中南大学英文论文智能排版模板.docx
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中南大学英文论文智能排版模板.docx
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中南大学英文论文智能排版模板
中南大学
CENTRALSOUTHUNIVERSITY
高等教育自学考试英语专业毕业论文
题目
题目类别
学生姓名
考籍号
单位或学校
联系电话
完成时间
ACOMPARATIVESTUDYONCULTURAL
CONNOTATIONSOFENGLISHANDCHINESE
PLANTWORDS
by
LiuSuying
Class6,Grade2011
(No.1801030609)
Supervisor:
LiQingping
June2007
SchoolofforeignLanguages
CentralSouthUniversity
Acknowledgements
Hereaddyourcontent.
Contents
Abstacti
摘要ii
Introduction1
Chapter1Literaturereview3
1.1MajoraffectivefactorsinEnglishlearning3
1.1.2Externalfactors4
1.2Relationshipbetweenteachersandstudents5
1.3SupportingtheoriesofT-Srelationship7
1.3.1HumanisticTheoryofStudy7
1.3.2Heider'sTheoryofBalancedAttitude8
1.3.3Krashen'sAffectiveFilterHypothesis9
Chapter2Asurveyonteacher-studentrelationshipinmiddleschoolEnglishlanguageteaching11
2.1Researchpurposes11
2.2Researchdesigning11
2.2.1Subjects11
2.2.2Instruments11
2.3Investigationprocedures12
2.4Dataanalysis12
2.4.1Oncurrentstateofteacher-studentrelationship(seeappendixA)12
2.4.2Thesituationaboutstudents’Englishlearning14
2.4.3Theopen-upquestions18
2.5Summary19
Chapter3Implicationofconstructingharmoniousteacher-studentrelationship21
3.1Changingthetraditionaleducation-conceptsoftheteacher's21
3.2Improvingteacher’sself-quality22
3.3Respecting,lovingallthestudentsandtreatingthemequally.23
3.4Placinghopesonthestudentsandofferingthemopportunitiesforsuccess.24
3.5Establishingrightideatowardserrorsandevaluation24
3.6Developingcolorfulclassroomactivities.25
3.7Developingdemocraticatmosphereinclass26
Conclusion28
Bibliography30
Abstact
TheaimofEnglishteachingiscultivatinglearners'communicativecompetence.AndthenatureoflanguagedeterminesthattheharmoniousrelationismuchmoreimportantinEnglishteachingthaninothersubjects.ThisthesisfocusesonhowtherelationshipbetweenteachersandstudentsinfluencesEnglishteachingandlearning,andtriestofindoutthewaysofestablishingagoodteacher-studentrelationship.Theresearchiscarriedoutbymeansofanalysis,investigationandexampleillustration.Accordingtotheresearch,wefindthatteacher-studentrelationshipcanreallyaffectthemiddleschoolEnglishteaching.Harmoniousteacher-studentrelationshipishelpfulincarryingoutsomebilateralactivitiesandisgoodforarousingtheintegrativemotivationinEnglishlearning.Meanwhile,harmoniousteacher-studentrelationshipharmonizestheclassroomatmosphereandoptimizestheenvironmentofEnglishlearninginthecampus.Inaword,thegoalofforeignlanguageteachingcanbemoreeasilyachievedbyharmoniousrelationshipbetweenteacher-student.
Keywords:
teacher-studentrelationship,Englishteaching,affectivecommunication,communicativecompetence,classroomatmosphere
摘要
外语教学的目的是培养学生使用目的语言进行交际的能力,而语言的交际性决定了英语教学更应借助师生之间和谐、默契的情感交流。
因此,英语教学对师生关系及师生之间良好沟通的要求都要胜过其它学科。
本文采用分析、调查、举例等方法,探讨在中学英语教学中建立和谐师生关系的意义及其途径。
调查发现师生关系的好坏确实会影响中学英语课堂教学,和谐的师生关系有利于开展外语教学的双边活动、营造和谐的课堂气氛、激发学生学习外语的兴趣,保证了课内外外语活动地顺利开展,从而优化了校园英语学习的环境。
总之,和谐的师生关系能更加顺利地实现外语教学的目标。
关键词:
师生关系,英语教学,情感沟通,交际能力,课堂气氛
Introduction
InJuly2001,theold"syllabus"waschangedto“curriculumCriteria”.VicePremierLiLanqingsaid:
TheproblemwiththepresentEnglishteachingandteachingmethodsis"wastingtimeratherthanefficient."HeactuallymeantthattherestillexistedsomeobstaclesinourpresentEnglishteachingstyle.Theyareasfollows:
Firstly,traditionalEnglishteachingrequiresourstudentstomemorizealotofwordsandexpressions,andgrammaritems,inordertopassthecollegeentranceexaminationsuccessfully.EventhoughtheyhavelearntEnglishformanyyears,thestudentsareunabletouseEnglishfluentlyandfreelyandafraidtoexpressthemselvesinEnglishforlackingofconfidenceandwideknowledgeononehand;ontheotherhand,theylimittheirknowledgeonthebookswithanarrowinsight.Asaresult,theirlistening,speaking,readingandwritingskillscan'tmeettheneedsofsociety.Secondly,thereexistsalargegapbetweentheteachingofEnglishinmiddleschoolandadvancedEnglishteaching.Theteachingmaterialsusedbytheseniorstudentsrequirethemdothemechanicalrepetitionagainandagain.Thirdly,traditionalEnglishteachingisunabletomeettheemotionalandspiritualneedsofthestudents,resultinginthelossofinterestinEnglishlearning
Therefore,weEnglishteachersshouldnotonlyteachstudentsfunctionalEnglish,butalsoemphasizemoreonpracticalEnglish,whichiswhatquality-educationreallymeans.TheMinistryofEducationadvisesteachersthattheyshouldmakegreateffortstodomorestudyingandmoreresearchintoteachingtoestablishnewrelationshipbetweenteachersandstudentstomeetthedemandsofEnglishteachingandlearning.
Atpresent,therearealotofstudiesonteacher-studentrelationshipandEnglishteachingrespectively,butfewofthemarefocustheirattentionontheeffectsofconstructingharmoniousteacher-studentrelationshiponEnglishteaching.ThisthesisattemptstoinvestigatetheissueinthecontextofMiddleSchool,whichresultsinenhancingstudents'languageoutputbymeansofconstructingharmoniousteacher-studentrelationship,aswellastoexploreappropriatemethodsofpromotingthequalityEnglishteaching.Withaquestionnaire,investigationinGuiyangNo.1MiddleSchoolinChenzhou,thethesistriestoexaminethepresentteacher-studentrelationshipandfindoutthefactorswhichinfluencetherelationshipbetweenteacherandstudent.Therefore,newinsightsintopedagogicalimplicationandapplicationwillbeprovided.
Chapter1
Literaturereview
1.1MajoraffectivefactorsinEnglishlearning
1.1.1Students’internalfactors
Differentlanguagelearnersalwaysachievequitedifferentdegreesofsuccess;eventheyareinthesamelanguageenvironment.Theresearchshowsthataffectivecomponentsuchasmotivation,anxiety,self-esteem,etc.contributesatleastasmuchandoftenmoretolanguagelearningthancognitiveskills.Justaspsychologistsdefinethatmotivationisaninternalprocessthatactivates,guidesdirectiontothoughts,feelingsandactions,whichusedtoaccountfordifferentialsuccessinlearningasecondlanguage(Selinker,1972).Itmakessensethatindividualswhoaremotivatedwilllearnanotherlanguagefasterandmoresuccessful.Inaddition,anxietycanalsoinfluencelearners'learninginseveralways.Oxford(1990)holdsthatacertainamountofanxietysometimeshelpslearnerstoreachtheirpeak,whiletoomuchanxietyblockslanguagelearning.Lowachieversmayfeelmoreanxiousandmayhavemoredifficultyusingortransferringknowledge.Inthiscase,theyaremorelikelytobeoverlyself-consciousinperformancesettings,whichdistractattentionfromthetaskathand.Thelastbutnottheleasttheinternalfactorwhichinfluenceslanguagelearningisself-esteembasedonafeelingofefficacy--asenseofinteractingeffectivelywithone'sownenvironment(Oxford,1990),whichreferstotheevaluationwhichtheindividualmakesandcustomarilymaintainswithregardtohimselfandindicatestheextenttowhichanindividualbelieveshimselftobecapable,significant,successfulandworthy.”Inaword,self-esteemisapersonaljudgmentofworthinessthatisexpressedintheattitudesthattheindividualholdstowardshimself.
1.1.2Externalfactors
InChina,classroomisthemainplacewherethelanguagelearningtakesplace.Creatinganideallanguageenvironmentforfacilitatinglanguagelearningdependsmuchmoreontheteacherandthestudents.Inthisregards,wepreferthewordintelligentlearningenvironmentforlearningenvironmentswhichincludeaproblemsolvingsituation,areflectivearchitecturethatshowsthestudentswhatheisdoingorevenhelpshimtoactivelystructurehiscognitiveactivities,oneormoreagentsthatassistthelearnerinhistaskandmonitorhislearning.
Servedaskeyimplementerofeducationalpolicy,teachersareengagedintheeverydayaccomplishmentofpedagogicpracticeaswellasthetransmissionofknowledgeandskill,whicharealsoresponsiblefortheeverydaymanagementofclassroom.Theroleoftheteacherhasbeenaperennialtopicofdiscussioninthefieldofgeneraleducationaswellasinlanguageeducation.Traditionallytheyexpecttobeviewedasauthorityfigures,identifiedwithroleslikeparent,instructor,director,manager,judge,leader,evaluator,controller,andevendoctor,whomust"cure"theignoranceofthestudents(Oxford,1990).Nowadaystheirnewfunctionsareregardedasfacilitator,helper,guide,consultant,adviser,coordinator,ideaperson,diagnostician,andco-communicator.Inthisprocess,teachersdonotnecessarilyforsakealltheiroldmanagerialandinstructionaltasks,butexertatremendousinfluenceovertheemotionalatmosphereoftheclassroomindifferentways,forexample,changingthesocialstructureoftheclassroomtogivestudentsmoreresponsibility,providingincreasedamountsofnaturalisticcommunicationandteachinglearnerstouseaffectivestrategies.Whomevertheteacherisregardedasplaystheguidingroleinteachingandlearning.
1.2Relationshipbetweenteachersandstudents
AccordingtoPi(2002),teachersandstudentsarethemostactivefactorsinteachingandlearningprocess.Teacher-studentrelationshipistheintermediateswhichpromotetheactionofeducationandteachingtocarryoutsmoothly(Mo,2002).Inthepast,teachersusuallyplayaleadingroleintherelationshipandaffecteveryaspectofclassroom,sotheteacher'sleadershipstyledeterminestherelationshipstylebetweentheteacherandthestudents.Ithas
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