职高英语课堂情境教学法在酒店英语教学中的应用研究

论文摘要

随着我国旅游事业的迅猛发展,来中国观光、旅游及洽谈业务的外来人士日益增多。酒店作为旅游业的配套设施,正接待越来越多的外来人士。因此,综合素质好、实用技能高、英语能力强已成为了酒店及旅游用人单位衡量人才‘的首选标准。而对于职业高中饭店管理专业的学生,毕业后主要在星级饭店工作,将接待来自世界各地的客人,专业英语水平直接关系到他们的就业状况及行业服务质量。然而目前职业高中的英语教学的现状是：学生基础较薄弱,平时缺乏使用英语的真实环境,参与语言实践的活动非常有限,很多学生对英语学习缺乏兴趣,对专业英语更是头痛。而教师为了让学生顺利通过技能鉴定,只能反复进行操练式的教学,这种枯燥而乏味形式,无疑加重了学生对饭店英语学习的畏惧。因此,怎样发挥学生的主体意识,激发他们的学习兴趣,变被动练习为主动学习,是饭店英语教学中必须解决的问题。笔者认为,尊重职业高中学生身心发展的客观规律和认知水平,满足学生在饭店英语知识学习过程中好奇和质疑等心理需求,指导学生掌握一些科学有效的学习方法,创设各种教学情境,以“情”为纽带；以“思”为核心；以“美”为境界；以“周围世界”为源泉,使情境教学真正走入饭店英语的课堂教学。通过大量的实验,总结出职高饭店英语课堂中情境的分类和情境教学的基本环节。职高饭店英语课堂中情境的分类：1.实物演示情境。2.生活展现情境。3.多媒体再现、渲染情境。4.表演体会情境5.问题情境。基本环节：1.精品教材的选择。2.做好课前准备,创设情境,导入话题,让学生进行热身。3.做好课上应用。4.课后实践。下面将研究实践的所得、所悟整理成文向专家、前辈们请教,希望能得到您们的指教。

论文目录

• 中文摘要
• Abstract
• Acknowledgements
• Chapter 1 Introduction
• 1.1 Background of the Present Study
• 1.2 Research Questions
• 1.3 The Structure of the Thesis
• Chapter 2 Literature Review
• 2.1 Definition of the Situational Approach
• 2.2 Theoretical Foundations on Situational Approach
• 2.3 The History of Situational Approach
• 2.3.1 The Origin of the Situational Approach
• 2.3.2 The Contemporary Development of the Theory of Situational Approach
• 2.4 The Advantages of the Situational Approach
• 2.4.1 Stimulus to Students' Interest
• 2.4.2 Concentration on students' Attention
• 2.4.3 Enlivening the Atmosphere of Class
• 2.4.4 Increasing the Delight of Learning English
• 2.5 The Feasibility of the Situational Teaching
• 2.5.1 A Series of Scenes
• 2.5.2 Under the Conditions of the Multimedia
• 2.5.3 On the Basis of the Educational Reform of China
• Chapter 3 Research Methodology
• 3.1 The Application of Situational Approach
• 3.1.1 The Current Situation of Hotel English Teaching in Vocational High School
• 3.1.2 Research Methods of Situational Approach
• 3.2 The Classification of Situation for hotel English Teaching
• 3.2.1 Creating the scenes of materiel object
• 3.2.2 Creating the scenes of life
• 3.2.3 Creating the scenes of Multimedia
• 3.2.4 Creating the scenes of Performing
• 3.2.5 Creating the scenes of Questions
• 3.3 The Basic Link of Situational Teaching
• 3.3.1 Selection of Teaching Materials
• 3.3.2 Creating scenes and waming up
• 3.3.3 Implementing SA in Class
• 3.3.4 Practice after class
• Chapter 4 Research Analysis and Discussion
• 4.1 Teaching Experiments
• 4.1.1 Subjects
• 4.1.2 Data collection procedures
• 4.1.3 Assessments
• 4.1.4 Pre-test and posttest score analysis
• 4.2 Discussion
• Chapter 5 Conclusion
• 5.1 Conclusion
• 5.2 Major Findings
• 5.2.1 Stimulating the Interests of Learning Hotel English
• 5.2.2 Rebuilding Students' Confidence in English
• 5.2.3 Enhancing the Team Spirit and the Sense of Cooperation
• 5.3 Limitations and Suggestions for further study
• 5.3.1 Limitations
• 5.3.2 Suggestions for further study
• References
• Appendix 1
• Appendix 2
• Appendix 3
• Postscript