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文化移入模式在初中英语词汇教学中的应用

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本文是一篇英语硕士论文,英语论文的写作,主要用于参加国际学术研讨会,促进中外学术文化交流;在国际学术刊物上发表,在国际上共享科研成果,英语论文也是达到学术交流的目的;另外英语论文还包括英语相关专业人员必要地用英语撰写学术报告或毕业论文等等。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。

 
Chapter one Introduction
 
1.1 Background of the Study
In today’s world, the development of information technology is getting faster,and even changes every day. The social life under information and economicglobalization makes the foreign language, especially English, an important tool forChina’s opening up and international communication. Learning and mastering aforeign language is one of the basic requirements for the citizens of the 21st century.At the stage of compulsory education, English curriculum should emphasis thedevelopment of students’ ethics, wisdom, and their body to face the modernization,the world and the future. It also should regard the cultivation of students’ innovativespirit and practice ability as the key point to promote quality-oriented education. TheEnglish curriculum can improve our emotional education, help to understand andrespect the culture of other nations, get better understanding of Chinese culturaltradition, develop the students’ ability of active thinking, expand their cultural andscientific knowledge, enrich their cultural life experience and develop their highmoral characters, so that they can adapt to China’s social, economic, scientific andtechnological development and international exchanges. The English curriculumshould be for all students and strive to create conditions for the full development ofeach student, to lay the foundation for their lifelong learning. In order to guide thenational compulsory education English teaching in junior middle school, this syllabusis formulated, which is the main basis of curriculum implementation, teachingevaluation and teaching material compilation. The aim of English Curriculum ofcompulsory education is to cultivate and stimulate the students’ interest in learning, tohelp students build self-confidence, to develop good studies habits and theirindependent learning ability, to form effective learning strategies, to enable students tomaster the basic language knowledge and basic skills, to establish the sense oflanguage, to obtain the ability of using English, to lay the foundation for realcommunication, to improve the development of intelligence, to cultivate the abilitiesof observation, memory, thinking, imagination and creativity, to understand culturaldifferences, to cultivate the spirit of patriotism, to strengthen the consciousness of theworld, to make the students form a healthy personality, and to lay a good foundationfor the sustainable development of the students. 
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1.2 Significance of the Study
The purpose of foreign language teaching is to cultivate students’ interculturalcommunicative competence, which is the consensus in foreign language teaching. Theprocess of learning a foreign language for the purpose of communication requires thatin addition to grasping the language knowledge and skills, we must understand thecultural background reflected by the language in order to overcome cultural barriersfor cross-cultural communication. The cultivation of middle school English teachingis facing the world, and has a profound understanding of foreign culture. This requiresus to pay attention to the cultivation of cross-cultural awareness, improve students’intercultural communicative ability. Canale and Swain said: “cultivating the Englishlanguage ability is one of the core parts of the process of cultivating culture communication ability, and is the key factor that makes communication possible.” Infact, the difficulties and obstacles of communication are much caused by lack ofvocabulary study or culture differences. So, the research on vocabulary and its cultureis an important part of linguistics research.With this guiding ideology, we have done a lot of investigations and practice.The results further interpret that language teaching and culture teaching areinseparable. Taking the cultural connotations of vocabulary as the starting pointmakes the cultural barriers and conflicts a breakthrough point. We should useeffective methods to improve students’ interest and enthusiasm in learning lexicology,enhance students’ cognition and comprehension ability in foreign languagevocabulary learning, improve the sensitivity of cultural differences, and lay thefoundation for effective and smoothly cross-cultural communication.
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Chapter Two Literature Review
 
2.1 Review of Culture and Language
The word “culture” is frequently and commonly used in our daily life,and it hasa rich connotation, so the definitions of culture are numerous. Different subjectsdefine the culture from different angles. Qi Yucun(1992:1)said, “each subject gives adefinition of culture from different sides, in all,there are about 250 kinds ofdefinitions.”The researchers come from different research areas, such as culturalanthropology, linguistics, communication studies, psychology, sociology and othersubjects. They make countless cultural explanation based on the different researchpurposes and needs. British anthropologist E.B.Tylor thinks that “culture is acompleted system including knowledge, faith, art, law, morality, custom, from whicha social member would acquire all the abilities and habits. From the perspective ofpsychology, Dawson said, “culture is a common way of life, is for people to adopt thesocial environment and the economy needs.” In the book language,wrote by thedistinguished linguist E.Sapir, culture is defined as “what our society thinks anddoes.” Cultural scientists usually divided culture into three levels: first, surface layer,which means material culture, including all the material and mental products, such asarchitectural culture, wine culture, tea culture, costume culture, etc. Second is middlelayer, which means system cultures, including all the systems, like norms, manners,customs, behaviors and ways in interpersonal relationship. The last is a deep layer,which means the concept culture, including the way of thinking, thinking habits,social attitudes, values, customs and aesthetic taste etc.
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2.2 Review of Cultural Teaching and English Teaching
What is culture teaching? Before 1990s, the so-called culture teaching in foreignlanguage teaching is the curriculum to expand the students’ cultural knowledge ofwhich language they learned. At the beginning of 90s, there was a new definition ofculture teaching, which also means during the process of English teaching; teachershould add some cultural background knowledge that is related to the secondlanguage they taught. As Professor Hu Wenzhong summarized, English cultureteaching in intercultural communication mainly covers the following four aspects: 1.Language teaching should combine the context with cultural background and culturalconnotation; 2. Analyze students errors caused by cultural factors interfering withlanguage, so as to improve the students’ sensitivity to the culture, make them awarethat communication is not only to master the language form. 3. Set up a curriculumabout the national history and culture, and teach the cultural knowledgesystematically.4. Set up curriculum for pragmatics, language and culture, interculturalcommunication and other courses, to improve students’ awareness and ability ofcross-cultural communication from theory aspect.Culture teaching in junior middle school stage can be regarded as a languageteaching process, language teaching form and language teaching method during theprocess of culture knowledge teaching. So-called teaching of culture during theEnglish teaching means that we should add some culture teaching or transfer, andcombine the practical English teaching in China and the characteristics of Chinastudents in learning English. To learn cultural knowledge in English teaching means,when we teach language structure rules and knowledge, we should try to make thestudents understand and learn the language cultural connotations and culturalconventions at the same time, in order to make students knowledge transfer topractical communicative ability in a certain extent.
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Chapter Three Research Design.............27
3.1 Hypothesis and subjects............27
3.2 Research Process and Principles.........28
3.3 Teaching Instruments ......29
3.3.1 Teachers’ Questionnaire ............30
3.3.2 Students’ Questionnaire ............30
3.3.3 Tests ............30
3.4 Teaching Content ............31
3.5 Teaching Methods ...........33
Chapter Four Data Analysis.........37
4.1Discussion of Questionnaire ......37
4.1.1 Discussion of teachers’ questionnaire ...........37
4.1.2 Discussion of students’ questionnaire ...........39
4.2 Results and Analysis of tests.....47
4.3 The Enlightenment of Experimental Results on English Teaching ......50
Chapter Five Conclusion .............52
5.1 Major Findings......52
5.2 Limitations of the Study............52
5.3 Suggestions for Future Research ........53
 
Chapter Four Data Analysis
 
This section will focus on experimental data and test data, samples wereanalyzed by SPSS 17, in order to understand the experimental class and the controlclass results if there is obvious difference. And on this basis, the author discussed theeffectiveness of introducing culture in vocabulary teaching. At the same time, thequestionnaires are analyzed and explained.
 
4.1Discussion of Questionnaire
This table can show us a lot of information about research on teachers’ attitudestoward English vocabulary teaching as well as acculturation model. The first questionis “How do you usually teach English vocabulary to your students”? Twenty percentof teachers choose to teach English vocabulary by reading instead of spelling, whileforty percent of teachers would like to teach English vocabulary in set phrase. Inaddition, thirty percent of teachers prefer to teach English vocabulary in sentence, andonly ten percent of teachers teach vocabulary in culture context eventually. Therefore,we can learn from the table that most of teachers prefer to teach vocabulary in setphrases or sentences and only a small number of teachers teach vocabulary throughspelling and pronunciation. That is to say, a lot of teachers have realized theimportance of context which is the true reason why they teach vocabulary in context.What is more, there are a great number of teachers who attach importance to culturecontext with respect to English vocabulary teaching. As far as question two andquestion three, they are many open questions which require teachers to give a certainanswer. As a consequence, all of teachers admit that their students have problems inEnglish vocabulary learning. There are four kinds of problems which are general instudents’ English vocabulary learning seem to appear during the English vocabularylearning process. Remembering new vocabulary is very difficult, just like grasping theappropriate usage of English vocabulary for students. Likewise differentiating thesimilar spelling vocabulary is as confusing as choosing the similar meaning ofvocabulary. We can learn from question four that fifty percent of students prefer toteach English vocabulary in set phrases and thirty percent of teachers are hoping tohave a try with culture knowledge. Half of teachers show that they have a goodknowledge of acculturation model according to question five. Moreover, all availablefigures show in question six that about sixty percent of teachers support the way ofleading in some culture background knowledge during English vocabulary teachingprocess. Over seventy percent of teachers approve of the necessity to bring aboutculture background knowledge in English vocabulary learning. Question eight showsimportant fact that teachers are more interested in humanity knowledge such as socialcustoms and religion and religious beliefs. We can recognize that what teachers areinterested in and what they are interested to teach. It would be natural to take the viewthat most of the teachers know of the culture acculturation model but they are lesslikely to put it into English vocabulary teaching in view of the fact that only thirtypercent of teachers teach vocabulary with culture background knowledge frequentlyaccording to question nine. According to question ten, there are about eighty percentof teachers paying attention to the differences of culture connotation between Chineseand English. This means that a lot of teachers have awareness of teaching in culturecontext during their English vocabulary teaching process. From what has beendiscussed in teachers’ questionnaire, we could safely know that most of Englishteachers gain awareness of acculturation model while they are hardly to put it intoteaching practice.
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Conclusion
 
This study puts forward the necessity of culture teaching in vocabulary teaching,and the methods of how to introduce cultural knowledge through the wholeexperiment. Culture teaching can improve the students’ interest in learning English, toa certain extent can change the unreasonable method of students’ vocabulary learning,stimulate students’ vocabulary learning motivation, and enhance the students’ subjectvocabulary learning awareness and participation awareness of cooperation, so as topromote the English learning level. From what has been discussed above, the presentstudy can safely justify the four hypotheses put forward in the former chapter:The introduction of culture in English Vocabulary Teaching in junior middleschool can promote students’ understanding of vocabulary;The introduction of culture in English Vocabulary Teaching in junior middleschool can improve the interest and efficiency of English learning, especially invocabulary learning;The introduction of culture in English Vocabulary Teaching in junior middleschool can improve the sensitivity and judgment of cultural similarities anddifferences;In the junior middle school English teaching, we can improve the languageknowledge and cultural knowledge together.Besides, the author finds some teaching method in application of acculturationmodel to English vocabulary; first, teacher should explain vocabulary with culturalbackground knowledge. Second, teacher should teach vocabulary through comparison.Third, teacher should take advantage of teaching materials.
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References (abbreviated)

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论文关键字:英语硕士论文 初中英语课堂 词汇教学