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本研究结合定量和定性的方法,运用课堂观察、课后访谈和问卷调查等研究手段了解一年级一个自然班的医科学生在基于体裁教学法的医学英语课堂上的学习收获。本文通过分析学生对“体裁”的概念构建过程,呈现学生在语言层面(掌握特定体裁并形成新的学习方法)和认知层面(拓展对英语学习需求的理解并更新对英语学习价值的认识)的学习收获。研究从社会文化学习理论的视角指出:除了语言层面的收获,体裁教学法能帮助语言学习者通过探索新的语言符号不断扩展对自身及其周围世界的认识,重建自己和周围世界的联系。因此,在专门用途英语教学中,推行体裁教学法能有效融合专业教学和语言教学,帮助学生重新审视自己和社会环境的关系,从而构建语言学习与专业发展要求之间的关系,增强学习语言的动机。
In this study, quantitative and qualitative methods were used to understand the learning outcomes of medical English classes based on genre-based pedagogy by using classroom observation, after-school interviews and questionnaires. By analyzing students ’concept construction of “genre”, this paper presents the students’ understanding of the English learning needs and their renewal of the value of English learning in terms of language (grasping specific genres and forming new learning methods) and cognitive aspects Understanding) learning gains. From the perspective of socio-cultural learning theory, the study points out that in addition to gaining the language level, genre-based pedagogy can help language learners explore new linguistic symbols and continuously expand their understanding of themselves and their surroundings and rebuild their connections with the world around them. Therefore, in ESP teaching, the implementation of genre teaching method can effectively integrate professional teaching and language teaching to help students reexamine their relationship with social environment so as to construct the relationship between language learning and professional development requirements, and enhance the learning of language motivation.