文化移入模式在初中英语词汇教学中的应用

发布时间：2018-05-31 14:01

本文选题：文化移入模式 + 初中英语课堂　；参考：《青海师范大学》2017年硕士论文

【摘要】：众所周知,语言和文化相互依赖,互相影响。语言是沟通的重要手段,它是文化的载体和文化的一部分,任何语言的形成都依赖于其文化,任何语言的发展也随着其文化一起发展。第二语言学习不能与文化学习分离。例如,文化移入模式与第二语言习得的关系表明,在学习者逐渐适应新的文化的过程中,第二语言习得成为文化移入的一个方面。各种因素影响着学习者在学习目的语言文化时的社会距离和心理距离,由此影响第二语言习得的速度和最终的成就。舒曼认为语言文化移入的程度将控制第二语言习得。在我国,英语学习也可以理解为第二语言习得的一种独特表现形式。词汇作为英语学习中一个重要部分,对于人们的交流和语言学习至关重要。著名的语言学家威尔金斯曾经说过,没有语法,我们只能表达出少量想法,没有词汇,什么都无法表达。因此,本文将文化移入模式与英语词汇教学结合起来,旨在探究如何更好的将文化移入模式应用到英语词汇教学中。为了有效地完成这个目的,论文使用了三种研究方法:测试、问卷调查和访谈,采用定量分析和定性分析验证以下四个假设:第一,在初中英语词汇教学中引入文化知识可以提高学生的语义理解力和词汇学习效率;第二,在初中英语词汇教学中引入文化知识有利于刺激学生非智力因素,激发学生对英语及其文化产生兴趣,从而提高学生学习热情和持续学习动机;第三,在初中英语词汇教学中引入文化知识可以帮助学生积累必要的文化知识,从而提升学生对文化差异性和相似性的敏感度和判断力;第四,对跨文化交际原理和方法的适应可以帮助学生在获得语言知识的同时也获得文化知识,从而为学生跨文化交际打下坚实的基础。这项研究通过实验提出了文化教学在词汇教学中的必要性,以及如何介绍文化知识的方法。文化教学可以提高学生学习英语的兴趣,在一定程度上改变学生词汇学习的不合理方法,激发学生词汇学习动机,提高学生主体词汇学习意识和参与合作的意识,从而提高英语学习水平。
[Abstract]:As we all know, language and culture depend on each other and influence each other. Language is an important means of communication, it is the carrier and part of culture. The formation of any language depends on its culture, and the development of any language develops with its culture. Second language learning cannot be separated from cultural learning. For example, the relationship between culture transfer mode and second language acquisition shows that second language acquisition becomes an aspect of culture transfer in the process of learners' adaptation to the new culture. Various factors affect the social and psychological distance of the learners in the learning of the target language culture, thus affecting the speed of second language acquisition and the final achievement. Schumann believes that the level of language and culture transfer will control second language acquisition. In China, English learning can also be understood as a unique form of second language acquisition. As an important part of English learning, vocabulary plays an important role in communication and language learning. Wilkins, a famous linguist, once said that without grammar, we can only express a few ideas, without vocabulary, nothing can be said. Therefore, this paper combines the cultural transfer model with English vocabulary teaching to explore how to better apply the cultural transfer model to English vocabulary teaching. In order to accomplish this goal effectively, the thesis uses three research methods: test, questionnaire and interview, and use quantitative analysis and qualitative analysis to verify the following four hypotheses: first, The introduction of cultural knowledge in junior high school English vocabulary teaching can improve students' semantic comprehension and vocabulary learning efficiency. Secondly, the introduction of cultural knowledge in junior middle school English vocabulary teaching is conducive to stimulating students' non-intellectual factors. In order to stimulate students' interest in English and their culture, students' enthusiasm for learning and motivation for continuous learning can be enhanced. Thirdly, the introduction of cultural knowledge in junior high school English vocabulary teaching can help students accumulate the necessary cultural knowledge. Therefore, the sensitivity and judgment of students to cultural differences and similarities can be enhanced. Fourthly, adaptation to the principles and methods of intercultural communication can help students acquire language knowledge as well as cultural knowledge. So as to lay a solid foundation for students' cross-cultural communication. This study puts forward the necessity of culture teaching in vocabulary teaching and the method of how to introduce cultural knowledge. Culture teaching can improve students' interest in learning English, change the unreasonable methods of students' vocabulary learning to a certain extent, stimulate students' motivation of vocabulary learning, and enhance students' awareness of vocabulary learning and participation in cooperation. So as to improve the level of English learning.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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