将流行信息导入中国大学英语课堂的研究

论文摘要

在Krashen的监察理论，Swain的输出理论，Long的互动假说和Schmidt的关注假说的理论指导下，结合心理语言学中人脑信息处理系统的知识，本文提出将流行信息引入大学英语课堂这一论题，并从它的益处，执行及收效三个方面进行了阐述。 将流行信息引入大学英语课堂有益于外语教学。它是一种既能活跃英语课堂而又不破坏系统语言学习过程的一种方法。它不仅能让学生的英语学习密切联系社会生活，还能扩大学生学习英语的时间和空间。此外，它能提高学生与英语有效接触的频率，能让学生更有效注意英语结构，还能激发学生的学习兴趣。 将流行信息引入大学英语课堂是可行的。老师和大学生能够通过多种的媒体获取多条英文信息。根据对长春四所高校近800名在校学生进行问卷调查的结果来看，大部分老师和大学生对在大学英语课堂引入流行信息持肯定态度。另外，将流行信息引入大学英语课堂的形式是灵活的，关键是要注意由谁以什么方式引入。 将流行信息导入大学英语课堂的效果在进行了一段时间的实践之后有所显现，这主要体现在三个方面：越来越多的学生在课堂表现积极，越来越多的学生在课后阅读英语期刊，越来越多的学生能够通过英语建立起课堂内容与课外生活的联系。这表明，将流行信息导入中国大学英语课堂对大学英语教学有益并值得尝试。

论文目录

• ABSTRACT
• 摘要
• CHAPTER ONE INTRODUCTION
• 1.1 GENERAL CONCEPTS
• 1.1.1 The Concept of Current Information
• 1.1.2 The Concept of Foreign Language Learning
• 1.1.3 The Reference of "College English Class"
• 1.2 THE MOTIVATION FOR THIS STUDY
• 1.3 GENERAL ORGANIZATION
• CHAPTER TWO LITERATURE REVIEW
• 2.1 SECOND LANGUAGE ACQUISITION THEORY
• 2.1.1 Krashen's Monitor Model
• 2.1.2 Long's Interaction Hypothesis
• 2.1.3 Schmidt's Noticing Hypothesis
• 2.1.4 Swain's Output Hypothesis
• 2.2 THE INFORMATION PROCESSING SYSTEM
• 2.2.1 Mechanism of Information Processing System
• 2.2.2 Ways of Information Processing
• 2.2.3 The Importance of Memory Room and Frequency
• CHAPTER THREE DATA COLLECTION AND DATA ANALYSIS
• 3.1 QUESTIONNAIREI
• 3.1.1 On The Contact with English Information
• 3.1.2 On The Contact with Chinese Information
• 3.1.3 On The Interest in Current Information
• 3.1.4 On The Attitude towards The Present Textbook
• 3.1.5 On The Motivation of Their Learning English
• 3.1.6 On The Biggest Difficulty in English Communication
• 3.1.7 On Their Performance and Feeling in English Class
• 3.1.8 On The Channel of Receiving English
• 3.2 QUESTIONNAIRE Ⅱ
• 3.3 QUESTIONNAIRE Ⅲ
• CHAPTER FOUR BENEFITS, IMPLEMENT AND EFFECTS
• 4.1 BENEFITS
• 4.1.1 Keeping Pace with the Dynamic Society
• 4.1.2 Raising English Contact Frequency
• 4.1.3 Strengthen Students' Learning Motivation
• 4.1.4 Enlarging Learning Space and Time
• 4.1.5 Activating English Learning Interest
• 4.1.6 Making Learners Concentrate on Language Structure
• 4.2 IMPLEMENT
• 4.2.1 Association between Texts and Current Information
• 4.2.2 Roles of Introducing Current Information
• 4.2.3 Equipments in Current Information Introduction
• 4.3 EFFECTS
• 4.3.1 On The Participation in English Class
• 4.3.2 On The Associations Set up through Current Information
• 4.3.3 On Reading English Issues
• CHAPTER FIVE CONCLUSION
• REFERENCES
• ACKNOWLEDGMENTS
• APPENDIX Ⅰ
• APPENDIX Ⅱ
• APPENDIX Ⅲ