暗示教学法视角下的大学英语教学方法探讨

论文摘要

长期以来,大学英语教学过去一直是以教师为中心,也就是说,教师在课堂上处于主导地位而学生处于被动的地位。这样一种填鸭式的教学模式很容易忽视学生的情感因素,致使他们对英语感到厌烦并且抑制了他们的进步。现在,教育工作者越来越意识到,对学习的最终结果起决定作用的是学习者本人,任何成功的教育必须充分考虑到学习者的情感态度。如何充分运用情感因素,构建以学生为中心的课堂教学活动,已成为英语课堂贯彻始终的追求。英语教育者尤其是英语教师都在寻觅一种溶情感态度因素在内的高效的教学方法。“暗示教学法”如果运用得当,是很能体现这样一种有效的方式的教学方法,它能够最大程度地体现这种教学理念。暗示教学法强调学生的情感和意识,相信学习过程包括理智和情感活动。它能有效地激发学习者的学习动机,促进他们多种感官参与活动,从而使学生在整个学习过程中均能感到学习的愉悦、求知的喜悦,同时达到事半功倍的学习效果。本论文以国外暗示教学法的研究为理论基础，从情感暗示、情景暗示、教师话语暗示和非语言暗示、艺术暗示(音乐和游戏)等方面试验班45名非英语专业的学生进行暗示教学法的试验研究,研究主要采用问卷调查、访谈和测试的方式和另45名非英语专业控制组学生(实施传统教学法)进行暗示教学法试验的分析和对照去试验不同的暗示教学法是否能够对大学英语教学能够起到很大程度的促进作用。研究结果表明：暗示教学法确实能够极大程度地调动学生的积极性,刺激他们的潜能,激发他们的兴趣,帮助他们在学习过程中进行高效的学习。文章也对未来的相关研究给出了某些启示。

论文目录

• Abstract
• 摘要
• List of Tables
• List of Figures
• Chapter One Introduction
• 1.1 Background of the Study
• 1.1.1 Problems in College Students' Psychological States and Emotions
• 1.1.2 Deficiency of Emotional Communication in the College English Teaching
• 1.1.3 Lack of a Lively Teaching Situation
• 1.1.4 Lack of a Lively Language Teaching Art
• 1.1.5 Lack of Non-verbal Communication Consciousness
• 1.2 The Purpose of the Study
• 1.3 The Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Review on the Suggestopedia Theory
• 2.2 Review on Suggestopedia Studies Abroad
• 2.3 Review on Suggestopedia Studies at Home
• 2.4 Summary
• Chapter Three Theoretical Framework
• 3.1 Basic Notions
• 3.1.1 Definition of the Suggestopedia
• 3.1.2 Relevant Theories
• 3.1.2.1 The Affective Suggestopedia
• 3.1.2.2 The Situational Suggestopedia
• 3.1.2.3 The Teacher-Talk Suggestopedia
• 3.1.2.4 The Non-verbal Suggestopedia
• 3.1.2.5 The Artistic Suggestopedia
• 3.3 Theoretical Framework
• 3.4 Summary
• Chapter Four Empirical Study
• 4.1 Research Questions
• 4.2 The Subjects
• 4.3 The Instruments
• 4.3.1 Questionnaire
• 4.3.2 Test（s）
• 4.4 The Procedures
• 4.4.1 Experiments on Affective Suggestopedia Teaching Methods
• 4.4.2 Experiments on Situational Suggestopedia Teaching Methods
• 4.4.2.1. The Role Play
• 4.4.2.1.1 Theory on the Role Play
• 4.4.2.1.2 The Experiments
• 4.4.2.2 Pictures and Tableaus
• 4.4.3 Experiments on Teacher-Talk Suggestopedia Teaching Methods
• 4.4.3.1 Humor in Teacher-Talk Suggestopedia Teaching
• 4.4.3.2 Systematic Guidance of the Teacher Talk
• 4.4.3.3 Logic of Teacher Talk
• 4.4.3.4 Rhythm of the Teacher-Talk
• 4.4.3.5 The Experiment Design
• 4.4.4 Experiments on Non-verbal Language Suggestopedia Teaching Methods
• 4.4.4.1 Facial Language Suggestopedia Teaching Methods
• 4.4.4.2 Sign Language Suggestopedia Teaching Methods
• 4.4.4.3 Signal Language Suggestopedia Teaching Methods
• 4.4.5 Artistic Suggestopedia Teaching Methods
• 4.4.5.1 Music Suggestopedia Teaching Methods
• 4.4.5.1.1 Application of Music Suggestopedia Teaching Methods to Translation
• 4.4.5.1.2 Application of Music Suggestopedia Teaching Methods to Reading Comprehension
• 4.4.5.2 Application of Game Suggestopedia Teaching Methods
• Chapter Five Results and Discussion
• 5.1 Result One and Discussion
• 5.2 Result Two and Discussion
• 5.3 Result Three and Discussion
• 5.4 Result Four and Discussion
• 5.5 Result Five and Discussion
• 5.6 Summary
• Chapter Six Conclusion
• 6.1 Major Findings
• 6.2 Pedagogical Implications
• 6.3 Limitations
• 6.4 Suggestion for Further Studies
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Appendix Ⅴ
• Acknowledgements