A Study on Academic English Case-base Development in Forestry Specialty毕业论文_英语毕业论文

A Study on Academic English Case-base Development in Forestry Specialty毕业论文


摘 要





  1. Introduction 1
  2. Demonstration 2
    1. Literature review 2
      1. Studies abroad 2
      2. Studies at home 4
    2. Methodology 7
      1. Research questions 7
      2. Participants 8
      3. Research Instruments 8
      4. Data collection 12
    3. Results 12
    4. Discussion 21
      1. The guiding criteria 21
      2. The contents of a case 23
    5. Case sample 24
  3. Conclusion 27

Works Cited 29

Bibliography 30

Appendix 32

A Study on Academic English Case-base Development in Forestry Specialty


General English teaching is an important part of college education in China. In the past 30 years, it has devoted quite a lot to Chinese higher education, producing talents in all walks of life. However, as the basic education advances, students can learn fundamental English language knowledge at an early age, while the traditional college English teaching still focuses on the language level, leaving many graduates unable to use English for practical purposes. Moreover, with the proceeding of globalization, employers tend to hire workers who are capable of using English in a certain area so as to better perform in the global economic setting. Thus, it is urgent to transform our current English teaching mode into a more reasonable and practical one.

English for Academic Purposes (EAP) has been taught in many colleges and universities around the world. According to Wikipedia, “EAP entails training students, usually in a higher education setting, to use language appropriately for study”. With the help of EAP teaching, students’ written and verbal communication skills in English can be much improved, developing their abilities to understand English academic lectures or meetings, write English papers and make English speeches. In a word, EAP is designed for application. Students in China make great efforts in learning English in order to pass the CET tests. They are well trained in examination techniques rather than in real usage. Therefore, the importance of adopting EAP teaching in college English education can not be overemphasized.

As for introducing EAP into forestry major, a special teaching method can be applied to help ensure the smooth carrying out of the new program. First put forward and employed by Harvard Business schools in 1920s, the case method has now been widely used in various subjects. It was not until 1990s that Chinese educators started

to apply case method as a new teaching method. Case-Based Teaching is a kind of teaching mode which aims to improve students’ abilities to analyze and solve problems through independent thinking, analysis and discussion under the guidance of teacher. (Kang and Huang, 2015) subjects like law, medicine and business management have already introduced this method in many classes and have proven effective. However, there aren’t many teachers who have extended its use to English classes. The lack of reference and guidance on the construction of case base for English teaching has postponed the development college English education for too long. Therefore, this paper aims to study the type and content of cases for case-based teaching and establish a model case base for forestry academic English teaching.


    1. Literature review
      1. Studies abroad

There have been a great number of researches using case method to explore the essence of using knowledge in reality. Despite its use in academic field, the case study method can also be employed in education area. Teachers specialized in certain courses such as business administration, law and clinical medicine, etc. have recognized the advantages of cases in combining abstract knowledge with practical usage and adopted case method for better class performance. The case method is defined as an in-depth exploration method of realities (cases), presenting investigative analysis. This method promotes critical thinking, encourages debates and stimulates teacher and students interaction (Minniti, et al., 2017). The research of Haruo TAKAGI (2001) shows that, “Comparing to lecture method, case method focuses more on self-learning among participants, which is realized by teacher’s discussion leadership.” In 1919, the case method was introduced to business teaching by the then Dean of Harvard Business, Wallace P. Donham, himself a lawyer and a graduate of Harvard School of Law. According to Buckles (1998), the appeal of the case method in business education emerged from to the lack of sufficient business theory at the time. The use of case studies gave students the opportunity of discovering and

developing frameworks for understanding and dealing with business problems.

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