Chinese Summary.docx
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Chinese Summary.docx
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ChineseSummary
宁夏大学
NingxiaUniversity
毕业论文
(200届)
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(说明:
本页内容由学生本人用中性笔或黑色墨水笔填写,全部采用中文填写)
Englishreadingandwritingability
by
MengJia
FurtherEducationCollegeofNingXiaUniversity
March5,2008
(单位名称及论文提交时间,小三号字,加粗,居中,下空一行)
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Abstract
EnglishasaninternationallanguageintodaysocietyhasanimportantroleasaChinese,wedonotforgetthemothertongueinthepremise,havethenecessarylevelofEnglishlanguageisnecessary,butthecurrentChinesestudentslearnEnglishlanguageeffectdoesnotseemideal,itisalsospokeninourlowlevel,sotheresearchtoimprovetheeffectivenessofthecurrentstudentsonlearningEnglishisnecessary.
Keywords:
Effect,Improve,Intensivereading,Language
1Introduction
ToimprovetheeffectivenessoflearningEnglishWeallknowthatlearningalanguageisnotanisolatedprocessoflearninganylanguageisalanguageusedbythelivinginacertainareainthepeopleinacertaincontext(context)throughthespokenorwrittencommunicationbetweentwouses.Colleagues,alwaysuseaspecificlanguagethelanguageofthepeoplesandnations,aswellasitshistorical,culturalandsocialbackgroundfactorsarecloselyrelated.WestartedfromprimaryschoolEnglishteaching,butalwaysputstudentachievementinEnglishisnothigh,thereasonIthinkthekeyislearningproperly,theoralmethodofteachingless,althoughwerecordedincreasedreadandwritecan,butalwaysintheinitialstagesofspeakingability.
(2)impactofseveralfactorsinEnglishlearning
Thus,inEnglishteaching,wemustnotonlyexplainthelinguisticknowledge,training,languageproficiency,anddobothinthepremisebutalsotostrengthentheculturalbackgroundknowledge,theonlywayweteachonlytheeffectivenessoflearningEnglishwillbesignificantlyimproved.TheteachingofEnglishintheirdailywork,weoftenfindinthesameclass,someparticularlyoutstandingstudentachievementinEnglish,onthecontrarythereareafewstudentsareverypoor,theresultsalwaysgoup.
Wearealwaysthinkingabout"theeffectoflearningEnglishisdeterminedbythestudentsoftheobjectiveconditions(suchasschools,teachers,family,etc.)oronthesubjectiveconditionsofthestudentsthemselves?
"Evenifamentallyhandicappedstudentsinthebestlearningconditionscanneverbeproducedinlearningthewondersofthestudentstogobeyondthenormal:
thesame,anunintendedschoolstudentswhoareextremelyintelligent,itisimpossibletolearnwhatisoutstandingonachievement.
ThelatterbecausetheformerintelligenceandmotivationandattitudearetheinternalfactorsaffectingthelearningofEnglish,solearningEnglishiscriticaleffectdependsonthestudent'sownsubjectivecriteria.Ofcourse,otherfactorssuchasstudent'sunderstanding,theunderstandingoffactors,personalitycharacteristicsandotherfactorsonstudentslearningEnglishhaveacertaininfluence,andthesefactorsareuniqueandindividual.Itisbecauseofthesepsychologicalindividualdifferencesareinthesameexternalconditions,theeffectofstudentsfordifferentreasons.
Inviewofthisreason,weteachersmustunderstandstudents'mentalstateandindividualdifferences,totakethenecessarymeasuresandmethodstoovercomethenegativefactors,developandimprovetheirgoodqualityandallaspectsofthepsychologicalfactorsthatpromotestudents'physicalandmentalhealth.
2.1culturalbackgroundimpactonstudentlearningoutcomes
2.1.1TheEnglishculturalbackgroundknowledgeontheimpactofhearingClassestaughtinEnglishlistening,wefoundthatmanystudentsoftencomplainaboutalotoftrainingtimeforthehearing,buttheprogressisnotfast.
Wemayhavesuchanexperience,whenwelistentosomeofthefamiliareventsoftheirownmaterial,whetheritisnews,stories,reports,presentations,orthetechnology,art,etc.,aregenerallyabletoeasilyunderstandandcanmoregoodunderstanding,evenifthematerialinsomewords,butalsotothecontexttoguesswhattheymean.Somestudentstoimprovelisteningcomprehensionandspecificallyboughtataperecorder,onedaytendtospendafewhours,butencounternewmaterialordidnotunderstand,cannotunderstandthereasonIconsidertheonehand,somestudentsmaybeduetoEnglish-basedpoor,lessmasterthevocabulary,grammarconceptisunclear,inaccuratepronunciation,materialsandotherreasonstoodifficult:
ontheotherhand,averyimportantreasonisthatstudentsofAnglo-Americancountries,toolittleknowledgeaboutthebackground.HearingwiththeAnglo-Americancultural,political,economicandotherconditionsoffamiliarityiscloselylinked.Judgeaperson'shearing,infact,aperson'sEnglishproficiency,knowledge,analysisandassociationabilityofthecomprehensivetest.
2.1.2culturalbackgroundinfluenceintheroleofreadinginEnglish
However,weencountersomeunfamiliarmaterialoracloseAnglo-Americanculturalbackgroundmaterial,thesoundsaremuchmoredifficult.Althoughthesematerialsisrelativelysimple,butalsounderstandtheliteralmeaning,butbecauseofthelackofculturalknowledgecannotunderstandthetruemeaningofthem.Thus,intheteachingofEnglishlisteningclassneedsandculturalbackgroundoftheintroduction.ToreadthearticleinEnglishmustfirsthavesomebasicEnglishlanguage,butthelevelofreadingcomprehensionisnotentirelytheissueoflanguageproficiency,culturalbackgroundknowledgeisalsoveryimportant.Readingcanbesaidthataperson'slinguisticknowledge,culturalbackground,knowledgeandexpertisetogetherotherprocess,isbasedontheexistinglanguagematerials,andculturalbackgroundknowledgeandlogicalreasoning,andcorrecttheongoingprocessofspeculation.Generallyspeaking,welearntheChineselanguageandculturalbackgroundknowledgethereisnodifficulty."CartoPiedmontRoad","上梁不正下梁歪"andothersayingswillnotaffectourunderstandingofthearticle."Wujiangsimei,threelove","reformandopening","moonlighting","profiteers"andthemeaningofnewwordsthatpeoplecanfullyunderstand.
ButinreadingEnglisharticles,differencesbetweenEasternandWesternculturestendtogiveusproblems.Weallknowthatreadingdifficultiescannotcompletelyrelyonknowledgeofthelanguageitselftoresolve.Thisisbecauseanation'sworkalwayswiththeculturaltraditionsofthisnationinseparable.
2.2EnvironmentalfactorsimpactontheroleofEnglish
Environmentalfactors,includingEnglishlanguagelearningconditions,thequalityoflearning,learningmethods.
Inparticular,theEnglishtendtobesomeworktoreflectWesternculturalandhistoricalbackgroundofthestory,someofwhichcanbefoundinthedictionary,butwiththecontinuousdevelopmentofsocietyandthelanguagetendstoproducesomenewGermanstory-Anglo-Americanreadersfamiliarwiththis,Andwhenweratherstrangebackgroundknowledgeorlocalcolor.Thesearegenerallynotfindinthedictionary.Therefore,inreadinginstruction,teachersshouldexplainthelanguagedifficulties,whilestrengtheningtheculturalbackgroundknowledgeofthetalks,inordertodeepenstudents'understandingofthework.
2.2.1TheconditionsoflearningEnglishisabadsocialenvironment,schoolenvironmentandthematerialconditionsofindividuallearningEnglishteachingenvironmentmainlyreferstothebadattitudeofteachers,teachingabilityandteachingmethods.Englishisthestudent'sfirstlanguage.Ofcourse,theidealenvironmentforlearningEnglishistheEnglish-speakingcountries.Butnow,thisisimpossible,buttheteachersandstudentscantakeadvantageofcurrentconditionstocreateanenvironmentconducivetolearning.
2.2.2thestudent'sownlearningeffectoffactorson
2.2.2.1mentalfactorsandnaturallanguage
Forexample,inEnglishclasswithlessonstousethescenarioofteaching,thecreationofscenariosforstudentstoenhancestudentinterestinlearningandletstudentsgetarealfeel.
Therearedifferentlevelsofintelligence.Psychologicalstudieshaveshownthatmentalperformanceofthewholepopulationinthehighlandsfromthelowtonormaldistribution,thefirstmeasurementofasmallmiddlelarge.SamplingsurveysinBeijingandShanghaishowedthatinchildrenandadolescents,low-normalintellectualdevelopmentabout3%,about1%ofextraordinaryintelligence.Intelligenceisgenerallyconsideredtobeoneofthebasiccapabilitiesofavarietyofcomprehensive,including
(1)observation
(2)attention(3)Memory(4)imagination(5)thinkingability.Intellectualflairforlanguages,thereisalanguageexpertsbelieve,shouldincludefourcapabilities:
(1)languageencoding;
(2)speechperceptionability;(3)languageandmemory;(4)reasoningabilities.SothediscussiononintellectualfactorsandtalentedstudentsinEnglishlanguagelearningeffectforthewholemeaningbecomeslessimportant.
Inadditiontolow-normalandabnormal,theoverwhelmingmajority,theoverwhelmingmajorityofchildrenandyoungpeoplewereofnormalintelligencelevel
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