剑桥少儿英语在江西边远县城的实施研究

论文摘要

传统的语言教学对智力因素关注过多而忽略了非智力因素。然而心理语言学和神经语言学的发展语言教学者逐渐认识到语言学习者的动机和兴趣等非智力因素在教学中的作用，因为动机和兴趣可决定语言学习过程的学习水平。本文作者认为，将情感因素融入少儿英语教学中显得更为重要，而剑桥少儿英语和它的考试适合这种语言教学。 剑桥少儿英语考试由剑桥大学考试委员会特别为孩子设计，目的是评价7-12岁的英语少儿者。考试共有三个级别，由四个部分组成，包括话题、结构、单词和任务。每个等级考试都有阅读和写作，听力、口语三个部分。考试有趣而都能通过，没有及格与不及格之分，每位考生可得到对自己的实际水平的评价。教育部和剑桥大学学术委员会认为，这些考试还可以用于检测初、高中学生，而且同样具有准确性、可靠性和有效性。世界各地的剑桥少儿英语教材内容都为考试设置，目的是不断呈现材料的内容。考虑学习者的年龄特征和考生的背景，教材和图片清晰有趣。为体现本教材与考试有以上诸多优势，教师除了常规教学，还要突出语义和语境的教学，即创设生动有趣的语言环境。 本文主要探讨了基于儿童语言习得和非智力因素理论的语言教学和课堂管理，通过在边远县城进行剑桥少儿英语教学实践，进一步阐述了学习者学习习惯的养成重要性、教师的素质要求以及剑桥少儿英语系列书籍的运用。

论文目录

• Abstract
• 摘要
• Introduction
• Chapter 1 The significance of the topic
• 1.1 The current situation of English learning in China
• 1.2 Difference between cities and counties
• 1.3 Current County situation
• 1.4 Introduction of Cambridge Young Learners English and its test system
• 1.5 Cambridge Young Learners English Tests in China
• Chapter 2 How to teach Cambridge YLE
• 2.1 Theory on children learning language
• 2.2 The factors affecting intrinsic motivation
• 2.3 Teachers' qualities
• 2.4 Physical condition
• 2.5 Methods
• 2.5.1 Cambridge YLE training course arrangement
• 2.5.2 Teaching methods
• Chapter 3 How to correct the learners
• 3.1 The necessity of correction
• 3.2 The appropriateness of correction for YLE
• 3.3 Process assessment and final assessment
• Chapter 4 How to be a good learner and a good teacher
• 4.1 Why is it necessary to describe a good learner?
• 4.2 What characteristics do good classroom learners share?
• 4.3 How to use Cambridge Young Learners English Books
• 4.3.1 The teaching materials for Cambridge YLE
• 4.3.2 How to use the books
• 4.4 How to deal with the wordlist
• 4.5 Class management
• Chapter 5 What else should the teacher do besides teaching their language?
• 5.1 Emotional intelligence
• 5.2 Why do we need emotional intelligence?
• 5.3.The traits of emotional intelligence
• Chapter 6 How to carry out Cambridge YLE training center
• 6.1 Doing the survey
• 6.2 Making a commercial about Cambridge YLE training center on the television
• 6.3 Curriculum design
• 6.4 Application for teaching
• 6.5 Holding an open ceremony
• Chapter 7 The result of the opening up of the training center
• 7.1 Outside result
• 7.2 Inside result
• Chapter 8 Conclusion and discussion
• 8.1 Conclusion
• 8.2 Discussion
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ