新书推荐 |《21世纪学术英语：宁波诺丁汉模式》
新书推荐
21世纪学术英语：宁波诺丁汉模式
EAP for the 21st Century: The UNNC Impact
ISBN：978-7-5446-7277-1
出版时间：2022-09
Paul Knight 、Robert Smith 编
定价：78.00 元
限时优惠：54.60元
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宁波诺丁汉大学英语教学的成功不是偶然的。它准确的目标定位，它所设计的教学要求，它对师资的要求，它的课堂教学，它的学习资源配置，它的教学评估，都充分吸收了现代教育，特别是语言教育的研究成果，都充分考虑到了学生、学校和社会的特殊要求和条件，都是在实践过程中不断调整和完善的。它的成功正应该促使我们对中国大学外语教学的许多根本性的问题进行全面反思。比如，大学为什么要开设外语课?大学外语教学究竟要达到什么样的目标?应该如何进行外语需求的调查和分析?应该有什么样的课程设计?应该有什么样的外语师资?大学外语课堂教学究竟应该如何进行?教学评估应该评估什么?
——束定芳
《大学英语教学成功之路：宁波诺丁汉大学“专业导向”英语教学模式的调查》
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本书简介
本书收录宁波诺丁汉大学学术英语教师撰写的18篇论文，主要呈现其在学术英语教学实践，尤其是在中国的学术英语教学实践中的经验总结和理论思考，涉及国内高中英语教学与国际大学教学英语的差距、如何帮助中国高中生成功对接国际大学的英语要求等热点问题，可为国内的学术英语教学提供参考。
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编者简介
About the Editors
保罗 · 奈特
Paul Knight
英国诺丁汉大学教师、研究员，TESOL MA 项目课程负责人，负责该项目在宁波诺丁汉大学和吉隆坡诺丁汉大学的实施。2005至2008年任职于宁波诺丁汉大学，创立了英语语言教学中心(Centre for English Language Education) 并负责其早期发展。之前曾任职于英国开放大学（Open University）和英国文化教育协会（British Council）在中国、 巴基斯坦和印度尼西亚的机构。
罗伯特 · 史密斯
Robert Smith
宁波诺丁汉大学英语语言教学中心主任，先在 Paul Knight 指导下任课程导师，后担任本科一年级教学评估、管理与指导方面的多个要职。曾任宁波诺丁汉大学首任校园高级督导，带领团队从事学生支持和关怀工作。研究兴趣为计算机辅助语言学习，2016年创建英语语言教学中心的“线上资料开发”（Online Materials Development） 团队，帮助提升学生在课堂内外活动中的体验。
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Introduction
The University of Nottingham Ningbo China (UNNC) was established in 2004 and first welcomed students to its new campus in Ningbo in 2005. UNNC was the first Sino-foreign university to be established in China. It was established by the University of Nottingham, UK, with cooperation from the Zhejiang Wanli Education Group.
Currently, it teaches around 8,500 students at both undergraduate and postgraduate level, with the majority from China’s mainland, but also 8% from other countries or regions. Its staff and student body come from over 70 countries or regions.
To support such a diverse student body studying in the medium of English in a ‘Western’ university situated in a dynamic modern Chinese city inevitably created new and interesting challenges. In order to address these, the Centre for English Language Education (CELE) was established at the new campus in 2005. Adopting the same name as its University of Nottingham, UK, counterpart, CELE provided English for Academic Purposes (EAP) support for students entering the University, either as part of its first year programme for new undergraduates, or through its in-sessional support for students who had already embarked upon their undergraduate and postgraduate degrees. In doing this, it initially received welcome support and guidance from the UK team, but quickly grew to a size that far outstripped its parent.
In its first year, CELE supported just 130 new students on their first year programme, which delivered both EAP and ‘content’ courses designed to prepare them for their future specialisms. Within 3 years the programme supported over 800 students. Now CELE supports all 9,000 students at UNNC, 2,000 of which are taught by CELE staff during their first year of study. In 2005, an initial team of just 20 EAP tutors delivered the first year programme, and in-sessional provision was provided by a team of just two. Now, CELE employs 112 tutors, 85 work in EAP, of whom 14 work on in-sessional programmes, and a further 7 CELE tutors work with CELE Professional Education & Training (formally known as CELE Knowledge Exchange) on Outreach or Commercial English courses.
Providing programmes of this size, with an academic team this large means that CELE Ningbo is arguably the largest single-site provider of such teaching worldwide. What is not in question is that over the years it has employed hundreds of EAP tutors, each keen to work and develop their skills at a cutting-edge institution working to meet new and exciting challenges. After their time at CELE, many of these tutors took on roles elsewhere, many moving into management positions or other areas of academic life.
This collection of papers is their work – each author in this collection either has worked, or still does work in CELE at UNNC. These papers represent their experience of delivering world class EAP teaching in China and subsequently around the globe. As such, it can be said to represent the current thinking of leading professionals in the field, which combines current theoretical understanding of language education with strong practical experience.
The chapters in this book have been organised according to 6 broad themes. The first 5 consider issues related to Culture, both general and educational. The following 2 chapters consider Curriculum issues. Chapters 8–10 deal with Technology in the EAP classroom, while chapters 11–13 focus on Skills in teaching. Chapters 14 and 15 consider issues of Student Support. The final 3 chapters consider Teacher and Programme Development.
Paul Knight
Robert Smith
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