CAJ | 학술논문

目前大多数学术英语课堂的教学实践表明，仅讲解学术英语的语言语体特点，效果甚微。学术论文写作是一个创造新知识的过程，学术英语是学术论文表达新知识的载体。本文提出假设：“学术英语”的获得过程即是新知识产生的过程。并以英语专业大四学生为对象，通过课堂设计来检验该假设。对照班按照传统讲解式教学。试验班采用过程为中心、专题导向及探究型的教学方法，教师给学生的习作给予反馈，并针对语言问题设计专项练习。结果表明，两个班不同程度地掌握了学术语言；试验班的学生能够掌握学术语言中的低层次及高层次的技能，而对照班的学生只掌握低层次的技能。这说明学习者只有体验和参与新知识的产生过程才能掌握学术英语。
목전대다수학술영어과당적교학실천표명，부강해학술영어적어언어체특점，효과심미。학술논문사작시일개창조신지식적과정，학술영어시학술논문표체신지식적재체。본문제출가설：“학술영어”적획득과정즉시신지식산생적과정。병이영어전업대사학생위대상，통과과당설계래검험해가설。대조반안조전통강해식교학。시험반채용과정위중심、전제도향급탐구형적교학방법，교사급학생적습작급여반궤，병침대어언문제설계전항연습。결과표명，량개반불동정도지장악료학술어언；시험반적학생능구장악학술어언중적저층차급고층차적기능，이대조반적학생지장악저층차적기능。저설명학습자지유체험화삼여신지식적산생과정재능장악학술영어。
It has been proved ineffective to teach academic English by explaining its features in the traditional academic English class. The process of research article （RA） writing is a process of creating new knowledge. Academic English is the media to express academic thoughts in RAs. Learners can acquire academic English through involvement in process of creating new knowledge in completion of RA writing task. Two different classroom teaching designs were adopted to test the proposed hypothesis. The control class adopted analytical explanation method; while the experimental class adopted process-centered, theme-oriented and inquired-based approach. The experimental class received immediate feedback on meaning and mini-training sessions on language problems. Results showed that both classes could master academic English at different levels. The experimental class mastered both low and high level skills of academic English, while the control class mastered most of the low level skills. This indicates that students can acquire academic English by experiencing creation of new knowledge.