交际法在英语词汇教学中的应用

论文摘要

为适应经济发展的需要,上世纪70年代诞生的交际教学法,顺应了这一要求,它以培养学生的交际能力为教学目标,并强调语言的运用。弱式的交际法强调为了达到交际目的给学生提供机会使用英语;而强式的交际法声称语言是通过交际而获得的。可以简单概括为:学了去用;用了去学。在母语和二语的不同环境下,交际法的实施是不同的。中国众多学者专家根据国情把交际法应用到外语教学的各个方面:精读,语法教学,听力及写作等等。任何一种言语技能的形成都必须以一定的语言材料为基础。积累语言材料首先在于要丰富词汇,学习语言的最终目的都是为了交际,要想交际,不掌握一定的词汇量是不行的。本文第一章对语言学习及母语与外语二语学习做了论述和比较,对词汇做了定义,指出了词汇学习的重要性,词汇大小,高频低频词汇等相关知识;分析了中国词汇教学的现状,成功语言学习者的特点及大学英语课堂的局限性做了详尽阐述。第二章对语言教学交际法做了各个层面的论述,包括它的历史背景,理论基础及来源,定义与特点,教师及学生角色,指导材料地位等。重点阐明了海姆斯的交际能力,最后对交际法的缺点和对它的误解作了阐明。第三章对相关词汇的一些知识及理论做了论述,包括词汇习得的三个阶段,心理词汇,词汇意义,路易斯的语块理论等,这些对词汇教学都有指导意义,并体现出交际的原则。因此在词汇教学实践中意义非凡。最后对中英两种词汇作了比较,使两种语言系统更清晰,有益于词汇习得。文章最后一章第四章本文作者阐述了自己对交际能力的理解;提出加强词汇意义的学习以求提高交际的信度和准确度,提高词汇交际知识能力的培养。对交际原则的词汇学习策略也做了论述。重点阐述了作者在词汇教学实践中的一些尝试及课堂实验。最后对交际原则的一些优弱势做了说明。

论文目录

• 摘要
• Abstract
• Introduction
• Chapter One A Brief Survey Of Vocabulary Teaching
• 1.1 About language
• 1.1.1 The nature of language
• 1.1.2 Second language acquisition
• 1.1.3 Common characteristics of successful language learners
• 1.2 Explanation of vocabulary
• 1.2.1 Definition
• 1.2.2 The importance of English vocabulary learning
• 1.2.3 Vocabulary size
• 1.3 Status of vocabulary teaching
• 1.3.1 The simplification and neglect of vocabulary teaching
• 1.3.2 Some typical vocabulary teaching methods
• 1.3.3 Studies in vocabulary teaching at home and abroad
• 1.3.4 The limitation of College English class in China
• Chapter Two Communicative Language Teaching Theory
• 2.1 The upsurge of the Communicative Approach
• 2.1.1 The historic condition and social cause
• 2.1.2 The theoretical basis of CA
• 2.2 The definition of Communicative Approach
• 2.3 The features of Communicative Approach
• 2.3.1 Chomsky’language competence and Hymes’s communictive competence
• 2.3.2 CA theory of language teaching makes it a main goal to cultivate communicative competence
• 2.3.3 The main features of CA
• 2.4 The roles of teachers and students
• 2.5 The role of instructional materials
• 2.6 The misunderstanding and shortcoming of CA
• Chapter Three The Concerned Knowledge About Vocabulary
• 3.1 Three stages of vocabulary acquisition
• 3.2 Mental lexicon
• 3.2.1 Definition
• 3.2.2 Types of mental lexicon
• 3.3 Word senses
• 3.4 Lewis’s chunk theory
• 3.5 The contrast of Chinese and English vocabulary
• Chapter Four Application of CLT in Vocabulary Teaching
• 4.1 My understanding of the communicative competence
• 4.2 Enhancing the learning of vocabulary and word meaning to improve the communicative exactness and expressiveness
• 4.3 Further enhancing the communicative knowledge of words
• 4.3.1 Pragmatic competence
• 4.3.2 Word knowledge of discourse level
• 4.3.3 Cultural knowledge of words
• 4.3.4 Stylistic meaning
• 4.3.5 Social features
• 4.4.The communicative principle in vocabulary learning strategies
• 4.5 Several tries in vocabulary teaching
• 4.5.1 Choosing suitable topics according to the unit theme
• 4.5.2 Explain the word meaning in a situation
• 4.5.3 Role play（deducing meaning from the context）
• 4.5.4 Reading authentic materials
• 4.5.5 Reading extensively
• 4.6 Sample class try
• 4.7 The disadvantage of Communicative Approach
• Conclusions
• Bibliography
• Appendix
• Acknowledgments