委婉语教学.docx
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委婉语教学.docx
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委婉语教学
EnglishEuphemismTeaching
Abstract
Euphemism,whichisfrequentlyusedinbothEnglishandChinese,isalinguisticphenomenonaswellasaculturalone.Inasense,withoutproperapplicationofeuphemism,communicationwouldbeimpossible.Euphemismhasbecomeoneofthemajorsubjectsofcross-culturalstudiesaspeoplecometorealizethesignificanceofeuphemism.Therefore,Englishteachersshouldpayattentiontoeuphemismteachingsoastoimprovestudents’cross-culturalawarenessandcommunicativecompetence.
InChina,asfaraseuphemismteachingisconcerned,therearenomonographsortreatises.ThepapersconcerningeuphemismteachingmainlydiscusstheimportanceofEnglisheuphemismbutdonotdeliberatehowtoteachEnglisheuphemism.So,euphemismteachingisanewsubjectthatshouldbestudiedandexplored.TheEnglishteachersshouldfillupgapsineuphemismteaching.
Onthebasisofanalyzingthetraditionalteachingmethodsandteachingpractice,theauthorofthisdissertationintroducestheMultipleIntelligenceTheoryandappliesittoherteachingpractice.Basedonstudent-centeredconception,thetheoryemphasizesstudents’independentlearning.Inpractice,theauthorviewsteachingandlearningasadynamicandinteractiveprocessinwhichteachersarenotpolicy-makersbutorganizersandparticipants.Theauthortriesherbesttoarousestudents’motivationanddevelopstudents’intelligenceforcultureandeuphemismlearningthroughparticipationandenlightenment.Afterexperimentalteachingpractice,theauthorfindstheresultssatisfactory.Almostallthestudentshaveimprovedtheircross-culturalawarenessandcommunicativecompetenceinvariousdegreesandtheirprogressalsodisplaysintheirlinguisticabilitiessuchaslistening,speaking,readingandwriting.
ItshouldbeadmittedthattheempiricalteachingpracticewithMITheoryisjustonasmallscalealthoughthetheorydemonstratesitsstrongpointsinherclass.So,thistheoryshouldstillbeapplied,studiedandsummarizedbycollegeEnglish`teachersandrelativeEnglisheducatorssoastoachievearemarkablesuccessinimprovingstudents’cross-culturalawarenessandcommunicativecompetence..
KeyWords:
euphemism,cross-culturalawareness,motivation,multipleintelligencetheory,empiricalteaching
摘要
委婉语是一种语言现象,也是一种文化现象。
不能正确理解和使用委婉语将会给交际带来极大的障碍。
随着委婉语的重要性越来越为人们所关注和认识,委婉语已成为跨文化研究的重要对象之一。
委婉语教学的目的就是通过提高学生理解和使用委婉语的能力以培养学生的跨文化意识和交际能力。
作者发现在中国对于委婉语教学的研究几乎还是一片空白,关于委婉语教学的专著极少,一些关于委婉语教学的论文也只是探讨了委婉语的重要性并没有提出以何种模式或方法来进行教学。
因此,委婉语教学的方法和模式是一个有待研究和发掘的新课题。
在对传统教学方法进行比较全面的分析研究的基础上,作者研读了以学生为中心的多种智力理论并将其应用于委婉语教学中。
基于这一理论,作者在教学实践中,把教与学看作是动态及互动性的过程,强调自主性学习,而教师只是教学的参与者与组织者而不是决策者。
教师通过参与和启发,从而不断提高学生的学习兴趣并调动学生的学习积极性。
经过实践,此种理论在作者所执教的班级中取得了良好的效果。
接受多种智力理论教学的同学在理解和使用委婉语的能力及跨文化意识上都有了不同程度的提高。
需要指出的是,虽然在教学实践中多种智力理论显示了很多的优点,但作者的这一实验性对比研究的对象范围还比较狭窄,多种智力理论还需要各个高校的教师及其他从事英语教学人员的进一步应用、研究和总结,从而使委婉语教学和跨文化教学取得更大的成效。
关键词:
委婉语,跨文化意识,学习动机,多种智力理论,实验性教学
Contents
Acknowledgements…………………………………………………………………Ⅰ
EnglishAbstract…………………………………………………………………Ⅱ
ChineseAbstract…………………………………………………………………Ⅳ
Chapter1Introduction…………………………………………………………1
Chapter2EuphemismandInterculturalCommunication……………………4
2.1FormationofEuphemism………………………………………………………4
2.2FeaturesofEuphemism…………………………………………………………9
2.3EuphemismandCulture……………………………………………………12
2.4EuphemismandCommunication……………………………………………….14
2.5EuphemismandInterculturalCommunication………………………………23
2.6Summary…………………………………………………………………………24
Chapter3EnglishEuphemismTeaching………………………………………26
3.1TraditionalTeachingPractice……………………………………………26
3.2MultipleIntelligenceTheory………………………………………………29
3.3OrientationofEnglishEuphemismTeaching………………………………34
3.4ApplicationofMITheorytoEnglishEuphemismTeaching………………42
3.5AssessmentofEnglishEuphemismTeaching………………………………48
3.6Summary…………………………………………………………………………51
Chapter4Conclusion……………………………………………………………53
AppendixI(TestPaper)…………………………………………………………55
KeytotheTest……………………………………………………………………61
AppendixII(Weekly/MonthlyChecklist)………………………………………62
Bibliography………………………………………………………………………63
Chapter1Introduction
Languageandcultureareintertwinded.Language,asacrucialmeansofcommunication,isapartofcultureandplaysaveryimportantroleinit.Withoutlanguage,cultureandcommunicationwouldnotbepossible.Cross-culturalawarenessandcommunicativecompetencearenowwidelyrecognizedasanimportantgoaloflanguageteaching.Toachieveeffectivecross-culturalcommunication,studentsshouldacquirenotonlylinguisticcompetencebutalsopragmaticcompetence.
Euphemismisapartoflanguage.Euphemismisaroundaboutexpression,substitutinginoffensivewordsfortheirmoreexplicitcounterparts,sothatcommunicationiscarriedoutinamorepleasant,smoothandeffectiveway.Itispervasiveinourdailylife.Itisacommonlinguisticphenomenonaswellasaculturaloneindifferentcultures.Euphemismisacommonlinguisticphenomenoninallculturesanditisalsoaveryimportantdevicetocoordinateinterpersonalrelationship.Manyscholarsathomeandabroadhavestudiedthephenomenonofeuphemismfromperspectivesofrhetoric,semantics,sociolinguisticsandpragamatics.Theirstudyhasenrichedeuphemismresearchandbroadenedpeople’svisionofthephenomenonofeuphemism.
AlthoughthetheoreticalstudyofEnglisheuphemismhasaverylonghistorybothinChinaandinwesternsocieties,theresearchoneuphemismteachingisstillanewsubjectthatshouldbestudiedandexplored.AsfarasEnglisheuphemismteachingisconcerned,therearenomonographsandtreatises.Ofcourse,althoughthereareafewpapersconcerningeuphemismteaching,like《英语委婉语产生的心理动机及其在英语教学中的应用》(朱华,2004),《英汉委婉语比较与大学英语教学》(韩玲,2003),《从委婉语与禁忌语谈英语教学》(巩鹏,2000),《将英语委婉语导入大学英语口语教学中》(范思勇,2002),ATentativeStudyonEuphemism(YuLi,2001),etc.,theyjustalltalkabouttheimportanceandsignificanceofEnglisheuphemismbutdonotprovideuswithspecificteachingtheoriesormethodswhichdealwitheuphemismteachingandlearning.
MostoftheEnglishteachersinhighschoolsanduniversitiesstillapplytraditionalteachingmethods.Asaresult,alargeproportionofthestudentsarenotproficientinunderstandingandusingEnglisheuphemismandimpoverishedofcross-culturalawareness,thusresultingincommunicativeandpragmaticfailure.So,inChina,anappropriateteachingtheoryormethodisnecessaryforeuphemismteachingandforthepurposeofpromotingstudents’linguisticandsocioculturalcompetence.
AsateacherwhoteachescollegeEnglishinChina,thepresentauthor,besidestheoreticalresearchoneuphemismitself,isalsoconcernedwithhowtoconducteuphemismteachingeffectivelyandfruitfullyinherEnglishteachingpractice.Theauthorhasahopeoffindinganappropriateandapplicableteachingtheoryormethodsoastoimprovestudents’abilitytounderstandanduseEnglisheuphemism.ThroughtheteachingandlearningofEnglisheuphemism,theauthorintendstocultivatestudents’cross-culturalawarenessandpromotestudents’communicativecompetence.Afterhavingmadeadetailedstudyofsometraditionalteachingmethods,theauthorfindsthatMultipleIntelligenceTheoryismorehelpfulandapplicableasfarasEnglisheuphemismteachingisconcerned.Thus,theauthorappliesMITheorytoherteachingpracticeanddesignsmanyclassroomactivitiesinaccordancewiththistheory.Afteralmostthree-termteachingpractice,theauthor’sstudentshavemadeconsiderableprogressincommandofEnglisheuphemism,linguisticcompetenceandsocioculturalcompetence.
Thisdissertationisfocusedonthefollowingpoints:
atheoreticalintroductiontoEnglisheuphemism,thegeneralpracticeofeuphemismteaching,anewandefficientteachingtheory--MultipleIntelligenceTheoryanditsapplicationintoherteachingpractice.
Thesignificanceofthepaperliesinthreeaspects:
First,theauthorproposesthatinChinaeuphemismteaching,anewsubject,shouldbestudiedandexplored.TheauthorfindsthatalthoughmanyteachershaverealizedtheimportantpositioneuphemismhasbeenholdinginEnglishlanguageandculture,theydonotknowhowtocultivatestudents’cross-culturalawarenessandcommunicativecompetencebymeansofeuphemismteaching.
Second,theauthordiscussesthenegativeinfluenceofthetraditionalGrammar-Translationmethodonstudents’knowledgeandapplicationofEnglisheuphemismanddesignsatesttofindoutherstudents’proficiencyinunderstandingandusingEnglisheuphemisms.Afteranalyzingtheresultsofthetest,theauthorholdsthatEnglishteachersshouldarouseandstimulatestudents’motivationtolearneuphemismwithappropriateteachingtheoriesandmethods.
Third,theauthorsuccessfullyappliesthetheorytoherteachingpracticeandherstudentshavemadegreatprogressincross-culturalawarenessandcommunicativecompetence.
Thewholedissertationconsistsoffourchapters.Chapter1isageneralsurveyofthestudyofeuphemismteaching.Chapter2examinesthedefinition,theformation,featuresofeuphemismanditsrelationshipwithinterculturalcommunication.Fromtherelationshipbetweeneuphemism,cultureandcommunication,theauthorpointsoutthatEnglisheuphemismdeservesspecialattentioninthecourseofEnglishteaching.Chapter3presentsMultipleIntelligenceTheorybasedonstudent-centeredconceptionanddescribestheapplicationofthistheorytotheteachingpractice.Chapter4servesastheconclusionofthewholedissertation.
Chapter2EuphemismandInterculturalCommunication
2.1FormationofEuphemism
Theword“euphemism”comesfromtheGreekeu,“good”,andpheme,“speech”or“saying”,andthusmeansliterally“tospeakwithgoodwordsorinapleasantmanner”
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