時間：2023-03-02 15:01:19
導語：在英文科技論文的撰寫旅程中，學習并吸收他人佳作的精髓是一條寶貴的路徑，好期刊匯集了九篇優秀范文，愿這些內容能夠啟發您的創作靈感，引領您探索更多的創作可能。
一 科技論文英文標題的標準化問題
為適應文獻情報工作現代化的需要，國際標準化組織和各國標準化組織都對論文標題的技術規范做出了明確的規定（如詞語和符號的使用，標題字數的限量等）。我國頒布的科技論文標題字數的國家標準是，標題字數一般不超過20個漢字，外語不超過10個實詞。國際標準化組織則規定每條標題不超過8個詞，并規定除各國通用的縮寫詞和特殊符號外，標題內不得使用縮寫詞和特殊符號。國際學刊一般早已執行國際標準，也有些西方國家明確規定以國際標準代替本國的國家標準，而我國學刊一般要求作者按國家標準擬寫中文標題，對英文標題既不強調執行國家標準也不要求執行國際標準。因此，目前只有極少數學刊基本按國家標準編譯英文目次表（如《中國翻譯》、《浙江大學學報》、《應用寫作》等），大多數中文學刊的英文目次表的制作既不執行國際標準，也不執行國家標準。有些學刊的英文標題用詞大多在10個詞以上，多至20余個（如《歷史檔案》等），與國際標準和國家標準相差甚遠。據調查，許多學刊的英文標題中的其他技術細節也不規范，有的竟按中文方式用破折號區分主標題和副標題，如Social Sciences in China（我國唯一的英文社會科學刊物）、《研究》、《法學》、《外語教學與研究》、《外語界》、《外語學刊》、《法學研究》、《人文雜志》、《美術研究》等等。因此，英文標題制作的標準化問題應引起論文作者和學刊編輯的重視。
二 科技論文英文標題的制作要求
科技論文的標題是其基本思想的濃縮與概括。一則好的標題應該確切、鮮明、扼要地概括論文的基本思想，使讀者在未看論文的摘要和正文之前即能迅速準確地判明論文的基本內容，從而做出是否閱讀摘要和正文的判斷。那么，如何制作一則既符合國際標準又能概括論文基本思想的標題呢？
1.標題中盡量不用贅詞冗語
據調查，標題過長的主要原因是標題中多有不含學術信息的贅詞冗語。例如，國外一家學刊上有一則中國學者所撰的標題，即Discussion on Several Academic Problems in the Book The Modern History of Chinese Paper Money （《中國近代紙幣史》中幾個學術問題的探討）。[1] 此標題共用15個詞，幾乎是國際標準用詞數量的2倍。可以說，其中的discussion on， the book， academic 是無用詞語。學術刊物刊發的學術論文不可能討論非學術問題，故academic 無用；書名已按英文規范（斜體字母以及標題和實詞的首字母的大寫）標出，the book 無用；新的或未定論的學術問題必然要通過討論、證明從而擴大已知領域，故discussion on也無用。把贅詞冗語刪去，再把“紙幣”的短語術語換為單詞術語banknote，即可寫出一則符合用詞數量國際標準的標題：Several Questions in Modern History of Chinese Banknotes 。若不改換paper money， 則可將several刪去。改后的標題之語義與原標題完全相同，因為question 通常用于表述社會科學中需要討論或需要解決的問題。
應該指出，許多論文作者在中文標題中喜用“試論”、“初探”、“淺論”、“淺談”、“考略”、“管窺”等表謙詞語，在譯寫英文標題時也常將之加入英文， 如此便要在英文標題中增加一兩個詞。因此，表謙詞語應一概刪去。至于許多學者在標題中慣用的A Study of， The Exploration of等一類無用詞語在上個世紀五十年代國外英語科技論文中尚較常見，但是七十年代以來，它們由于受標題字數國際標準的制約已經在國際學刊中絕跡。
在了解標題的國際標準之前，許多學者都寫過一些詞語數量不符合國際標準的標題。例如，Methodological Principles of Solving Linguistic Problems Relating to Artificial Intelligence (解決與人工智能有關的語言問題的方法論原則)。[2] 因為與人工智能有關的語言問題無非是基礎理論、應用理論方面（如知識表示、自然語言理解等）和技術方面（如人工智能程序設計語言Prolog等）的問題，所以此標題可改為Methodological Principles of Solving Linguistic Problems of AI (解決人工智能語言問題的方法論原則)。標題中的縮寫AI符合國際標準化組織的規定，因為它是國際科學界通用的縮寫詞。又如，Some Results of Handling Metalogical Problem of Entailment System Cm by Computer (用計算機處理制約系統Cm的元邏輯問題的若干結果)一題也不符合標準。[2] 據原論文的內容，可將之改為Machine-Proving of Metalogical Problems of Entailment System Cm (制約系統Cm的元邏輯問題的機器證明)，改后的標題用8個詞概括了原論文的基本思想。由此可見，只要了解標題技術標準并遵照執行，即可制作出符合規范的標題。
2.標題中盡量多用關鍵詞語
盡量在標題中使用論文中的關鍵詞語，一方面有助于概括論文的基本思想并減少標題中的詞語數量，另一方面可增加論文的被檢次數，從而可能增加被引次數，因為用機器檢索時，機器只顯示標題中的關鍵詞語而不是整個標題。就此而言，標題中關鍵詞語的使用問題應該引起論文作者和學刊編輯的重視。在上述修改后的機器證明一則標題中的machine-proving， entailment system Cm， metalogical problem 是原論文中的關鍵詞語；在改后的人工智能一則標題中，除solving 和功能詞之外，其他詞語均為論文中的關鍵詞語。下例是一位外國學者所撰的一則包括論文全部關鍵詞語的標題：Action Minimizing Solutions of the Newtonian n-body Problem: From Homology to Symmetry (牛頓n-體問題之作用極小化解——從同調至對稱)。[3] 此標題中的n-body problem，action，symmetry是原論文中的全部關鍵詞語，而minimizing solution 和homology則是數學專業術語。此標題包括主標題（8個詞）和副標題（4個詞），用詞總量超過8個，但是，它完全符合國際標準化組織的規定。
3.根據需要制作主、副標題
由于某些論文中的內容復雜或科學術語結構復雜，難用8個英文詞寫出概括全文的標題，所以國際標準化組織建議采用主標題加副標題的辦法解決標題過長問題。有學者寫過如下一則標題：Why Is Chinese Modal Logic Different from Its Western Counterpart (中國模態邏輯為何不同于它的西方對應物)。[2] 由于論文的基本論題是根據中西語言特點論證中西模態邏輯差異形成的原因，所以此標題難用8個英文詞寫出。它可改為主、副標題樣式：Chinese and Western Modal Logic: The Difference and Its Cause (中西模態邏輯的差異及其成因)。二者同樣用了10個詞，但后者符合國際標準化規范。因此，在制作科技論文英文標題時應注意這一國際標準和英文規范，并用冒號將主、副標題分開，不要按中文方式用破折號將之分開。
參考文獻
[1] Journal of Asia Numismatics，No.2， 2002，
ANS Press， Singapore.
[2] Abstracts of 9th International Congress of Logic，
Methodology and Philosophy of Science，Vol.Ⅰ，Ⅲ，
Uppsala University Press， Sweden， 1991.
（1）專業特色鮮明，表達準確電子科技詞匯翻譯中可以使用直譯、意譯、音譯等方法，但萬變不離其宗，它專業特色鮮明，要求表達準確、精煉，體現電子專業詞匯特點。如Theinstrumentisnotworkingwell.假如按常規翻譯為“這臺儀器工作不好”，則沒有體現科技英語的特色，失去準確和科學性，正確翻譯應為“這臺儀器失靈了”。如Likechargesrepeleachotherwhileoppositechargesattracted.如果翻譯為“同樣的費用相互排斥，相反的費用相互吸引”則沒有準確理解charge這個專業術語的含義，正確翻譯應為“同種電荷相斥，異種電荷相吸”。如Forceisanypushorpullthattendstoproduceorpreventmotion.正確翻譯是力是能產生或阻止運動的任何形式的推或拉。”錯誤翻譯是力是任何傾向于產生或阻止運動的形式的推或拉。”如把Connecttheblackpigtailwiththedoghouse.翻譯為“把黑色的豬尾巴系在狗窩上”則是犯了理解性錯誤，正確翻譯應為“將黑色的引線接在高頻高壓電源屏罩上”。
（2）大量使用縮略語縮略語的大量使用是科技英語詞匯的另一特點。縮略語主要分三類：①首字母縮略語如VCD（VideoCompactDisk）、ADC（Analog-DigitalConverter）；②將原來的單詞縮略一部分字母變成新詞如inf（oinformation）、lab（laboratory）、kil（okilogram）；③將兩個詞合成縮略為一個詞，如transceive（rtransmitter+receiver）、positro（npositive+electron）。此外，科技英語詞匯有不少源于希臘語和拉丁語，使用詞根、詞綴如friction（摩擦力）、expansion（膨脹）、radiatio（n輻射）、combinatio（n組合）等。此外，還有不少新興詞匯，這些詞匯有的屬于新造詞，有的則為活用詞，如hyperon（s超子）、antimatte（r反物質）、cyberspac（e信息空間）等。理解縮略語的使用方法后，在翻譯科技文章時就會胸有成竹。
（3）需要時使用減詞和增詞英語與漢語在語言使用和表達方面有些不同，在翻譯中，為更好地消除語言差異，翻譯者應在準確理解和把握文章內涵的前提下，翻譯出符合中文表達習慣的內容，這樣有時勢必要使用到一些增減詞，才能使翻譯表達順暢、正確。只有增減都恰到好處，才不至于讓讀者摸不著頭腦或產生歧義。減詞翻譯法又稱省略法或省譯法，指在譯成漢語時，把原文中的某些詞不譯出來。常見的有代詞、冠詞、動詞、介詞、連詞的省略。例如Allofusknowthattheconductivityofsemiconductorschangeswithtemperature.翻譯為“眾所周知，半導體的導電性隨溫度而變化。”（省譯引導賓語從句的連詞that），如果不使用減詞翻譯法，則失去了中文句子表達的嚴謹和規范性，無法體現科技英語簡潔之美，甚至產生理解方面的歧義。增詞的翻譯是指譯者在英譯漢時，為了使譯文通順表達，在譯文中增加某些必要的詞，正確使用增詞法，能使譯文順暢、語義清晰。常見的增詞法有增加動詞、某些概括性的詞如inshort等。如TheletterIstandsforthecurrentinAmperes,Etheelectromotiveforceinvolts,andRtheresistanceinohms.字母I代表電流的安培數，E代表電動勢的伏特數，R代表電阻的歐姆數。（E和R后均省略了standsfor），這是增加原文中省略部分的翻譯法，如果不使用增詞法，則中文句子無法成句，意思無法準確理解。增譯和減譯都是科技英語翻譯中的實用和重要的技巧。翻譯者唯有牢牢把握科技原文的風貌，對專業、英語、中文都有一定了解，才能做到熟練、準確地翻譯，才能真實展現科技英語的科學之美。
二、電子科技英語的語法特點與翻譯對策
（1）普遍使用被動語態電子科技英語作為工程技術類知識的載體，其語法特點之一是被動語態的使用頻率遠高于主動語態。原因是被動語態可以使科技人員在句子的開頭就引出最重要的信息，被動語態將主語放在句首，讀者可以第一時間關注到關鍵信息，而且使用第三人稱的被動語態與使用第一、第二人稱主語的主動語態相比可使描述減少主觀色彩，更能體現科技論文側重推理和客觀準確的特點。如Threemachinescanbecontrolledbyasingleoperato“r.三臺機器能由一個操作者操縱。”、Electronicsclosertothenucleusareheldmoretightlythanthoseintheouterorbits.“靠近原子核的電子比外層軌道上的電子結合得緊。”、Theelectricresistanceismeasuredinohms“.電阻以歐姆為測量單位。”、Ithasbeenprovedthatamaterial’sdimensionisoneofthefactorsinfluencingitsabilitytoconductelectric.“據證明，材料的尺寸是影響其導電能力的因素之一。”在翻譯中如能準確把握各種時態的“be+V.過去分詞”的被動語態結構，加之一定的科技英語專業知識和中文素養，那么就不難做到翻譯的“忠實、準確、通順”，也就是“信、達、雅”。
（2）廣泛使用名詞化結構名詞化結構指表示動作意義的“名詞+of+名詞+修飾語”的語法結構。科技英語經常使用名詞化結構代替日常英語中用動詞表達的內容，能使文章更為簡潔明了并能在有限的篇幅中承載更多的信息和內容。電子科技英語中也廣泛使用名詞化結構，使行文簡練、結構緊湊。對比以下兩種翻譯：原文：數字集成電路對現代社會的影響是顯而易見的。譯文1：Theimpactofdigitalintegratedcircuitsonmodernsocietyhasbeenpervasive.譯文2：Itispervasivethatdigitalintegratedcircuitshasimpactonmodernsocietygreatly.顯然，譯文1的名詞化結構要比譯文2的動詞結構要言簡意賅、淺顯易懂。英漢互譯時也要注意此點并將名詞化結構準確翻譯，不犯理解上的錯誤。
（3）大量使用定語從句和非謂語動詞結構電子科技英語闡述定義或描述現象時常常需要對一些核心詞匯進行限定修飾。采用定語從句進行修飾，可使被描述的定義或現象的適用范圍更準確，如Thefirststageisatunedradiofrequency(RF)amplifier,themainpurposeofwhichistoimprovesignal-tonoiseratioandtoprovideasufficientdegreeofselectivity.翻譯為“第一級為調諧高頻放大器，其主要作用是改進信噪比并提供足夠的選擇性”，通過非限制性定語從句對RF的作業進行修飾，使得句子更為簡潔，表達更為嚴謹精確。又如Theinductorisacoilofwirethatmayhaveanaircoreoranironcoretoincreaseitsinductance.翻譯為“電感器是一組線圈，有的電感器是空心的（空氣芯），有的線圈中有可增加其電感量的鐵芯”。通過限制式定語從句對核心名詞wire進行限定修飾，使inductor的定義更加清晰準確。動詞不定式是非謂語動詞的一種，可在句中起名詞、形容詞和副詞的作用，可擔任除謂語以外的其它任何成分，它使整體句子結構緊湊合理，指代關系更加明確、簡潔明了。如Theabilityofamaterialtoconductcurrentdependsuponthenumberoffreeelectronsinthematerial.“材料的導電能力取決于材料中自由電子的多寡”。Whenonewantstomeasuretheelectriccurrent,voltageandresistance,onehastouseelectricinstruments.“人們想要測量電流、電壓和電阻時需要使用電子儀器。”關注科技英語中的非謂語動詞用法，有助于準確和順暢翻譯好英語句子和篇章。
（4）詞序表達與中文不一致科技英文篇章中，還時有詞序表達與中文不一致的情況，此時，應清楚區分中英文表達習慣的不同，不生搬硬套，而是在正確理解原文的基礎上對語句加以結構重組，以達到次序調整，保證翻譯的準確性。如Themaindevicefailuremodeissecondarybreakdown.如果直接譯為“主要器件的實效模式是二次擊穿”就錯了，應調整語序翻譯為“器件的主要失效模式是二次擊穿”。Whileacurrentisflowingthroughawire,thelatterisbeingheated.錯誤譯法是“電流流過導線時，電流在后面發熱”，正確譯法應為“電流流過導線時，導線就發熱。”
三、結語
關鍵詞：學賽結合;網絡營銷;課程設計
《網絡營銷》是高職院校電子商務專業開設的一門專業核心課程，該課程旨在訓練學生利用網絡技術、網絡平臺進行營銷和策劃的能力，是一門實踐性要求極強的課程。筆者在實施課程教學時，以網絡營銷能力大賽為引導，通過實施“學賽結合”的教學模式，搭建便于學生實踐操作和自主學習的《網絡營銷》在線開放課程平臺，取得了較好的實踐教學效果。本文總結筆者在該課程教學過程中的整體設計思路以及在線開放教學平臺的架構方法。
一、基本設計思路
1.教學模式設計
“學賽結合”教學模式的核心是將實踐教學內容任務化，以競賽形式完成實踐任務。我們選擇了中國互聯網中心的網絡營銷能力秀大賽貫穿課程教學過程，在“學賽結合”的基礎上，針對高職電子商務專業學生的學情特點，將教學過程細化為“導、學、做、結、戰”五個環節。其中，“導”是建立知識導圖，使學生了解知識框架、明確學習重點；“學”為學習課堂，主要通過微課的形式講述基本營銷方法；“做”就是操作課堂，采用微課的形式訓練學生的動手能力；“結”就是項目小結，首先設計一個項目小測，對前面的學習進行驗收，然后總結，再次提煉知識點；“戰”是網絡實戰，在實戰環節中，我們編輯了詳盡的實戰指導手冊，同時以網絡營銷能力大賽為主要實戰平臺，以電子商務營銷平臺，如淘寶網等為輔助平臺，指導學生通過參加競賽、運營店鋪等實戰形式完成實踐教學。通過以上五個環節的設計，教師有效實現“學賽結合”。
2.教學項目及進度設計
根據《網絡營銷》課程的教學目標，我們設計了四個主要的課程項目，并精心設計了項目實施的進度。由下圖可見，項目2、3、4是并行項目，可同時展開，尤其是項目3-2和項目4貫穿整個教學過程，需要學生邊學邊做，投入更多的時間和精力。這兩個項目的實施不能只局限在課堂教學時間中，學生要時刻關注平臺的變化，在課外自主學習并完成項目。
3.教學考核設計
根據課程的教學與實踐內容，課程考核側重實踐過程的考核。主要考核內容為兩大部分：高職院校《網絡營銷》在線開放課程設計河北政法職業學院張濤摘要：《網絡營銷》是電子商務專業中一門實踐性要求較強的課程，“學賽結合”教學模式的核心是將實踐教學內容任務化，以競賽形式完成實踐任務。本文基于“學賽結合”模式從教學思路、教學項目及進度、教學章節等方面闡述高職院校《網絡營銷》在線開放課程的設計。關鍵詞：學賽結合網絡營銷課程設計文章編號：ISSN2095-6711/Z01-2017-04-0270第一部分是在線開放課程平臺上的學習情況考核。在線開放平臺上的學習內容以任務點展示，這些任務點包括微課視頻的觀看、案例分析、測驗、作業、參與討論情況等。學生每完成一個任務點，系統會根據完成情況評出相應的分數，最后得出在線學習的分數。第二部分是學生參與網絡實戰的考核。實踐過程的考核分為兩個項目的考核。第一個項目的考核是參加競賽的考核，學生參加網絡營銷能力競賽，得到一個競賽等級值——AR值，這個AR值代表學生的競賽努力程度和達到的營銷等級。這個指標成為考核學生實踐能力的重要指標。另一個項目的考核是關于營銷實戰，如開設網店或者微店等情況的考核，學生在網上開設店鋪會獲得相應的店鋪等級，這是實踐考核的一部分。在設計這兩個項目的考核方式時，我們采用等級折合分數的方式，按照學生的競賽等級和店鋪等級折合相應分數，然后與在線學習分數進行匯總，最后得出學生的考核情況。
二、在線開放教學平臺架構
1.教學章節框架設計
框架是一門課程的主旨，清晰的框架能使學生快速形成對課程知識的梳理，從而明確學習目標。《網絡營銷》在線開放教學平臺的教學章節按照項目驅動的方法進行設計，有效地將“導、學、做、結、戰”五個教學環節融入每個項目的設計中。每一個項目下包含任務，每一個任務下的內容均包含八個環節，分別為：“了解我，豐富你——知識導圖——學習課堂——操作課堂——項目小結——網絡實戰——PK大擂臺——了解你，完善我”。可以看出，除了包含教學模式中“導、學、做、結、戰”五個環節外，增加的其他三個環節不僅使課程內容前后呼應，有問有答，同時還增加了課程的趣味性，提高了學生學習的積極性。
2.教學反饋環節設計
教與學是一個相長的過程。為了隨時了解學生的學習進度和學習需求，我們在每一個教學章節的最后都設計了“了解你、完善我”的互動環節，這個環節以開放式問卷的形式進行。教師一是了解學生對學習內容的掌握情況，二是鼓勵學生對教學過程和教學內容發表自己的觀點，或是對這些內容提出相應的改進意見。這些建議和意見是我們完善教學內容的依據。
3.創新性“PK大擂臺”的設計
最有效的教學方式在于能夠充分調動學生參與的積極性，這就要求教師不能唱獨角戲，而要讓學生扮演學習的角色，發出代表不同觀點的聲音，讓這些不同觀點進行PK，在PK中使學生解決問題、發現真理，最終形成一致的認識。下面以“傳統商務PK電子商務”為例，說明“PK大擂臺”環節的在線平臺設計思路。具體內容見下表
。4.教學資源建設
為便于學生自主學習，我們建設了豐富的案例庫和題庫。案例既包括文字案例，也包括視頻案例。案例的設計融入“學習課堂”的內容中，就是案例是學習內容的一部分，充分發揮案例教學法的作用。針對每一案例，我們設計了一些思考題或是投票活動，引導學生觀看與思考，學生可以發表自己不同的觀點。題庫中編輯了1000多道試題，涵蓋各種題型和《網絡營銷》的所有知識點，可作為高職院校學生進行專接本考試的復習資料。
三、在線開放課程設計中需要注意的問題
1.適應移動學習模式
移動通信技術的飛速發展，使移動學習成為未來重要的學習模式。因此在構建在線開放教學平臺時，教師要注意課程資源的編輯與建設應適應移動客戶端的瀏覽格式，如文字編輯要采用合適的字體字號，視頻格式最好以MP4或AVI為主等，這樣才能保障資源在移動客戶端正常運行。
2.注重互動環節設計
互動和交流是學生自主解決問題的主要途徑，因此在線開放課程的設計中，交流討論模塊的設計與運用顯得尤為重要。教師要設計學生感興趣的話題引導其討論，采用合適的交互策略，調動學生互動交流的積極性，只有形成學習者之間全方位的自主交互模式，在線開放課程的設計才能發揮實效。
作者:張濤 單位:河北政法職業學院
參考文獻：
關鍵詞：被動語態；非限定動詞；名詞化；長句
一、廣泛使用被動語態
根據英國利茲大學John Swales的統計，英語科技論文中的謂語至少1/3是被動語態。這是因為英語科技論文側重敘事推理，強調客觀準確。第一、二人稱使用過多，會造成主觀臆斷的印象。因此盡量使用第三人稱敘述，采用被動語態，例如：Electricity is widely used in industry and daily life.（電被廣泛用于工業和日常生活中）；Many alkaloids have been obtained by synthesis.（目前已用人工合成的方法獲得許多生物堿）。Attention must be paid to the working temperature of the machine.（應當注意機器的工作溫度）。而很少說：You must pay attention to the working temperature of the machine.（你們必須注意機器的工作溫度）。
二、非限定動詞應用多
如前所述，英語科技論文要求行文簡練，結構緊湊，為此，往往使用分詞短語代替定語從句或狀語從句，使用分詞獨立結構代替狀語從句或并列分句，使用不定式短語代替各種從句，介詞十動名詞短語代替定語從句或狀語從句。這樣可縮短句子，又比較醒目。
（一）動詞不定式
不定式雖然不能單獨做謂語，但它畢竟是動詞的一種形式，因而保留有動詞的某些特性。不定式有一般式、進行式、完成式和完成進行式四種。英語科技論文中一般式出現頻率最高，完成式次之，進行式和完成進行式出現較少。例如：Other problems to be solved are those of moisture，air and warmth.（要解決的其他問題就是濕度、空氣和溫度）；It is possible to estimate the age of the earth by studying the concentration of salt in sea water.（通過測定海水中鹽的濃度，有可能估計出地球的年齡）。
（二）分詞
分詞和不定式一樣，雖然不能單獨作謂語，但仍然保留原有動詞的某些性質：可以用狀語來修飾；及物動詞的現在分詞可以有自己的賓語；有時態和語態的變化。例如：A force acting on a body may change the motion of the body.（作用在物體上的力可以改變該物體的運動）；Having finished the test，they began to study the result（做完實驗后，他們開始研究實驗結果）；This is a clear case of electricity being converted into heat.（這是電能轉化為熱能的明顯例證）。
三、大量使用名詞化結構
大量使用名詞化結構（Nominalization）是科技英語的特點之一。因為英語科技論文文體要求行文簡潔、表達客觀、內容確切、信息量大、強調存在的事實，而非某一行為。科技英語中名詞化句子可作主語、賓語、介詞賓語、表語、賓語補足語、定語、同位語和狀語等，換句話說，除了不能擔任謂語外，可以用作句子其它一切成分。例如：The rotation of the earth on its own axis causes the change from day to night（地球繞軸自轉，引起晝夜的變化）；The neutrons and protons form the core of the atom.（中子和質子構成原子核）。名詞化結構使復合句簡化成簡單句，而且使表達的概念更加確切嚴密。又如：Archimeds first discovered the principle of displacement of water by solid bodies（阿基米德最先發現固體排水的原理）。句中displacement of water by solid bodies系名詞化結構，一方面簡化了同位語從句，另一方強調displacement這一事實。
四、長句特殊作用
為了表述一個復雜概念，使之邏輯嚴密，結構緊湊，英語科技論文中往往出現許多長句。根據長句的結構特點大致可以將它們分為兩類：由于從句多而構成的長句和由于并列成分多或長而構成的長句。
一、多元智能理論
多元智能理論（MultipleIntelligencesTheory）由美國哈佛大學發展心理學家、教育學家霍華德•加德納教授于1983年在《智能的結構》一文中提出后，在世界范圍內引發了教育的“革命性”變革。我國于20世紀90年代引進多元智能理論，國內有專家認為，多元智能理論無疑是我們長期以來一直在努力推崇的“素質教育的最好全釋”；還有人指出：多元智能理論與建構主義理論一道，構成了我國新課程改革的強大理論支撐。多元智能理論指出人類內涵的能力至少有八種：包括語文智能；音樂智能；邏輯—數學智能；空間智能；肢體—運作智能；人際智能；自省智能；自然觀察智能。加德納認為，相對于過去的一元智力理論，多元智能理論能夠更全面地描繪和評價人類的智力能力。加德納還指出，人類智能還包含有次級智能和多種次級構成要素。
二、基于多元智能理論的汽車英語課程設計
（一）汽車英語課程設計的基本條件
Posner（1994）認為，課程設計的基本條件包括：了解學生的需求、興趣、能力、知識水平等例如：學生需要什么、需要的原因、已有的能力、待補的能力、已有的基礎或條件，缺乏什么等等。熟悉課程情況例如，有能力識別和解釋該課程的基本概念和技能，全面和細致的有關知識，目前這個課程的開設情況等。擅長聽說讀寫譯五項必備能力，具有豐富教學經驗，而不是簡單的拼湊、復制、模仿依據以上課程設計的基本條件，做好高職英語課程設計就要求教師進行問卷調查或訪談學生已經完成的課程標準或已經具備的語言知識，要求通過參考有關著作、論文、同類課程、教材等，與同行交流，收集積累案例或經驗等等。
（二）汽車英語課程設計的標準
根據Furey提出的標準，高職英語課程設計必須把握下列標準：
1.是否有足夠的理論依據英語課程設計必須基于什么樣的科學理論基礎，是否遵照其本身的科學性和社會性？
2.是否適合學生目標在從事高職英語教學中，教師要因材施教。不但熟悉、掌握學生的自身學習情況、學習興趣，也注重培養學生的實際效果性。
3.是否具有成功實施的可能性和效果的可評性在從事高職英語教學中，教師要不斷自評課程設計的真實效果。
（三）汽車英語課程設計的內容
汽車英語課程設計的內容取決于授課的理念。針對英語語言，如果認為語言是符號系統，課程設計就由語音、詞匯、語法、句型構成，強調語言形式的正確性；如果視語言為交際工具，課程設計要考慮的是交際的人，交際發生的條件、交際的目的等。英語課程設計關注的不僅是語言形式的正確性，還有社交的適當性。在教學研究過程中，在多元智能理論的指導下，根據調研結果對課程教學內容進行逐步更新，教材從最初的純英文閱讀形式的到單獨開發學生的專業英語閱讀能力，從聽、說、讀、寫等能力的平行拓展，汽車專業英語校本教材內容新穎，圖文并茂，根據主題確定教學內容、重點及難點，融專業英語聽、說、讀、寫訓練于一體，重點突出，實用性強，有利于開發學生的多元英語語言智能，改善課堂教學氛圍，提高教學效果。
三、多元智能理論下汽車英語課程設計需注意的問題
首先，汽車英語以提高口語交際能力為本位，突出應用性本課程在對汽車企業英語應用能力需求深入調研的基礎上，按確定工作任務模塊、同時突出語言技能的要求制訂教學大綱和授課計劃，明確了教學應達到的知識標準和技能標準。其次，課程體系整合突出全面性、邏輯性、典型性和實用性本課程以國際汽車行業最新的知識體系為基礎，以市場為導向，將傳統汽車英語課程的以訓練專業英語閱讀能力為主體的教學內容，整合成為汽車構成的4大部分分別為發動機、底盤、車身、電氣設備以及發動機的兩大機構五大系統和底盤的傳動系統、行駛系統、轉向系統和制動系統等各個任務模塊以系統的知識主題構成課程內容體系。最后，教學手段優化，突出多元英語智能培養在教學實踐中，注重將互動教學、角色扮演、案例教學、多媒體聽力、課件加視頻等教學手段相結合，增加學生的學習興趣，提高其用英語分析和理解專業知識的能力和用英語進行專業領域的交際能力，并結合具體課程內容指導學生進行延伸性思考，以增強學生的創新能力，全面促進學生多元智能的發展。
總結
1.1 Background of this study 1
1.2 The current situation in oral English learning of non-English major students 1
1.3 Overview of the development of web-based study at home 2
1.4 The significance of the study 2
2. Literature Review 4
2.1 Definition of learning strategies 4
2.2 Classification of learning strategies 5
2.3 Studies on speaking learning strategies 6
2.4 Factors of influencing the choice of speaking learning strategies 8
3. The methodology 10
3.1 The subjects 10
3.2 Instruments 10
3.3 Data collection 11
3.4 Data analysis 11
4. Results and discussion 16
4.1 Frequency of the use of speaking learning strategies 16
4.2 Frequency of the use of different speaking learning strategies. 16
4.3 Differences in the use of speaking learning strategies by speakers with different factors 17
5. Conclusion 19
Acknowledgements 20
References 21
Appendices 23
1. Introduction
In this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.
1.1 Background of this study
With the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.
In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. [1]105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.
Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced people’s life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.
1.2 The current situation in oral English learning of non-English major students
In China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving’ process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative.
According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.
1.3 Overview of the development of web-based study at home
With the rapid development of computer science and technology and the prevalence of networks, people’s life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on people’s daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making frien ds from other countries online, etc.
Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the student's critical thinking and analytical skills. [2]245
1.4 The significance of the study
With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in people’s mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.
What’s more, the Internet and computer science has played a more and more important role in people’s life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.
2. Literature Review
In this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.
2.1 Definition of learning strategies
In most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” [3]154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.
Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learner’s encoding process. 54 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work.
In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 78
In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language –to incorporate these into one’s interlanguage competence.” [11]65-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.& rdquo; [12]57-58
2.2 Classification of learning strategies
2.2.1 Classification of learning strategies abroad
Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:
In the classification of O’Malley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. [13]155 O’Malley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of O’Malley and Chamot’s classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.
The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. [14]54-55
1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.
2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.
The classification by Oxford has been widely used and accepted.
Cohen, in his work Strategies in Learning and Using a Second Language divided learners’ strategies into two types: language learning strategies and language using strategies. [15]124 Cohen’s classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.
2.2.2 Classification of learning strategies in China
As we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.
Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. [16]56
Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating one’s progress, measuring and modulating one’s affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. [17]54
2.3 Studies on speaking learning strategies
2.3.1 Nature of oral English
Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar. Also, we can find that oral English is always much up-dated and could express speaker’s ideals by tones of voice, intonation and stress.
The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moment’s distraction. [18]85
2.3.2 Studies on speaking learning strategies abroad
With the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonugh’s review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps:
1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.
2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process.
Through employing the me thodology of interpreting transcripts of learners’ language，the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. [19]78-79
The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.
O’Malley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. [20]65 After the test, the members who were given precise and clear training in meta-cognitive，cognitive，and social strategies and affective strategies improved significantly more than the controlled group.
Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university，half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 75
2.3.3 Studies on speaking learning strategies at home
From the early 1980s, researchers in China began to pay more and more attention to speaking learning strategies. A thesis named “An investigation of learning strategies in colloquial communication that Chinese EFL learners in China employ” was accomplished by Huang Xiaohua in 1984. In 1985, Huang Xiaohua took a further research on relationship between speaking strategies and speaking proficiency among seniors of English major in Guangzhou Foreign Language Institute. They found that the use of learning strategies was relative to increased language achievement or proficiency and learning strategies had been firmly affirmed to play an active role in language learning. [23]287-307
In 1990, Chen Siqing Published “A study of communication strategies in interlanguage production by Chinese EFL learners” in an international magazine—Language Learning. In the study, the frequency, type and efficiency of using communication strategies by twelve students of foreign language majors were observed and described. [24]24-26
2.3.4 Factors of influencing the choice of speaking learning strategies
During the recent studies on learning strategies, many researchers have found that the use of speaking learning strategies is affected by many factors. And the most common factors are age, language proficiency, learning style, learning beliefs, gender, motivation and culture.
1) Age has been found to affect the use of oral English strategies. Older learners often use complex, sophisticated strategies. Young children respond more readily and intuitively to language “acquisition” in social and communicative situations, while older learners can learn language more steadily by means of cognitive and academic approaches. [25]154
2) L2 proficiency Bialystock found that functional practice correlated significantly with second language proficiency in tenth graders, whereas functional practice, formal practice, and monitoring were related to L2 proficiency in twelfth graders. [26]25
3) Learning styles also affect the choice of L2 learning strategies. Learning styles make a big difference in choosing learning strategies or the learning behavior of an individual.
4) Learning beliefs, as researchers, Weden, Horwitz; Abranham and Vann; Gerardo; Pedro; Yang, suggested, play an important role in dictating the use of learning strategies.
5) Gender differences in the use of learning strategies are indicated by several studies of Oxford and Nyikos, Oxford and Green, Kaylani e.
6) Motivation is also important in successful second language learning. Gardner, D. & L. Miller are typical researchers. Schumann, Oxford and Nyikos, Ehrman and Oxford, Okada also concern much about motivation and learning strategies.
7) Culture may play an important role in shaping particular learning behaviors, as some researchers indicated. Researchers such as O’Malley, Politzer and McGroa try, Scarcella, Carson, Hino, Kohn, Carson and Nelson, Levine, Reves and Leaver and Parry make researches on it. [27]85
3. The methodology
The study was conducted to investigate the current situation of speaking learning strategies used by students from non-English majors who have oral English study online by means of questionnaire survey. The whole chapter is composed of the following components: the subjects, the instruments, data collection, data analysis.
3.1 The subjects
3.1.1 Purpose
The major purposes of the study are: 1) to study the frequency of the use of speaking learning strategies during oral English study online; 2) to find out the differences in the frequency of the use of different speaking learning strategies; 3) to identify the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level; 4) to point out that the positive use of speaking learning strategies online is helpful to the improvement of oral English.
3.1.2 Participants
The participants are 107 college students of non-English major in ZUST. They are from different majors and are respectively from science and arts. And also, they are from different grades of different levels.
3.2 Instruments
The questionnaire has been used to gather information on the speaking learning strategies used by students of non-English major who have oral English study online. The students are required to finish the questionnaire in 10 minutes. The questionnaire contains 30 questions, concluding 6 questions about meta-cognitive strategies, 4 questions about cognitive strategies, 6 questions about memory strategies, 4 questions about compensation strategies, 5 questions about affective strategies, and 5 questions about social strategies. It uses five scales ranging from A (“never”) to E (“always”). The latter letter indicates a more frequent use of the Internet or strategies. The first part of the survey questionnaire is for the status of using the Internet for oral English study in ZUST. The second part focuses on the use of six types of strategies. The detailed reflection of different speaking learning strategies used in oral English study online can be represented as below: 1) memory strategies, such as setting up nets of relationships, making use of image and sound, reviewing, acting and so on; 2) cognitive strategies, such as practicing, receiving, and conveying information, analyzing and inferring, setting up rules for inputting and output information; 3) compensation strategies, such as guessing, overcoming deficiencies of language knowledge in speaking and writing; 4) meta-cognitive strategies, such as focusing on key points of learning, arranging and planning learning, evaluating learning; 5) affective strategies, such as lowering anxiety, encouraging oneself, learning about one’s own state of affect; 6) social strategies, such as enquiring about questions, cooperating with others, sympathizing others. The questionnaire is in Chinese, in order to make the participants understand the items better.
3.3 Data collection
The students majoring in science, especially the students majoring in engineering and students majoring in arts of business trade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering time-saving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, self-rated proficiency, and the possibility and reliability of the data.
3.4 Data analysis
This paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level. For the convenience of calculating, A (“never&rd quo;) to E (“always”) in the questionnaire count 1-5 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results.
3.4.1 Frequency of the use of speaking learning strategies
Table 3.1 Frequency of the use of speaking learning strategies online and in real life
Category Online In real life
Overall strategies 2.50 4.02
Memory strategies 2.30 4.33
Cognitive strategies 2.57 3.04
Compensation strategies 2. 82 4.83
Meta-cognitive strategies 2. 53 3.12
Affective strategies 2.19 3.03
Social strategies 2.24 4.08
The table 3.1 above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts 2.50, greatly lower than that in the real life, which holds 4.02. Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life.
3.4.2 Frequency of the use of different speaking learning strategies
Table 3.2 Frequency of the use of different speaking learning strategies
Category Mean Std. Deviation
Memory strategies 2.30 2.29
Cognitive strategies 2.57 3.33
Compensation strategies 2. 82 4.91
Meta-cognitive strategies 2. 53 5.18
Affective strategies 2.19 3.43
Social strategies 2.24 3.07
The table 3.2 above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are compensation strategies, which accounts for 2.82. The latter two are cognitive strategies and meta-cognitive strategies, which accounts for 2.57 and 2.53 respectively. Affective strategies only have 2.19, which are comparatively low to the overall level.
3.4.3 Differences in the use of speaking learning strategies by speakers with different factors
3.4.3.1 Use of the speaking strategies by different gender
Table 3.3 Frequency of the use of speaking learning strategies by different gender
Category Male Female
Overall strategies 2.33 2.67
Memory strategies 2.28 2.32
Cognitive strategies 2.53 2.61
Compensation strategies 2.51 2.55
Meta-cognitive strategies 2.49 2.57
Affective strategies 2.18 2.20
Social strategies 2.21 2.27
From table 3.3, we can see that there is no big significant difference in using memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold 2.67, higher than 2.33 for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males.
3.4.3.2 Use of the speaking strategies by different majors
Table 3.4 Frequency of the use of speaking learning strategies by different major
Category Science Arts
Overall strategies 2.36 2.64
Memory strategies 2.25 2.35
Cognitive strategies 2.51 2.63
Compensation strategies 2.59 2.47
Meta-cognitive strategies 2.31 2.33
Affective strategies 2.15 2.23
Social strategies 2.19 2.29
From table 3.4, the overall use of speaking learning strategies by students from arts occupies 2.64, while the use of those from science occupies 2.36. The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the table3.4.
3.4.3.3 Use of the speaking strategies by different personalities
Table 3.5 Frequency of the use of speaking learning strategies by different personality
Category Extroverted Introverted
Overall strategies 2.50 2.42
Memory strategies 2.27 2.33
Cognitive strategies 2.58 2.56
Compensation strategies 2.56 2.50
Meta-cognitive strategies 2.28 2.34
Affective strategies 2.19 2.17
Social strategies 2.26 2.21
From table 3.5, the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies 2.33, 0.05 higher than the extroverted. Also, we can see that the score of the meta-cognitive strategies by the introverted is 0.06 higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confident students are more frequent, especially social strategies, affective strategies and compensation strategies.
3.4.3.4 The use of the speaking strategies by different self-rated proficiency levels
Table 3.6 Frequency of the use of speaking Learning
strategies by different self-rated proficiency level
Category High Medium Low
Overall strategies 2.53 1.61 0.89
Memory strategies 1.84 1.71 1.12
Cognitive strategies 2.19 1.97 0.98
Compe nsation strategies 1.51 1.57 1.90
Meta-cognitive strategies 2.57 1.63 0.83
Affective strategies 2.83 1.88 0.67
Social strategies 2.11 1.54 0.83
In this part, students are divided into three groups by self-rated proficiency level, namely, high, medium and low. Table 3.6 clearly shows that the strategies used by the participants are significantly and positively related to their proficiency level. The good students with higher-rated proficiency level use more speaking learning strategies and relatively the students with low-rated proficiency level use less speaking learning strategies. In addition, the compensation is often used by the ones who are relatively weak in English, which occupy 1.9 point in the table 3.6.
4. Results and discussion
4.1 Frequency of the use of speaking learning strategies
As the survey shows, the overall use of speaking learning strategies online is still low. The possible reason should be:
First, the college students have not thought high of or even realized the great potential and function of the net to learning. Although the Internet can capture students’ attention easily, it is not often used for study. Students are used to and willing to study in class or by textbooks or homework.
Second, even though a part of students realized the value of Internet to study, they do not know how to study. The further negative effect is that they lose the interest in oral English practicing easily. This may need the teachers to guide them and enlighten their mind with fleshing ideas, innovation and updated rich information about the ways to practice oral English on the Internet.
Third, there is no admirable and pleasant atmosphere for web-based study. As nearly all the students live in the dormitory, they are easily affected by each other. So, an environment full of interaction is advocated. The teachers or the students themselves could build some forums, unions or study groups to arise the atmosphere of study.
The last but not the least, the Internet has so much temptation to allure the students to have some entertainment. So, the Internet itself may reduce the speaking learning use. Students are always weak in self-motivated learning ability and ability to study independently online. As to this, the students themselves should pay more efforts on it.
4.2 Frequency of the use of different speaking learning strategies.
From the data we can see that the most frequent speaking learning strategy used by students online is the compensation strategies. This may be the reason that the average oral English level of non-English major students is not high and a big amount of them is low. When they could not understand what the other talks about during the conversation, they will ask them to repeat or slow down the speed. Since the storage of their vocabulary is limited, when they could not remind of the words or sentences needed, they will choose other words or sentences to replace these words or sentences. And when they could not express themselves clearly, they will try to give examples to elaborate it.
The lower ones to compensation strategies in the survey are cognitive strategies and meta-cognitive strategies. It is gratified that students have an identifying goal of study in English learning and they also take advantage of the Internet resources under a pleasant condition by watching America movie or TV series or listening VOA, BBC, etc. They also try to seek the better way to improve oral English and have the ability to make arrangements.
Affective strategies, memory strategies and social strategies are comparatively lower in the data. Students are easy to be depressed about their oral English and sometimes have the thought to let it be. When confronted with new words on movies, TV series, websites, chatting online, etc, students will not write them down or try to find their meanings. Social strategies could contribute much but are limited by the traditional study habits online. Students have not formed the habits to practice English by e-mails, chatting rooms or other methods online.
4.3 Differences in the use of speaking learning strategies by speakers with different factors
As we can see from the use of the speaking strategies by different genders, majors, personality, and self-rated proficiency level above, English learning factors do affect the oral learning inline.
As to the gender, females pay more attention to the use of speaking learning strategies and have more talents in language learning. Female students are not engaged in many entertainments such as games, etc. But both males and females should make best use of the advantages and bypass the disadvantages
As to the major, the scores of the students majoring in arts are conspicuously superior to the students majoring in science. The thinking pattern and the advantage of sharing emotion and social practice of the students majoring in art makes them superior in the use of speaking learning strategies, while the students majoring in science pay much on the technologies and data than language itself.
As to personality, the extroverted ones gain much. The extroverted personality always represents confident, outgoing and communicating or sharing much with others. The confident and outgoing ones always have a higher self-rated proficiency. If one is more confident and outgoing, then he or she will pay more efforts on how to improve oral English and gain more opportunity to have a communication with others.
As to self-rated proficiency, it is clear that the students with higher self-rated proficiency level use more speaking learning strategies and the students with lower self-rated proficiency level use less speaking learning strategies. In turn, the ones who use varied speaking learning strategies more frequently can always achieve better outcomes in oral English. But as the Internet is only one assisting tool to oral English learning, so, we can not say that it is definitely a deciding factor. But it is sure that frequent use of strategies do contributes to the results of the oral English learning.
At present, however, not too many students regard the speaking learning strategies important, and have not formed a good study mode online. So, I would like to bring up some advice for reference: 1)lowering anxiety and practicing step by step; 2)preparing and planning for using speaking learning strategies; 3)selecting and using proper and suitable strategies for yourself; 4)summarizing your oral study and making adjustments accordingly; 5)going outside and practicing more and more. How to get rid of the barriers of the negative factors and make full use of the positive ones is a wise but a difficult thing. Also, to make full use of the Internet in study and put the speaking learning strategies into the oral English study online are meaningful but still a long way.
5. Conclusion
The above discussion of study and research is by no means comprehensive but it deserves our study.
Nowadays, Internet is an interesting and fashionable thing to us. It has attracted our eyeballs for a long time and occupied plenty of our time as well. The introduction of Internet brings new vigor to teaching and learning process, but it also tends to be inefficient during the study. Thus, the frequency of using speaking learning strategies online is low. This requires the proper use of speaking learning strategies and efforts by the students.
As the study shows, the most frequent speaking learning strategies used online is compensation strategies. It may after all be accepted as a good way to circumvent the weakness in oral English, but not a good and long-time way to improve oral English level. Other strategies do deserve to use and have some requirements to the learners: the use of cognitive strategies and meta-cognitive strategies requires learners know how to make arrangements for study and have the ability to self-control during the study online. The study of affective strategies shows that an enterprising and perseverant mind is advocated in practicing oral English. Memory strategies request the learners to be more diligent and hardworking to English study. At last, the social strategies are functional and demand the students to explore more gateways of practicing oral English online.
It is evident that learners’ factors can easily affect the use of speaking learning strategies online and some factors can not be changed at once. But, if the learners could foster strengths and circumvent weaknesses, and absorb the shining points from the others, there will be a new look of oral English learning.
Speaking learning strategies is by no means helpful to the improvement of oral English, although this paper could not give affirmative support to it. But we can see that the good learners always use speaking learning strategies more frequently.
All in all, it is greatly expected that the learners could make full use of the website and speaking learning strategies during the study online and there will be a better atmosphere of practicing oral English online in the future.
Acknowledgements
My initial thanks go to my supervisor Louqing, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Yangxue, Chenliang, Fanyanlong, wangbo and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
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［23］Huang, X. H. & M. Van Naersson. Learning Strategies for oral communication[J]. Applied Linguistic, 1987:287-307.
［24］陳思齊.英語專業大學生交際策略的使用研究[J].外語教學,1990:24-26.
［25］Ehrman, M & Oxford. Effects of sex differences, career choice, and psychological type on adult language learning strategies[M]. Modern Language, 1989:154.
［26］Bialystock, E. The role of conscious strategies: A psychological Analysis of Second Language use[M]. Oxford: Basil Blackwell, 1981:25.
［27］陳善瓊.語言學習策略在中學英語口語教學中的應用[D]. 四川師范大學,2007:85.
Appendices
浙江科技學院非英語專業大學生網上英語口語學習策略調查問卷
一、個人簡況
姓名:
性別: A 男 B女
科別： A 理工科 B文科
你的性格特征： A內向 B外向
你認為你目前的英語綜合水平： A很差 B一般 C優秀
二、網上英語口語學習策略調查
（元認知策略使用情況調查）
1、我尋求好的網上口語練習的時間和地點。
A從不 B很少 C有時 D經常 E總是
2、上網學習時，我能把握上網學習的時間和內容。
A從不 B很少 C有時 D經常 E總是
3、對于如何上網提高英語口語能力，在不同時期，我有明確的目標。
A從不 B很少 C有時 D經常 E總是
4、我總在尋求更好的口語學習方法。
A從不 B很少 C有時 D經常 E總是
5、我思考和評價自己的上網學習方法從而找出存在的問題和解決方法。
A從不 B很少 C有時 D經常 E總是
6、在說話前， 我先把想說的話組織好再說。
A從不 B很少 C有時 D經常 E總是
（認知策略使用情況調查）
7、我瀏覽各種英文網站、聽英文錄音VOA,BBC,. etc及看英文視頻等，聽和練習口語。
A從不 B很少 C有時 D經常 E總是
8、在用英語聊天時，我會猜想對方下一句會說什么。
A從不 B很少 C有時 D經常 E總是
9、聽VOA,BBC，. etc 或歐美劇等英文視頻時，我會模仿其說話方式、語音語調及用詞。
A從不 B很少 C有時 D經常 E總是
10、聽VOA,BBC，. etc 或歐美劇等英文視頻時，我會小聲跟著說。
A從不 B很少 C有時 D經常 E總是
（記憶策略使用情況調查）
11、我反復觀看喜歡的歐美劇，以便加深印象。
A從不 B很少 C有時 D經常 E總是
12、記單詞時， 我會想到同根的詞或近義詞、反義詞等相關詞匯。
A從不 B很少 C有時 D經常 E總是
13、在英文網站上遇到新單詞我就猜它的意思。
A從不 B很少 C有時 D經常 E總是
14、一遇到生詞就查字典嗎?
A從不 B很少 C有時 D經常 E總是
15、我把上網遇到的生詞記在單詞本上。
A從不 B很少 C有時 D經常 E總是
16、我用金山詞霸等網上字典在線查找生詞的意義及用法。
A從不 B很少 C有時 D經常 E總是
（補償策略使用情況調查）
17、QQ聊或聊天室語音等方式交流時， 我會努力猜測TA接下去將說什么。
A從不 B很少 C有時 D經常 E總是
18、QQ聊或聊天室語音等方式交流時， 當不懂對方所言時，會請求對方重復或放慢語速。
A從不 B很少 C有時 D經常 E總是
19、QQ聊或聊天室語音等方式交流時， 當與別人交談時想不起某個詞 時， 我會使用同義詞（組）。
A從不 B很少 C有時 D經常 E總是
20、當不能表達自己時， 我會舉例等方式進行解釋。
A從不 B很少 C有時 D經常 E總是
（情感策略使用情況調查）
21、在網絡環境中害怕別人發現你英語方面的不足嗎?
A從不 B很少 C有時 D經常 E總是
22、為了把口語說好，我經常自我鼓勵。
A從不 B很少 C有時 D經常 E總是
23、說英語緊張時， 我會想辦法消除它。
A從不 B很少 C有時 D經常 E總是
24、上網學習英語后，我的學習興趣提高了。
A從不 B很少 C有時 D經常 E總是
25、我會與家人、同學、老師等探討口語學習的感受
A從不 B很少 C有時 D經常 E總是
（社交策略使用情況調查）
26、用英語寫郵件或聊天時，我請對方糾正我的錯誤。
A從不 B很少 C有時 D經常 E總是
27、通過網上交流很容易在學習上和同學結成朋友。
A從不 B很少 C有時 D經常 E總是
28、必要時，交談借助手勢、表情等進行表達。
A從不 B很少 C有時 D經常 E總是
29、交談時，我把精力放在意思表達上。
A從不 B很少 C有時 D經常 E總是
30、在口語表達時，我直接向對方表示自己遇到困難，向對方尋求幫助。
A從不 B很少 C有時 D經常 E總是
浙江科技學院非英語專業大學生非網絡狀態下英語口語學習策略調查問卷
（元認知策略使用情況調查）
1、我尋求好的網上口語練習的時間和地點。
A從不 B很少 C有時 D經常 E總是
2、學習時，我能把握學習的時間和內容。
A從不 B很少 C有時 D經常 E總是
3、對于如何提高英語口語能力，在不同時期，我有明確的目標。
A從不 B很少 C有時 D經常 E總是
4、我總在尋求更好的口語學習方法。
A從不 B很少 C有時 D經常 E總是
5、我思考和評價自己的學習方法從而找出存在的問題和解決方法。
A從不 B很少 C有時 D經常 E總是
6、在說話前， 我先把想說的話組織好再說。
A從不 B很少 C有時 D經常 E總是
（認知策略使用情況調查）
7、我參加有利于英語提高的活動，聽和練習口語。
A從不 B很少 C有時 D經常 E總是
8、在用英語聊天時，我會猜想對方下一句會說什么。
A從不 B很少 C有時 D經常 E總是
9、聽英語時，我會模仿其說話方式、語音語調及用詞。
A從不 B很少 C有時 D經常 E總是
10、聽英語時，我會小聲跟著說。
A從不 B很少 C有時 D經常 E總是
（記憶策略使用情況調查）
11、我反復朗讀喜歡的英語文章，以便加深印象。
A從不 B很少 C有時 D經常 E總是
12、記單詞時， 我會想到同根的詞或近義詞、反義詞等相關詞匯。
A從不 B很少 C有時 D經常 E總是
13、遇到新單詞我就猜它的意思。
A從不 B很少 C有時 D經常 E總是
14、一遇到生詞就查字典嗎?
A從不 B很少 C有時 D經常 E總是
15、我把遇到的生詞記在單詞本上。
A從不 B很少 C有時 D經常 E總是
16、我會努力查找生詞的意義及用法。
A從不 B很少 C有時 D經常 E總是
（補償策略使用情況調查）
17、英語聊天時，我會努力猜測TA接下去將說什么。
A從不 B很少 C有時 D經常 E總是
18、英語聊天時，當不懂對方所言時，會請求對方重復或放慢語速。
A從不 B很少 C有時 D經常 E總是
19、英語聊天時， 當與別人交談時想不起某個詞時， 我會使用同義詞（組）。
A從不 B很少 C有時 D經常 E總是
20、當不能表達自己時， 我會舉例等方式進行解釋。
A從不 B很少 C有時 D經常 E總是
（情感策略使用情況調查）
21、害怕別人發現你英語方面的不足嗎?
A從不 B很少 C有時 D經常 E總是
22、為了把口語說好，我經常自我鼓勵。
A從不 B很少 C有時 D經常 E總是
23、說英語緊張時， 我會想辦法消除它。
A從不 B很少 C有時 D經常 E總是
24、一番努力學習后，我的學習興趣提高了。
A從不 B很少 C有時 D經常 E總是
25、我會與家人、同學、老師等探討口語學習的感受
A從不 B很少 C有時 D經常 E總是
（社交策略使用情況調查）
26、用英語聊天時，我請對方糾正我的錯誤。
A從不 B很少 C有時 D經常 E總是
27、英語打開新的世界，結交更多的朋友。
A從不 B很少 C有時 D經常 E總是
28、必要時，交談借助手勢、表情等進行表達。
A從不 B很少 C有時 D經常 E總是
29、交談時，我把精力放在意思表達上。
A從不 B很少 C有時 D經常 E總是
30、在口語表達時，我直接向對方表示自己遇到困難，向對方尋求幫助。
A從不 B很少 C有時 D經常 E總是
謝謝您的合作!
誠 信 承 諾
我謹在此承諾：本人所寫的畢業論文《基于網絡的英語口語學習策略研究》均系本人獨立完成，沒有抄襲行為，凡涉及其他作者的觀點和材料，均作了注釋，若有不實，后果由本人承擔。
由于計算機人才已經得到了社會輿論中的普遍認可，即便不從事計算機工作的畢業生，在工作中也得到了日常化的普及。不論是學者撰寫的學術論文，還是會計財務人員的核算方式，抑或是教師在課堂上廣泛使用的PPT技術，都顯示出計算機基本技術在工作領域中的通用性[3]。然而在現實的高校中，由于課程地位的不是很高這一現實狀況，使得教師少有從業的激情，也使得學生在學習過程中大多以混學分為目的，而認識不到計算機的應用基礎技術在未來工作中的重要作用與無限制的發展空間。雖然和英語一樣，計算機應用基礎學問也存在著社會考級這一現象，省級二等與國家級二等的證書也是非專業的很多學員應該持有的證件。但是在具體的考級教育中，學生更感興趣的依然是英語四六級考試以及一些國家職業資格證書方面的考試，校方也往往不把計算機等級證書作為學生畢業學分的參考標準，這就使得計算機在學生的意識和學習取舍中徹底邊緣化。
二、計算機應用基礎課程中的改革方略及建設性思考
（一）提高公共課程的學科地位解決計算機用用基礎教學的這一問題，首先還要遵循著“解鈴還須系鈴人”的策略方針，在高校公共教育體制之內踐行深度化的改革方略。首先要在教學方針上，提高公共課程的學科地位。雖然高校是一個為學生謀求業務發展的平臺，但是要想實現更好的發展，畢竟仍然要以生存技能的重視為主要前提。不論是計算機應用基礎課程，還是大學外語或者大學語文，都是每一個學員基本常識培訓的重要學科，屬于生存技能層面中需要掌握的知識。高校要在四年學制中，秉持并把握住“先求生存，后謀發展”的理念，在前一兩年的教學進度中加強公共課的教學重視力度。
（二）擴大相關專業的招聘規模加強計算機課程內的師資力度是實現改革方略中的最重要一環，不論是企業單位還是機關、教育單位，任何改革都離不開人這個最活躍的因素。基于這種認識，計算機專業中的人才需要在社會價值的疏導過程中正確樹立自身的擇業傾向，要認識到理論教導高于實踐應用的原則，一定程度上培養“君子不器”的價值理念。畢竟人才的衡量尺度是多元化的，教育的成功仍舊可冠之以人才的美名和稱謂，而不僅僅局限于技術部門之內。高校也應當擴大計算機專業的招聘規模，并適當提高教師的待遇，以調動教育工作的積極性。
（三）宣傳社會考級的重要價值在計算機應用基礎課程的最重要改革過程中，與社會考級的重要地位緊密聯系也是一個不可忽略的一個重要方略。社會考級的一度熱門，正因為等級證書在具體的就業過程中具有非比尋常的重要價值。而在公共課的講授中，通過刺激學生的考級目的而增強課堂流程中的活躍程度，不失也是一個很好的建議。鑒于當前英語考級體制發生的變革，計算機考級也應當與時俱進，根據時代的發展與人才市場行情的需要而適當調整原有體制。
三、結論
1．1授課內容的靜態化
授課內容偏重結構性、封閉性的知識體系。一般是把知識分解成幾部分，組織學生從部分到整體進行學習，學生通過記憶和練習掌握知識。在一板一眼的重系統化知識教學中教師不能及時將書本知識與復雜的社會現象和學生的自我理解結合起來，使學生對知識的理解片面化。最終學生只掌握軟件的使用，難以培養利用所學知識解決實際問題的能力，更勿談自我學習能力。
1．2師生互動的靜態化
受傳統觀念的影響，教師在課堂上具有絕對主導的地位，在具體的課堂教學中，教師極易產生專制的心態。這造成雖然有互動，但大多數互動都是由教師主導的，按照教師的思路進行的互動。如教師提出一個問題，只需學生回答對或不對。學生很少有主動的思考，很難提出有價值性的問題，不利于知識的自我建構和生成。
2現狀原因分析
2．1教學角色的不平等
教學過程中，師生雙方是平等的，也是具有個性化思維的個體，但是事實上，教師占絕對地位，學生也沒有意識到自我在課堂教學中的價值和地位，沒有以主人翁的身份融入到教學活動中去，沒有意識到課堂教學是個性化知識建構的過程，忽視了自我的存在。而教師受傳統觀念的影響，也很難意識到雙方地位不對等造成對學生思維的限制，造成了授課方式的靜態化和師生互動的靜態化。
2．2教師自身能力的差異
大學教師是一個具有較強專業性要求的職業，作為一名合格的大學教師，不僅要有較高的專業理論水平，還要具備一定的教學理論素養。統計顯示，我國高校教師研習過教育學科知識的不足30％，有些教師盡管有過教育科學知識學習的經歷，但大都停留在一般理論的學習上。很多教師已習慣預設性的課堂教學，只要把授課內容準備好，把授課過程演練好，就能開展授課。在這種授課方式下，教師的知識完全圍繞預設內容準備，對意外情況的處理缺乏應對之策，造成了授課內容的靜態化。
3開展生成性課堂教學的意義
在我國傳統教育教學活動中，知識被看作是靜態的、不可改變的事實，課堂教學就是簡單傳授這些靜態結果。教師和學生以知識為中介，教師就是簡單的教，學生是灌輸式的被的接受學習。課堂教學就是知識的交易所，它關注的是學生記住了多少知識。針對傳統教育的弊端，新的教育改革中，呼吁以關注生命的生成，關注具體的、動態的教育過程，關注開放性的課堂教學，關注生成性教育資源的整合，關注教學偶發事件及其附加值，關注平等對話的師生關系等理念的生成性教學進入到學者及一線教師的視野中來。生成性教學是指在彈性預設的前提下，在教學的展開過程中由教師和學生根據教學進展，構建教學活動的過程。在師生、生生合作、對話、碰撞中，出現超出教師預設方案的新問題、新情況，隨著教學環境、學習主體、學習方式的變化而變化。根據教師的不同處理而呈現出不同的價值，使課堂呈現出動態變化的、生機勃勃的特點。相對于傳統的預設性教學而言，生成性教學更適合信息類課程內容覆蓋面廣、知識更新速度快的特點。因此研究生成性教學在高校信息類課程中的應用十分必要。
4實施生成性課堂教學的基本途徑
生成具有極強的現場性和隨機性，學習的狀態、條件等隨時會發生變化，教師在教學中需要開放地接納始料未及的信息，結合具體的教學場境選擇教學方法和手段，調整預定的教學環節和步驟，并根據執行過程中獲得的信息不斷修正和改變教學方案，或依據教學現場的實時特點而動態生成新的教學方案。課堂教學的生成性主要包括：
4．1教學方式的動態化
高校的教學工作內容更加廣泛，任務更加艱巨，高校教師的作用十分重要。一名好的教師能夠點燃學生的思想，激發學生的潛力，引導學生自主學生和創新，并幫助學生去塑造自我。而科學的教學方式是實現這些目標的前提。大學生思維處于十分活躍的時期，在課堂教學中會提出出人意料的問題，因此，高校課堂教學具有極強的現場性和隨機性。學習的狀態、條件等隨時會發生變化。計算機應用類課程以操作為主，為了適應這種隨時變化的教學狀態，必須提供相應的教學環境—教學機房。當學生提出有價值的問題或者疑問時，教師應該動態改變授課方式，設置一種具體的情景，把學生的疑問和具體的情景聯系起來，并通過在教師引導下的學生的自己操作來解決此問題，以實際問題的解決來回答學生提出的問題和疑問。既鍛煉了學生的動手能力，又鍛煉了學生解決實際問題的能力。此外，應注意到無論是案例的選編還是情景的設立都要圍繞著一定的教學目標，為達到一定教學目的而進行。當課堂生成偏離教學目標時，教師應該及時察覺到，并用適當的方法把學生的思路引導到正確的軌跡上來。
4．2教學內容的動態化
實際的科研和項目開發往往涉及多方面的知識，當現有課程內容無法解決實際問題時，教師應該提供相應的參考資料，引導學生有意識的培養獨立學習的能力。在內容的組織和選擇上應該遵從以下原則：
（1）深刻的啟發性。構建的教學內容不應該只是實際情況的描述，還應該包含著能夠引起學生深入思考的問題。引導學生深入分析案例，對其中的問題作出判斷、推理和論證，從而啟迪和開發學生的思維。
（2）突出的實踐性。引導學生在已經實踐過的事件中充當自主的角色，進行實踐鍛煉，使學生實現由理論到實踐的轉化。達到理論與實踐結合的目的。
利用專業的編輯知識把關有一些在標準內沒有規定，但是卻有獨特的規范術語或用法［2］，如《石油化工高等學校學報》的閆編輯，具有微生物學的碩士學位，她在復審《GJY－08菌株產木聚糖酶的固體發酵條件的研究》時，發現作者將細菌濃度的單位寫成了“CFU/mL”，其實正確的寫法是“個/L”，這種情況是因為作者直接套用外文文獻的寫法，但是，這種寫法翻譯過來是“每毫升液體中生成的菌落數”與“細菌濃度”的含義不同，因此，閆編輯要求作者進行了修改，沒有把錯誤的概念刊印出來。利用專業的科學知識把關(1)核心知識是“專業眼”外審專家的意見回來之后，一般是作者按照專家意見修改后，編輯再進行復審。對于復審，一些編輯由于文章內容與自己所學不相符，因此只能對文字和數字等進行簡單的校對。但是如果遇到與自己專業知識相近的文章，編輯可以復審的內容就多了。例如:中國兵器工業第五九研究所表面技術編輯部的李繼紅老師［3］在復審時發現有位作者在計算化學吸附速率常數時，引用了公式ka=Ae－Ea/RT，其正確的形式是ka=Ae－Ea/RT，作者誤將上角標的部分寫成了非上角標，其表達的意義完全是錯誤的。如果李老師不具備這方面的物理化學知識，這個錯誤很有可能就刊印出來了，雖然這個不屬于編校錯誤，但是會有損于期刊的嚴謹性和文章的學術水平，此例證從一個側面反映了編輯掌握一定專業的科學知識的對提高期刊的學術水平是很有幫助。(2)前沿知識要常更新醫學的術語和分類名詞經常變更，因此醫學期刊的編輯應該先于廣大作者獲悉并用于編輯實踐。例如，朱紅梅等［4］在復審論文時，將“枯否細胞”更名為“庫普弗細胞”;2000年的“病毒性肝炎防治方案”將原來的2類改為輕、中、重度3類，由于外審專家不了解新規定，修改意見中并沒有注明要修改，但是朱編輯在復審時發現并聯系作者修改，還把近年來的新規定統計成文在期刊的網站上供廣大讀者、作者學習。這些術語和名詞的變更，要求編輯對醫學專業知識要非常熟悉而且要不斷學習新的規則和標準。
終審善決斷
這篇論文是否發表呢?周主編反復仔細地研究了審稿專家的意見，并對該論文進行多次通讀，結合自己多年林業科研的知識背景，發現可能是審稿者時間緊，沒有很好地研讀論文，在審閱時犯了斬頭去尾、斷章取義加以否定的毛病，即:忽略了一個重要前提:選擇率應比第2次選擇增加1倍，在此情況下，選準率可達10%，所以說，早期選擇可以從2年生開始，但是選擇率應比第2次選擇(6年生或5年生選擇)增加1倍，在結論和討論中也有類似的陳述。因此，周主編終審認為該論文的結論是前人未曾作出的，是一個全新的結論，創新性很高，建議作者按照專家提出的意見認真修改后發表。(2)前沿知識辨識優秀青年學者例如，1992年，有兩位青年作者投稿給《東北大學學報》，論文經過2位專家3次評審都沒有通過，按一般經驗，應該退稿處理，而且由于審稿時間偏長，作者已經開始著手翻譯成英文想要投稿到國外了。副主編高起元編審在終審稿件時，發現他們研究的問題涉及新領域，退稿的原因可能是審稿人對領域不太熟悉，于是他聯系作者，通過談話，他發現2位年輕作者在專業方面素養很高，于是他他又請新領域的專家進行評審，這次評審不但順利通過，而且評價很高。文章得以優先發表，很快又被世界上重要的數學刊物和利用得最廣的數學刊物之一的美國《數學評論》收錄［7］。此后，這兩位作者感激高主編對他們的幫助和賞識，陸續將高水平的論文十余篇先后投稿到《東北大學學報》，產生了良好的學術影響。試想，如果高主編沒有數學方面的專業知識，不了解論文的學術價值，不和作者交朋友，單純按照專家意見處理，那么這篇高水平的新領域論文就不能及時在《東北大學學報》刊發了，而且作者有可能發表到國外期刊上，造成優秀稿源的流失，由此可見主編的專業知識在終審中的重要性。
結語