暗示教学法翻译论文及报告讲解Word文档格式.docx
- 文档编号:20414228
- 上传时间:2023-01-22
- 格式:DOCX
- 页数:19
- 大小:41.64KB
暗示教学法翻译论文及报告讲解Word文档格式.docx
《暗示教学法翻译论文及报告讲解Word文档格式.docx》由会员分享,可在线阅读,更多相关《暗示教学法翻译论文及报告讲解Word文档格式.docx(19页珍藏版)》请在冰豆网上搜索。
packageofpseudo-scientificgobbledygook"
(Scovel1979:
258).
Theclaimsforsuggestopediclearningaredramatic."
Thereisnosectorofpubliclifewheresuggestologywouldnotbeuseful"
(Lozanov1978:
2).“Memorizationinlearningbythesuggestopedicmethodseemstobeaccelerated25timesoverthatinlearningbyconventionalmethods”(Lozanov1978:
27).PrecisedescriptionsoftheconditionsunderwhichSuggestopediaexperimentswererunareashardtocomebyasareprecisedescriptionsof"
successful"
classroomprocedures.Forexample,EarlStevick,agenerallyenthusiasticsupporterofSuggestopedia,notesthatSuggestopediateachersaretrainedtoreaddialoguesinaspecialway."
Theprecisewaysofusingvoicequality,intonation,andtimingareapparentlybothimportantandintricate.Ihavefoundnoonewhocouldgiveafirst-handaccountofthem"
(Stevick1976:
157).
LozanovacknowledgestiesintraditiontoyogaandSovietpsychology.Fromraja-yoga,Lozanovhasborrowedandmodifiedtechniquesforalteringstatesofconsciousnessandconcentration,andtheuseofrhythmicbreathing.FromSovietpsychologyLozanovhastakenthenotionthatallstudentscanbetaughtagivensubjectmatteratthesamelevelofskill.Lozanovclaimsthathismethodworksequallywellwhetherornotstudentsspendtimeonoutsidestudy.HepromisessuccessthroughSuggestopediatotheacademicallygiftedandungiftedalike.Sovietpsychologyalsostressesthelearningenvironment,andLozanovsimilarlyspecifiestherequirementsofanoptimallearningenvironmentingreatdetail.(ForanoverviewofthetenetsofSovietpsychologyandhowthesedifferfromthoseofWesternpsychology,seeBancroft1978).
agonized
Awakealertaround(e.g...cramming)
Asleepawareattentiveanxious
(e.g,sleeplearning)(e.g,Suggestopedia)
Figure10.1Attentionandmemorystudies
Suggestopediacanperhapsbebestunderstoodasoneofarangeoftheoriesthatpurporttodescribehowattentivenessismanipulatedtooptimizelearningandrecall.Anumberofresearchershaveattemptedtoidentifytheoptimalmentalstatesforfacilitatingmemorizationandfacilitatingrecall.ThecontinuuminFigure10.1displayslabelsforvariousstatesofattentionthathavebeenexaminedfortheirfacilitationofinhibitionofmemorization.Thepointatthefarleftrepresentsstudiesofsleeplearning.Thepointatthefarrightrepresentsstudiesontheefficiencyofcramming.Lozanovbelievesmostlearningtakesplaceinarelaxedbutfocusedstate.WethuslocateLozanov'
sproposalsintheaware—alertarea.
AmostconspicuousfeatureofSuggestopediaisthecentralityofmusicandmusicalrhythmtolearning.Suggestopediathushasakinshipwithotherfunctionalusesofmusic,particularlytherapy.OneoftheearliestattestedusesofmusictherapyisrecordedintheOldTestamentoftheBible:
"
WhentheevilspiritfromGodwasuponSaul,Davidtookuphisharpandplayedwithhishand;
soSaulfoundrelief;
anditwaswellwithhim,andtheevilspiritdepartedfromhim"
(1Samuel12:
23).Lozanovmighthavedescribedthisincidentastheuseofmusictoassistinthe"
liberationfromdiscretemicropsychotraumata,fordestructionofincompatibleideasaboutthelimitsofhumancapabilities"
252).
Gaston(1968)definesthreefunctionsofmusicintherapy:
tofacilitatetheestablishmentandmaintenanceofpersonalrelations;
tobringaboutincreasedself-esteemthroughincreasedself-satisfactioninmusicalperformance;
andtousetheuniquepotentialofrhythmtoenergizeandbringorder.ThislastfunctionseemstobetheonethatLozanovcallsuponinhisuseofmusictorelaxlearnersaswellastostructure,pace,andnunctuatethepresentationoflinguisticmaterial.
二.Approach
1.Theoryoflanguage
Lozanovdoesnotarticulateatheoryoflanguage,nordoesitseemheismuchconcernedwithanyparticularassumptionsregardinglanguageelementsandtheirorganization.Theemphasisonmemorizationofvocabularypairs-atargetlanguageitemanditsnativelanguagetranslation-suggestsaviewoflanguageinwhichlexisiscentralandinwhichlexicaltranslationratherthancontextualizationisstressed.However,Lozanovdoesoccasionallyrefertotheimportanceofexperiencinglanguagematerialin"
wholemeaningfultexts"
268)andnotesthatthesuggestopediccoursedirects"
thestudentnottovocabularymemorizationandacquiringhabitsofspeech,buttoactsofcommunication"
(1978:
109).
Lozanovrecommendshomestudyofrecordingsof"
wholemeaningfultexts(notofafragmentarynature)"
thatare,"
aboveall,interesting.'
^Thesearelistenedto"
forthesakeofthemusicoftheforeignspeech"
277).Thetextsshouldbelightheartedstorieswithemotionalcontent.Lozanov'
srecommendationsofsuchstoriesseemstobeentirelymotivational,however,anddoesnotrepresentacommitmenttotheviewthatlanguageispreeminentlylearnedforandusedinitsemotivefunction.
IndescribingcourseworkandtextorganizationLozanovrefersmostoftentothelanguagetobelearnedas"
thematerial"
(e.g.,"
Thenewmaterialthatistobelearnedisreadorrecitedbyawell-trainedteacher"
)(Lozanov1978:
270).Onefeelsthatthelinguisticnatureofthematerialislargelyirrelevantandthatifthefocusofalanguagecoursewas,say,memorizationofgrammarrules,Lozanovwouldfeelasuggestopedicapproachtobetheoptimalone.ThesampleprotocolgivenforanItalianlesson(Lozanov1978)doesnotsuggestatheoryoflanguagemarkedlydifferentfromthatwhichholdsalanguagetobeitsvocabularyandthegrammarrulesfororganizingvocabulary.
2.Theoryoflearning
SuggestionisattheheartofSuggestopedia.Tomany,suggestionconjuresupvisionsofthepenetratingstare,swingingcat'
seye,andmonotonicallyrepeatedinjunctionsofthehypnotist.LozanovacknowledgesthelikelihoodofthisassociationtoSuggestopediabutclaimsthathisownviewsseparateSuggestopediafromthe"
narrowclinicalconceptofhypnosisasakindofstatic,sleeplike,alteredstateofconsciousness"
3).Laxanovfurtherclaimsthatwhatdistinguisheshismethodfromhypnosisandotherformsofmindcontrolisthattheseotherformslack"
adesuggestive-suggestivesense"
and"
failtocreateaconstantsetuptoreservesthroughconcentrativepsycho-relaxation"
267).(Wein-terpretreservesasbeingsomethinglikehumanmemorybanks.De-suggestionseemstoinvolveunloadingthememorybanks,orreserves,ofunwantedorblockingmemories.Suggestion,then,involvesloadingthememorybankswithdesiredandfacilitatingmemories.)Therearesixprincipaltheoreticalcomponentsthroughwhichdesuggestionandsuggestionoperateandthatsetupaccesstoreserves.WewilldescribethesebrieflyfollowingBancroft(1972).
2.1Authority
Peoplerememberbestandaremostinfluencedbyinformationcomingfromanauthoritativesource.LozanovdictatesavarietyofprescriptionsandproscriptionsaimedathavingSuggestopediastudentsexperiencetheeducationalestablishmentandtheteacherassourceshavinggreatauthority.Lozanovtalksofchoosinga"
ritualplacebosystem"
thatismostlikelytobeperceivedofbystudentsashavinghighauthority(Lozanov1978:
267).Lozanovappearstobelievethatscientific-soundinglanguage,highlypositiveexperimentaldata,andtrue-believerteachersconstitutearitualplacebosystemthatisauthoritativelyappealingtomostlearners.Well-publicizedaccountsoflearningsuccesslendthemethodandtheinstitutionauthority,andcommitmenttothemethod,self-confidence,personaldistance,actingability,andahighlypositiveattitudegiveanauthoritativeairtotheteacher.
2.21nfatinization
Authorityisalsousedtosuggestateacher—studentrelationslikethatofparenttochild.Inthechild'
srolethelearnertakespartinroleplaying,games,songs,andgymnasticexercisesthathelp"
theolderstudentregaintheself-confidence,spontaneityandreceptivityofthechild"
(Bancroft1972:
19).
2.3Double-planedness
Thelearnerlearnsnotonlyfromtheeffectofdirectinstructionbutfromtheenvironmentinwhichtheinstructiontakesplace.Thebrightdecoroftheclassroom,themusicalbackground,theshapeofthechairs,andthepersonalityoftheteacherareconsideredasimportantininstructionastheformoftheinstructionalmaterialitself.
2.4Intonation,Rhythm,andConcertpseudo-passiveness
Varyingthetoneandrhythmofpresentedmaterialhelpsbothtoavoidboredomthroughmonotonyofrepetitionandtodramatize,emotionalize,andgivemeaningtolinguisticmaterial.Inthefirstpresentationoflinguisticmaterialthreephrasesarereadtogether,eachwithadifferentvoicelevelandrhythm.Inthesecondpresentationthelinguisticmaterialisgivenaproperdramaticread
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 暗示 教学法 翻译 论文 报告 讲解
![提示](https://static.bdocx.com/images/bang_tan.gif)