“输出驱动-输入促成”假设下商务英语专业英美文学课程教学模式建构探究

高扬

doi:10.12152/j.issn.1672-2868.2019.02.021

巢湖学院学报 >

2019 , Vol. 21 >Issue 2: 145 - 153

DOI: https://doi.org/10.12152/j.issn.1672-2868.2019.02.021

高教改革与探索

“输出驱动-输入促成”假设下商务英语专业英美文学课程教学模式建构探究

高扬

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池州学院外国语学院

收稿日期: 2019-02-16

网络出版日期: 2019-03-25

基金资助

安徽省高校人文社会科学研究重点项目（项目编号：SK2016A0639）；安徽省高等学校省级质量工程一般项目（项目编号：2017jyxm0581）

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Research on the Construction of English and American Literature Teaching Model for Business English Majors Based on the Output-driven and Input-enabled Hypothesis

GAO Yang

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School of Foreign Studies, Chizhou University

高扬（1982-），女，山东泰安人，池州学院外国语学院讲师，主要从事英美文学研究。

Received date: 2019-02-16

Online published: 2019-03-25

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摘要

摘要：针对商务英语专业毕业生职场英语应用能力的调研说明院英语语言的接受性技能和表达性技能并重，即语言的输入和语言的输出同等重要，符合“输出驱动-输入促成”假设对英语教学的要求。英美文学课程一直以来在夯实学生的语言技能、培养学生的人文素养方面具有举足轻重的作用。文章提出在“输出驱动-输入促”假设指导下构建商务英语专业英美文学课程“12345”教学模式，通过描述模式的内涵、分析模式的特点、解释模式的设计、预判模式实施过程中的困难并提出应对策略，探究模式的可行性和合理性，以促进模式的应用和实施，改善英美文学课程的教学效果。

关键词： “输出驱动-输入促成”假设; 商务英语专业; 英美文学课程; 教学模式; 构建

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高扬 . “输出驱动-输入促成”假设下商务英语专业英美文学课程教学模式建构探究[J]. 巢湖学院学报, 2019 , 21(2) : 145 -153 . DOI: 10.12152/j.issn.1672-2868.2019.02.021

Abstract

Abstract:A survey on the "application of English of the Business English graduates in workplaces" shows that equal attention should be paid to the receptive skills of English language and the productive skills as well. That means the input of English language is as important as its output, which corresponds to the requirements of the "Output-driven and Input-enabled Hypothesis" for English teaching. English and American literature courses have always played a pivotal role in consolidating students' language skills and cultivating students' humanistic qualities.Therefore, this paper proposes a "12345" literature teaching model based on the Output-driven and Input-enabled Hypothesis for Business English majors. This paper, through describing the connotation of this teaching model, analyzing its characteristics, explaining its design in actual teaching practice, predicting the difficulties in the implementation of the model and proposing coping strategies, explores the feasibility and reliability of this model so as to stimulate its application and implementation in teaching practice, and eventually improve the teaching effect of English and American literature courses.

Key words： Output -driven and Input -enabled Hypothesis; Business English majors; English and American ; literature courses; teaching model; construction

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