EFL小学生英语思维能力的培养

论文摘要

时代在发展,社会在进步,社会对英语教师的要求进一步提高。这就需要提高英语教学的效率,增强学生的理解力。增强学生的理解力就必须要在打通学生英语思维关卡上下功夫。而打通学生的思维阻碍就不得不进行有效的思维训练。因此,本论文的出发点便定格在EFL小学生英语思维能力的培养上。英语教师需要密切联系相关的语言习得理论才能找到理想的思维训练方法。古话说得好,“授人以鱼,不如授人以渔。”建立和培养小学生英语思维能力并不是一朝一夕就能实现的,它必须融入到小学英语教学的环节中去,从知识的输入到内化,再从内化到知识的输出,这里面始终离不开英语思维方法的训练。输入理论是为了解释习得过程中必须经历的阶段。其实思维训练与输入理论有非常紧密的联系。从输入到内化的过程中思维训练起到了两个重要的作用。第一,它使输入向可理解性输入的转化成为可能,第二,它使可理解性输入进一步冲破情感过滤进入到大脑的语法框架。从内化到输出的过程中同样也是起到了重要的作用。它让内化的信息能够快速地进行整理为有效的输出做好准备。本论文对输入理论提出了新的假设也就是思维训练的三条原则:真实的原则,充分的原则以及自然的原则。关键期假说阐明了输入的一个必备条件,那便是要抓住输入的关键期。同样在输入中起到重要作用的思维训练也必须要抓住关键期。其实有效的思维训练能够让习得者冲破所谓的过渡期而最终达到目标语阶段。古语说的好:师者,所以传道,授业解惑也。教师不仅教给学生知识信息,更重要的时要教给处理知识信息的方法。教师的价值体现在了如何打通思维的阻碍。让学生的理解犹如顺水推舟般的顺畅。教师不仅要对学生进行思维训练,而且还要对学生的思维过程进行调控,让学生在语言习得中少走弯路。总结前人的经验,我们会发觉启发式问答法和复述法是最为有效的英语思维训练方法,也是最适合小学生认知能力水平的英语思维训练方法。在英语思维训练中必然要伴随有趣的游戏来活化小学生的思维活动,同时小学生英语思维能力的形成还必须借助于直观而有助于建立小学生英语思维习惯的教材。新教材同样按照思维训练的思路来编写,除了让学生能够顺利进行知识信息的内化之外还要让学生能够通过排序及再现的方式重新整理信息以便于输出已有的知识信息,这就意味着教材的编写过程同样必须伴随有很强的逻辑思维。作者今后奋斗的目标便是重新整理和编排适合小学生认知水平的教材内容,让中国小学生能够尽快地、更好地掌握英语学习的技巧,实现他们放飞的梦想。

论文目录

• Abstract
• 摘要
• Introduction
• 0.1 Background of the Research
• 0.2 Significance of the Research
• 0.3 Problems to be Resolved
• 0.4 Methods of the Thesis
• 0.5 Structure of the Thesis
• Chapter One Literature Review
• 1.1 Current Studies of Input Theory
• 1.2 Current Studies of Learning and Teaching Methods
• 1.3 The Nature of Thinking in English
• 1.4 Current Studies of the Factors Hindering EFL Pupils from Thinking in English
• 1.4.1 Different Cultural Backgrounds
• 1.4.2 Negative Factors in EFL Learning Strategy
• 1.4.3 Limitations in Teaching Resources
• 1.5 Summary
• Chapter Two Theoretical Bases
• 2.1 New Hypotheses about Comprehensible Input Hypothesis
• 2.2 New Hypotheses about Critical Period of EFL Acquisition
• 2.3 Three Rules of Comprehensible Input
• 2.3.1 New Concept of the Rule of Natural Input
• 2.3.2 New Concept of the Rule of Ample Input
• 2.3.3 New Concept of the Rule of Authentic Input
• 2.4 Summary
• Chapter Three Teaching Strategies for Cultivating English Thinking Ability
• 3.1 The Goal for Communicative Teaching
• 3.2 The Key Issues of Thought Training in Communicative Reading Class
• 3.2.1 The Operating Rules of Heuristic Questions in Thought Training
• 3.2.2 Working Process of the Heuristic Questions
• 3.2.3 Significance of Retelling in Thought Training
• 3.2.4 The Roles of Teachers in Heuristic Retelling
• 3.2.5 Working Process of Heuristic Retelling
• 3.3 Thought Training Games
• 3.3.1 Thought Training Games in Listening
• 3.3.2 Thought training Games Used in Speaking
• 3.4 Analysis of the Questionnaire
• 3.5 Summary
• Chapter Four New Design of Teaching Materials for Cultivating English Thinking Ability
• 4.1 Analyses of the Present Teaching Materials
• 4.2 Theoretical Basis for the New Design of Teaching Materials
• 4.3 Practical Significance of the New Design of Teaching Materials
• 4 4 Summary
• Conclusion
• 01 Thought Training Model in EFL Teaching and Learning
• 02 Suggestions for Further Researches
• Bibliography
• Appendix Ⅰ Examples of Mistakes（*） and their revised forms in Using the Learning Strategies
• Appendix Ⅱ Written Scripts of Newly Designed English Textbook
• Appendix Ⅲ Questionnaire for Thought Training Methods in Primary School
• Appendix Ⅳ Statistics of the results of the questionnaire for Primary School Students
• Acknowledgements