文化输入在高中英语词汇教学中的实践与研究

发布时间：2018-05-04 11:22

本文选题：文化教学 + 词汇教学　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：学习一门语言不仅要学习它的基本构成,还要学习它相应的文化背景知识。语言与文化相辅相成,密不可分。因此,语言教学在很大程度上也就是文化教学。文化教学和语言教学是不可分割的。在英语教学过程中,词汇是最基本和重要的教学环节。只有了解词汇背后的文化内涵,正确掌握单词的用法,英语学习者才能够正确且流利的表达自己的观点,进行跨文化交流与合作。然而,目前我国高中英语词汇教学主要着眼于对学生单词、句法以及语法规则的教授和演练,从而忽视了文化知识对语言本身及其学习者的影响。事实上,很多学生尽管记住了许多英语词汇,掌握了很多英语语法规则,但仍不能得体地运用英语去进行跨文化交际。为了了解目前我国高中英语课堂文化教学和词汇教学的现状及其学生的文化意识和跨文化交际能力,笔者以所在实习学校大连市第六十二中的学生和教师为研究对象开展了为期三个月的研究和调查。本论文主要采用问卷调查,前测、后测,访谈和课堂观察的方法,通过调查研究及其相关数据的收集和分析,笔者了解了高中英语课堂词汇教学中文化教学的现状和问题,并提出了培养学生文化意识和跨文化交际能力的有效策略。本论文主要包括五个部分。第一部分是前言。笔者主要介绍了这篇论文研究的背景、目的、意义和研究问题。第二部分是本篇论文的文献综述和理论基础,它为论文提供了理论支持。在这一部分,作者主要阐述国内外关于文化教学和词汇教学的相关研究及其成就。第三部分是研究方法。这一部分主要包括了这篇论文实证研究的目标、对象、工具和程序以及研究数据的收集。第四部分是结果和讨论。笔者将收集的数据进行了一系列的分析,并对研究结果进行了讨论。本文的最后一部分是结论。它包括这篇论文的研究成果和本研究的局限性。并为如何在高中英语课堂词汇教学过程中进行文化教学与文化教学相结合提出了建议。通过研究结果显示,在高中英语课堂词汇教学过程中讲解词汇的文化内涵,有助于激发学生学习兴趣,提高学生单词学习效率,增强学生跨文化交际能力。
[Abstract]:To learn a language, we must not only learn its basic constitution, but also learn its corresponding cultural background knowledge. Language and culture complement each other and are inseparable. Therefore, language teaching is to a large extent cultural teaching. Culture teaching and language teaching are inseparable. In the process of English teaching, vocabulary is the most basic and important teaching link. Only by understanding the cultural connotations behind the vocabulary and correctly mastering the usage of the words can English learners express their views correctly and fluently and carry out cross-cultural communication and cooperation. However, at present, Chinese senior high school English vocabulary teaching mainly focuses on teaching and practicing students' vocabulary, syntax and grammar rules, thus neglecting the influence of cultural knowledge on language itself and its learners. In fact, although many students have memorized many English words and mastered a lot of English grammar rules, they are still unable to use English appropriately for cross-cultural communication. In order to understand the present situation of culture teaching and vocabulary teaching in senior high school English classroom, the students' cultural consciousness and intercultural communication ability are also discussed. The author conducted a three-month study on students and teachers in Dalian No. 62, a practical school. This thesis mainly adopts the methods of questionnaire, pre-test, post-test, interview and classroom observation. Through the investigation and analysis of the relevant data, the author understands the present situation and problems of cultural teaching in English vocabulary teaching in senior high school. It also puts forward effective strategies to cultivate students' cultural consciousness and intercultural communicative competence. This paper mainly includes five parts. The first part is the preface. The author mainly introduces the background, purpose, significance and research problems of this paper. The second part is the literature review and theoretical basis of this paper, which provides theoretical support for the paper. In this part, the author mainly expounds the relevant research and achievements of culture teaching and vocabulary teaching at home and abroad. The third part is the research method. This part mainly includes the objective, object, tools and procedures of the empirical research and the collection of research data. The fourth part is the result and discussion. The data collected are analyzed and the results are discussed. The last part of this paper is the conclusion. It includes the research results of this paper and the limitations of this study. Some suggestions on how to combine culture teaching with culture teaching in high school English classroom vocabulary teaching are put forward. The results show that explaining the cultural connotation of vocabulary in high school English classroom is helpful to stimulate students' interest in learning, improve their learning efficiency and enhance their intercultural communicative competence.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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