外国语学院级英语专业学位论文模板.docx
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外国语学院级英语专业学位论文模板.docx
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外国语学院级英语专业学位论文模板
乐山师范学院
学士学位论文
StrategiesofTeachingOralEnglishinSeniorSchools
高中英语口语教学策略
作者XXX完成日期20XX年XX月XX日
指导教师XXX职称XXX
院别外国语学院专业英语
班级20XX级X班学号XXXXXXX
二零XX年XX月XX日
LESHANNORMALUNIVERSITY
StrategiesofTeachingOralEnglishinSeniorSchools
by
XXX
照片
(彩照、可扫描)
SupervisorXXX
20XXLESHAN
Acknowledgments
IamparticularlyindebtedtomyinstructorMr./ProfessorXXXforguidingmetoaccomplishmygraduationpaper.Iwouldliketothankallhisgreatconcernandenthusiasticsupport.Withthepurposeoffinishingthegraduationpaperinaprofessionalway,Mr./ProfessorXinstructsthepaperwithhisprofoundknowledgeandteachingexperience.Inaddition,Ialsowanttoexpressmygratitudetotheauthorswhosebooksarelistedinthebibliography.
Abstract
Inthelanguagelearningprocess,speakingisoneofthefourimportantlanguageskills.However,itisalwaysdifficultforseniorstudentsandteacherstodrillthisskill.BecauseofthelackofthelanguageenvironmentandfewopportunitiestospeakEnglish,OralEnglishteachinginseniorschoolshasalreadyencounteredsomeproblems.WiththeguidanceofForeignLanguageTeachingMethodologies,thelinguistictheoriesandpsychologicaltheories,thispapercarriesoutananalysisofthecausesofpoorOralEnglishteachinginseniorschool.Thisanalysisshowsthatthelearners’maindifficultiesintheirOralEnglishlearningarethelackofconfidenceandcreativity,andtheimpactofpsychologicalobstacles,etc.Basedontheanalysisofstudents’problemsinOralEnglishlearning,thispaperalsodiscussestheteachingofOralEnglishmethods.AnditalsogivessomemethodstothelearnersinordertoimprovetheirOralEnglishcompetency.
KeyWords:
SeniorEnglish;OralEnglishInstruction;Strategies
摘要
在语言学习过程中,口语是四种重要的语言技能之一。
然而,对高中英语老师和学生来说,提高口语能力显得尤其困难。
缺乏语言环境以及很少有机会说英语,高中英语教学已经遇到诸多的问题。
在外语教学法,语言学理论以及心理学理论的支持下,本论文细致地分析了引起高中英语口语教学处于劣势地位的原因。
这些分析同时也表明了学生在英语口语学习过程中遇到的主要困难是缺乏自信和创造力以及心理障碍的影响。
在对学生在口语学习中的困难分析,本文讨论了英语口语教学的具体方法及措施,提出了方法来解决学生口语问题的方法,以此达到提高他们英语口语水平的目的。
关键词:
高中英语;口语教学;策略
Contents
Acknowledgmentsii
Abstractiii
摘要iv
Introduction1
1.TheoreticalFramework2
1.1LinguisticTheories2
1.2PsychologicalTheories3
1.3TheoriesofForeignLanguageTeachingMethodology4
2.AnalysesofOralEnglishLearningandTeaching5
2.1Students’FactorsinTheirOralEnglishLearning5
2.1.1LackofLanguageEnvironment5
2.1.2FewOpportunitiestoContactwithEnglish6
2.1.3LackofConfidenceandCreativity6
2.1.4TheimpactofPsychologicalObstacles7
2.2TeachersFactorsinTheirOralEnglishTeaching8
2.2.1LessProficiencyinTeachers’OralEnglish8
2.2.2PoorTeachingTheoriesandStrategies9
2.2.3TheTraditionalTeachingmodes9
2.3Administrators’Problems10
2.3.1LargeClass10
2.3.2TheCurrentEnglishTestSystem11
3.SolutionstoOralEnglishTeachingStrategies13
3.1SolutionstoStudents’Problems13
3.1.1CultivationofLanguageEnvironment13
3.1.2CreationofMoreChancestoPracticeOralEnglish13
3.1.3FosteringSelf-confidenceandCreativity15
3.2SolutionstoTeachers’Problems16
3.2.1TheProfessionalismforTeachers’OralEnglish16
3.2.2AttemptofNewTeachingTheoriesandStrategies16
3.3TheSolutionstoGovernment’EducationPolicy19
3.3.1SmallClassSize20
3.3.2TheReformofEnglishTestSystem21
Conclusion22
Bibliography23
论文独创性声明24
论文使用授权声明24
Introduction
InrecentyearsithasbeenarguedonbothlinguisticsandpsychologicalgroundsthatoralEnglishshouldbetheprincipalobjectiveinEnglishteaching.MosttextbooksplacemoreemphasisonOralEnglishinthattheyembodyamethodologythatislargelyoral.ThecurrentproblemsthatappearintheOralEnglishteachinginseniorschoolsarethegreatestobstacleswhichpreventstudentsfromlearningEnglishwell.Withtheglobalizationofsociallifeandeconomy,theprocessofopeninguptotheoutsidebecomesquickly,toacertainextent,therequirementsforthecultivationforOralEnglishareinstant.Adeeperunderstandingoftheeffectsofcommunicativeneedsonnon-nativespeakerdiscourseshouldmakeusmoreunderstandingofourstudents’difficultiesinpracticingtheiroralEnglish.ItisgenerallyacceptedthatoralEnglishplaysanimportantpartintheEnglishcourse,andevenintheadvancededucation.
Inthepast,EnglishteachinglaidgreatemphasisonthegrammaticalstructuresinsteadofOralEnglishteaching.ThisleadstosomeseriousproblemsthatmostEnglishlearnersinChinahavestudiedEnglishformorethantenyears,yettheycannotcommunicatewithnativeEnglishspeakersnaturally.Theyprobablylackthelanguageenvironment,andmostofthemhavenoopportunitiestopracticetheirEnglishorallyinclass.Furthermore,teachers,someofwhomcannothaveverygoodoralEnglishinsomebackwardandremoteareasofChina,arenotqualified.ThesecertainlyleavestudentsthedirectimpactonthemotivationofEnglishlearning.Thisthesisaimstointroducesomewaystodevelopseniorschoolteachers’OralEnglishteaching.Theauthorputsforwardsuggestionssuchasattemptsofnewteachingtheoriesandstrategies,professionalismofteachers’OralEnglish,andcultivationoflanguageenvironmentwhicharebeneficialbothtoteachersandstudents.
Thisthesisintroducesseniorschoolstudents’problemsontheOralEnglishlearning,teachers’problemsintheirOralEnglishteachingandAdministrators’educationpolicy,givingtheoreticalemphasisonthecommunicationoftheEnglishlanguage.ItanalyzesthecausesoftheirproblemsinOralEnglishlearningandteaching.Theauthorpresentssomepracticalwaysofteachingandlearningtoimproveseniorschoolstudents’OralEnglish.
1.TheoreticalFramework
Inthispart,theauthorhasputsometheoriestosupportthispaper.Theyarelinguisticstheories,psychologicaltheoriesandtheoriesofForeignLanguageTeachingMethodology.
1.1LinguisticTheories
Modernlinguistshaveproposedvariousdefinitionsoflanguage,someofthemarequotedbelow:
“Languageisapurelyhumanandnon-instinctivemethodofcommunicatingideas,emotions,anddesiresbymeansofvoluntarilyproducedsymbols”(Richards,2001;citedfromSpair,1921).
Languageisvocalbecausetheprimarymediumissoundforalllanguages;nomatterhowwelldevelopedtheirwritingsystems.Allevidencepointstothefactthatwritingsystemscameintobeingmuchlaterthanthespokenformsandthattheyareonlyattemptstocapturesoundsandmeaningginpapersothatvocalproductionsofmeaningcanbekeptformorepeopleandforalongertime.Thefactthatchildrenacquirespokenlanguagebeforetheycanreadorwritealsoindicatesthatlanguageisprimarilyvocal(LiManjue&LinRong,2003:
2).
Previously,adomain-specific“languageacquisitiondevice”orLADhadbeenpositedastheactualmechanismthatunderliestheabilitytolearnone'snativetongue(Robins,2002).Thiswasmainlyduetothefailuretoshowthefeasibilityofdomaingenerallearning.UndercurrentPrinciplesandParameterstheory(Doff,1991;citedfromChomsky,1995;Haegeman,1991),universalgrammar(UG)isthesetofpropertiesthatarecommontoalllanguages(principles)andthesetofpropertiesthatcanvaryincertainfinitewaysbetweenlanguages(parameters).Thus,inmorerecentthinking,UGitselfissufficienttodeterminethetargetgrammargivenlanguageinput.Thedevicesforexplaininglanguageacquisitionandforcharacterizingwhatiscommontoallhumanlanguageshavebeenintegrated.But,sincetheprinciplesandparametersofUGarespecifictolanguageandareputativelypartofthegeneticendowmentofhumans,thehypothesisstillamountstosayingthatlanguageisinnateandthatlanguagelearninginvolvesmechanismsthatarespecifictothedomainoflanguage.
AnotherimportanttheorythatsupportsmystudyistheSecondLanguageAcquisition(SLA)whichreferstothesubconsciousorconsciousprocessbywhichalanguageotherthanmothertongueislearntinanaturaloratutoredsetting.TherearemainlytwoimportanttheoriesthatindicatetheimportanceoforalEnglishteachingorlearning.TheyareadvocatedbyKrashen’smonitormodel.ThePerformanceAnalysisisanapproachtothestudyofthelearners’totallinguisticsperformance(LiManjue&LinRong,2003;citedfromKrashen,1980).TheDiscourseAnalysisisthestudyofhowsentencesisspokenandwrittenlanguageformslargermeaningfulunitssuchasparagraphs,conversations,interviews.Ananalysisofspokendiscourseissometimescalledconversationalanalysis(LiManjue&LinRong,2003;citedfromKrashen,1980).Nowlanguageteachingneedsmaterialswhichderivefromadescriptionofdiscourse;materialswhichwillaffectthetransferfromgrammaticalcompetence,knowledgeofsentences,towhathasbeencalledcommunicativecompetence,knowledgeofhowsentencesusedintheperformanceofcommunicativeactsofdifferentkinds(LiManjue&LinRong,2003;citedfromWiddowson,1979).
1.2PsychologicalTheories
Constructivismisatheoryofhowthelearnerconstructsknowledgefromexperience,whichisuniquetoeachindividual.ConstructivismisgreatlyinfluencedbyPiagetianepistemology,althoughmanyalsogivecredittoVygotsky.Duckworth(1987)definedconstructivismsuccinctly“Meaningisnotgiventousinourencounters,butitisgivenbyus,constructedbyus,eachinourownway,accordingtohowourunderstandingiscurrentlyorganized”.Psychologistsandeducatorsareembracinganewviewoflearningthatrejectsreductionisttheoriesofthepast.AccordingtoResnick:
“weareinthemidstofamajorconverg
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