林新明 张凡 朱宏 谢忠明

摘  要：大学英语学习困难生现象一直困扰着英语教学。随着英语教学改革的进一步深入，网络和多媒体教学的广泛应用，通过改变传统的教学模式，实施多元互动式英语教学模式，开展多模态教学，实现教学方式的更新、师生之间、学生之间的互动与英语学习困难生自我学习理念、学习策略改变和提升等多元因素的互动，有效地促进整体英语教学效果的提高以及学习困难生学习的进步，总结出一套针对大学英语学习困难生的教学和学习方法思路。

关键词：大学英语;困难生;教学改革;互动式;多模态;形成性测试

中图分类号：G642         文献标志码：A         文章编号：2096-000X（2020）05-0130-04

Abstract： At present， the phenomenon of students with college English learning difficulties is increasingly perplexing English teaching. With the further development of English teaching reform and the wide application of network and multimedia in teaching， by replacing the traditional teaching mode with the multi-modal layered interactive English teaching one， we can realize the renewal of teaching methods with the interaction between teachers and students， the interaction between students and students， as well as their self-learning， learning strategy change and so on， thus effectively promoting the improvement of teaching effect and the learning progress of students with learning difficulties， and summarizing a set of teaching and learning methods for students with college English learning difficulties.

Keywords： college English teaching; students with learning difficulties; teaching reform; interactive; multi-modal; formative test

一、概述

当今社会对大学英语教学的产出期待值越来越高，但目前的大学英语学习困难生现象①一直困扰着英語教学[7，8，13]。这些英语学习困难生由于高考时英语分数相对不高，在大学英语学习过程中受心理、生理、客观环境等因素的影响，在生活中有较强的依赖性，在学习上目标不明确，自觉性差，情绪不稳定，消极自卑，缺乏竞争心理，惰性大等;也由于其英语学习积极性差，课堂表现不积极，成绩不好而被老师们忽视，甚至被认为是教学过程中的负担和麻烦制造者;多年来大学英语教学重视知识的灌输和轻语言技能的培养，过分追求四、六级通过率，传统的“以教师为中心”的教学方法占据主导地位，造成学生运用语言的技能、交际能力、思维能力和创造能……