner-centredCurriculum[M].Cam－

bridge:CambridgeUniversityPress,1988:3.

[7]Nunan,D.“Task-basedsyllabusdesign:selecting,grading

andsequencingtasks”[A].InCrookes,G.&Gass,S.M.(Eds.).TasksinaPedagogicalContext[C].Cleveland,UK:MultilingualMatters,1993:55-66.

[8]Stern,H.H.FundamentalConceptsofLanguageTeaching

[M].Oxford:OxfordUniversityPress,1983:434.

“ReflectionsofPracticalExperienceinDesigning[9]Webb,J.

andMountingESPCoursesattheColchesterEnglish[A].InWilson,G.H.(Ed).CurriculumDe－StudyCentre”

velopmentandSyllabusDesignforEnglishTeaching[C].Singapore:SEAMEORegionalLanguageCentre,1976：121-132.

[10]White,R.V.TheELTCurriculum:Design,Innovationand

Management[M].Oxford:Blackwell,1988:92.

“NotionalSyl－[11]Wilkins,D.,Brumfit,C.J.&Paulston,C.

labusesRevisited:Aresponse,somecomments,andafur－therreply”[J].AppliedLinguistics,1981(2/1):83-90.[12]Yalden,J.PrinciplesofCourseDesignforLanguage

Teaching[M].Cambridge:CambridgeUniversityPress,1987:18.

periencewithotheruniversities.Anduptonowthere

havebeenmorethan100collegesanduniversitiescomingtotheuniversitytoexchangeexperience.ThereformwasspeciallyreportedinNovember,2005byShandongEducationTV.V.Conclusion

ItisthefirsttimeinChinaforacollegeoruni－versitytodrawupitsownsyllabusforEnglish.Inmakingpracticaldecisionsaboutsyllabusdesign,wehavetakenintoconsiderationallthepossiblefactorsthatmightaffecttheteachabilityofoursyllabus.Bystartingwithanexaminationofeachsyllabustype,makingtherightchoiceandintegrationofthediffer－enttypesaccordingtotheteachingcontextismostcrucial.Thoughwehavegainedperiodicalachieve－ments,yetthereisalongwaytogo.Astimegoeson,thesyllabushastoberevisedandimplementedinlightofthenewlanguageteachingandlearningtheo－riesputforward,withstudents’Englishlevelim－provedandtheteachingsituationchanged.

——————————————【References】

“Generalpurposelanguageteaching:Avari－[1]Allen,J.P.B.

ablefocusapproach”[A].InBrumfit,C.J.(Ed).GeneralEnglishSyllabusDesign.ELTDocuments[C]No.118.London:PergamonPress&TheBritishCouncil,1984：61-74.

“Contemporaryparadigmsinsyllabusdesign,[2]Breen,M.P.

PartI”.LanguageTeaching[J],1987(20/2):81-91.“SyllabusDesign”[A].InCarter,R.&Nunan,[3]Breen,M.P.

D.(Eds).TheCambridgeGuidetoTeachingEnglishtoSpeakersofOtherLanguages[C].Cambridge:Cambridge

编写大学英语教学大纲的思考

辛春雷，陈其功

（聊城大学大学外语教育学院，山东聊城252059）

［摘要］本文探讨了课程设置与教学大纲的区别，介绍了结构大纲、情景大纲、功能-意念大纲、内容型

大纲、任务型大纲和过程大纲等六种不同类型的大纲，简要回顾了大学英语教学大纲的编写及实施情况；通过新旧大纲的对比，说明了新大纲的创新性，并介绍了教学改革取得的阶段性成果。文章结论是，大学英语教学大纲应在教学改革的实践中不断修改和完善。

［关键词］大学英语；大学英语教学；教学大纲；大纲设计

【英文校对】ZhaoXiaojun135