论英语背诵教学的有效性

论文摘要

当今世界,新的英语教学方法犹如雨后春笋,层出不穷。教学方法或策略是用于提高课堂教学质量,增强学生的语言交际能力。大量的数据显示,背诵在外语教学中发挥积极的作用。近年来,国内许多外语专家对背诵进行多方位的研究,取得了丰硕的成果,但研究大部分是集中在大学或者是高中阶段,在初中阶段背诵的实证研究较少。本文想要证明背诵会提高学生们在考试中的综合能力。本文首先界定背诵的概念,根据《英语课程标准》对背诵的要求,提出本研究的意义;其次介绍与背诵相关的四种理论——克拉申的输入假说、信息加工理论、语言学习理论和词汇组块理论,同时论述了国内外专家和学者对背诵研究概况;接着阐述了中学英语背诵教学的现状,提出应当指导农村学生开展背诵英语课文和短文的思路;然后阐述背诵在外语学习中具有缓解学习焦虑、增强语感、养成用英语思维的习惯、提高理解能力、改善语言技能等多元功能。笔者所在学校初三年两个毕业班学生为对象,在泉州市质检后40天内要求学生背诵一些短文,学生在背诵后参加中考的英语成绩,结果发现背诵短文对学生尤其是农村初中学生外语成绩有积极的影响。研究表明,背诵教学不是落后无用的教学方式,尤其是在农村缺乏英语语言环境的情况下,学生能够通过背诵课文来提高他们的英语水平;加强背诵教学解决学生语言输入不足的问题。因此,教师和学生(特别是农村地区)不能抛弃背诵,而应该对背诵加以重视。本文作者希望,本研究能够为农村地区中学提高学生英语水平提供参照作用。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• 1.1 Definitions of recitation
• 1.2 Overview of the problem
• 1.3 Significance of the study
• 1.4 Questions to be answered
• 1.5 Layout of the thesis
• Chapter Two Literature Review
• 2.1 Rationale for the study
• 2.1.1 Krashen's Input Hypothesis
• 2.1.2 Information-process theory
• 2.1.3 Language learning theory
• 2.1.4 Chunking approach
• 2.2 Researches on English recitation teaching at home and abroad
• 2.2.1 Researches on this topic at abroad
• 2.2.2 Researches on this topic at home
• 2.3 Purposes of research on this topic
• Chapter Three Recitation in Middle School
• 3.1 Current situations
• 3.2 Principles of selection
• 3.3 Instruction of recitation
• 3.3.1 To focus on "recite" rather than "rote"
• 3.3.2 To help students shorten the sentences
• 3.3.3 To help students understand the texts
• 3.3.4 To direct students' pronunciation and intonation
• 3.3.5 To select different materials for different levels
• Chapter Four Research and Discussion
• 4.1 Research on recitation
• 4.1.1 Design
• 4.1.2 Samples
• 4.1.3 Procedures
• 4.2 Discussion
• 4.2.1 Functions of the recitation
• 4.2.1.1 Reduce learners' anxiety
• 4.2.1.2 Strengthen learners' language awareness and facilitate their LA
• 4.2.1.3 Help learners acquire the target language
• 4.2.1.4 Cultivate the habit of thinking in English
• 4.2.1.5 Develop learners' ability of understanding
• 4.2.1.6 Promote learners' ability of speaking, listening and writing
• 4.3 Reflections
• 4.3.1 Treatment of the input
• 4.3.2 Transformation of rote learning to reflective learning
• Chapter Five Conclusion
• References
• Appendix 1
• Appendix 2
• Acknowledgements