Krashen语言输入理论对我国农村初中英语教学的启示
发布时间：2024-02-25 19:44
自2000年以来,随着《九年义务教育法》的普遍实施和基础教育课程改革的全面推进,我国农村英语教育取得了快速的发展,其中,初中英语教学作为不可或缺的一个重要组成部分,取得的成效亦振奋人心。然而,我国英语教学费时低效、应试倾向日趋严重的整体现状仍未改变。与城市相比,农村初中英语教学尚有巨大差距,英语教育的城乡差距未见明显缩小,农村初中英语教学形势不容乐观,同时,其不能适应改革开放和经济发展需要的问题日益突出,深化改革的呼声日益高涨,有针对性地继续强化改革势在必行。 克拉申提出的可理解性语言输入假说对二语习得研究贡献重大,在国内外学术界都具有广泛而深远的影响。借鉴其理论用以指导我国农村初中英语教学实践及改革,必定会收到良好的效果。农村初中学生,由于受教学方式落后、师资素养欠佳等固有因素的制约,往往英语基础薄弱、水平参差不齐。本文以苏北某乡镇中学为研究样本,运用可理解性语言输入理论,分析当前形势下我国农村初中英语教学的现状与困境,并通过实证研究,尝试提出一些粗浅认识与行之有效的解决之道,探讨如何有效促进农村初中学生的外语学习效果,更好地贯彻义务教育阶段英语课程基本理念。实践证明,二语习得过程十...
【文章页数】：95 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research purpose
1.2 Significance of the research
1.3 Organization of the thesis
Chapter Two Overview of Second Language Acquisition Theories
2.1 Survey of SLA
2.2 Previous researches on SLA
2.2.1 Nativist theories of SLA
2.2.2 Environmentalist theories of SLA
2.2.3 Interactionist theories of SLA
2.3 Krashen's Monitor Theory
2.3.1 Acquisition-Learning hypothesis
2.3.2 Natural order hypothesis
2.3.3 Monitor hypothesis
2.3.4 Input hypothesis
2.3.5 Affective filter hypothesis
Chapter Three Status Quo and main problems of rural Englishteaching
3.1 Low overall level of students' English
3.2 Outdated teaching methods
3.3 Weak teaching staff
3.3.1 Relatively low in the first educational degree and professional level of rural English teachers
3.3.2 Absence of teaching theories and inconsistency with current educational ideas
3.3.3 Unreasonable composition of teaching faculty in terms of their gender,age and professional title
3.4 Big class teaching
3.4.1 Less efective teaching and looser class order
3.4.2 Less interaction between the teacher and students
3.4.3 Difficulty in controlling teaching quality
Chapter Four Empirical research of rural English teaching
4.1 Research methods
4.2 Research target
4.3 Result and analysis of the research
4.3.1 The correlation between the agent of input and the effect of English teaching
4.3.2 Comparison of class teaching between different schools
4.3.3 Comparison of class teaching in the same school
Chapter Five Implication of the present research on rural secondaryschool's English teaching
5.1 Improving the teacher's professional knowledge
5.1.1 What the teachers should do
5.1.2 What the schools should do
5.1.3 What the local authorities should do
5.2 Dividing a big class into several small groups
5.2.1 Adding communicative elements to class activities
5.2.2 Promotion of learner autonomy
5.2.3 Cooperative learning in groups
5.3 Language input in class
5.3.1 Teacher language in class
5.3.2 Improvement of teaching methods
5.4 Creation of a better input environment
5.4.1 More English in class
5.4.2 More effective classroom activities
5.4.3 More emphasis on linguistic meaning instead of on form
5.5 Stimulation of motivation and interest
5.5.1 Harmonious and friendly teacher-student relationship
5.5.2 Various affections towards different students
5.5.3 Cultivation of students' autonomous learning ability
Chapter Six Conclusion
6.1 The major findings of this study
6.2 Limitations of the study
6.3 Suggestions for further study
Bibliography
Acknowledgement
本文编号：3910771
【文章页数】：95 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research purpose
1.2 Significance of the research
1.3 Organization of the thesis
Chapter Two Overview of Second Language Acquisition Theories
2.1 Survey of SLA
2.2 Previous researches on SLA
2.2.1 Nativist theories of SLA
2.2.2 Environmentalist theories of SLA
2.2.3 Interactionist theories of SLA
2.3 Krashen's Monitor Theory
2.3.1 Acquisition-Learning hypothesis
2.3.2 Natural order hypothesis
2.3.3 Monitor hypothesis
2.3.4 Input hypothesis
2.3.5 Affective filter hypothesis
Chapter Three Status Quo and main problems of rural Englishteaching
3.1 Low overall level of students' English
3.2 Outdated teaching methods
3.3 Weak teaching staff
3.3.1 Relatively low in the first educational degree and professional level of rural English teachers
3.3.2 Absence of teaching theories and inconsistency with current educational ideas
3.3.3 Unreasonable composition of teaching faculty in terms of their gender,age and professional title
3.4 Big class teaching
3.4.1 Less efective teaching and looser class order
3.4.2 Less interaction between the teacher and students
3.4.3 Difficulty in controlling teaching quality
Chapter Four Empirical research of rural English teaching
4.1 Research methods
4.2 Research target
4.3 Result and analysis of the research
4.3.1 The correlation between the agent of input and the effect of English teaching
4.3.2 Comparison of class teaching between different schools
4.3.3 Comparison of class teaching in the same school
Chapter Five Implication of the present research on rural secondaryschool's English teaching
5.1 Improving the teacher's professional knowledge
5.1.1 What the teachers should do
5.1.2 What the schools should do
5.1.3 What the local authorities should do
5.2 Dividing a big class into several small groups
5.2.1 Adding communicative elements to class activities
5.2.2 Promotion of learner autonomy
5.2.3 Cooperative learning in groups
5.3 Language input in class
5.3.1 Teacher language in class
5.3.2 Improvement of teaching methods
5.4 Creation of a better input environment
5.4.1 More English in class
5.4.2 More effective classroom activities
5.4.3 More emphasis on linguistic meaning instead of on form
5.5 Stimulation of motivation and interest
5.5.1 Harmonious and friendly teacher-student relationship
5.5.2 Various affections towards different students
5.5.3 Cultivation of students' autonomous learning ability
Chapter Six Conclusion
6.1 The major findings of this study
6.2 Limitations of the study
6.3 Suggestions for further study
Bibliography
Acknowledgement
本文编号：3910771
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