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汉语在陕北高校大学英语教学中的使用现状及对策研究

作　者: 高雯君
导　师: 刘百宁
学　校: 延安大学
专　业: 外国语言学及应用语言学
关键词: 大学英语陕北区域汉语介入影响因素应对策略
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 19次
引　用: 0次
阅　读: 论文下载

内容摘要

近些年来,国内外语言学家及外语教师相继对汉语在不同的英语教学环境中的辅助作用做过相关研究,譬如:专业英语、大学英语、高职英语、中学英语等。作者发现,在这些相关研究中,很少有人聚焦母语在国内地方性大学英语教学中的凸显作用,尤其是中西部地区的大学英语教学。因而,本文作者将针对地域偏远、信息闭塞的陕北高校的英语教学进行有关研究。本文在前人研究的基础上,借鉴国内外教学理论、二语习得等理论和研究成果,对汉语在陕北区域仅有两所本科院校(延安大学和榆林学院)的大学英语教学中的辅助作用进行了实证研究,旨在揭示在本区域汉语使用情况的特点,进而提出应对策略,以便更好地服务本区域英语教学,同时也为将来进一步的理论探索提供数据支撑。本文数据主要来源于调查问卷、课堂观察及访谈。研究者对40名教师和400名学生进行了问卷调查,同时选取6名不同职称的教师进行课堂观察及相关访谈。研究发现:1.汉语在陕北高校的大学英语课堂中使用非常的普遍。大多数情况下教师都刻意控制汉语介入课堂的使用量。2.大多数学生对汉语介入英语课堂持积极态度。对于他们来讲,汉语的使用可以增进他们对知识的理解和更多地参与课堂。3.影响汉语的介入因素较多,访谈和问卷调查均显示学生的英语水平是引发汉语介入英语课堂的主要因素。本文在综合文献和调查结果的基础上提出以下建议。首先,基于陕北教学环境的落后及师生的水平的受限,教师应该承认汉语在英语学习中的辅助作用,而非一味地否定其作用。其次,要保证英语是课堂中的主要媒介语,而使用汉语的目的只是适时的辅助语言。最后,教师要多吸纳外语学习理论基础知识,多参与英语教学指导与培训,掌握本地区学生的学习特点,以便更好的借用汉语来辅助教学。

全文目录

Acknowledgements  4-5
Abstract  5-7
内容摘要  7-13
Chapter 1 Introduction  13-18
  1.1 Introduction  13
  1.2 The Significance of the Study  13-16
    1.2.1 Theoretical Significance  14-15
    1.2.2 Practical Significance  15-16
  1.3 Outline of the Thesis  16-18
Chapter 2 Literature Review  18-35
  2.1 Introduction  18
  2.2 The Evolution of Using Mother Tongue in English Teaching Methodology  18-24
    2.2.1 Grammar-translation Method  19-20
    2.2.2 Direct Method  20-21
    2.2.3 Audio-lingual Method  21-22
    2.2.4 Communicative Teaching Approach  22-24
  2.3 Theoretical Rationale  24-30
    2.3.1 Transfer Theory  24-26
    2.3.2 The Monitor Model  26-30
      2.3.2.1 Hypothesis 1: The Acquisition Learning Hypothesis  26-27
      2.3.2.2 Hypothesis 2: The Natural Order Hypothesis  27
      2.3.2.3 Hypothesis 3: The Monitor Hypothesis  27-28
      2.3.2.4 Hypothesis 4: The Input Hypothesis  28-29
      2.3.2.5 Hypothesis 5: The Affective Filter Hypothesis  29-30
  2.4 Empirical Studies  30-34
    2.4.1 Studies Abroad  30-32
    2.4.2 Studies in China  32-34
  2.5 Research Gaps  34
  2.6 Summary  34-35
Chapter 3 Methodology  35-41
  3.1 Introduction  35
  3.2 Hypotheses  35-36
  3.3 Research Questions  36
  3.4 Subjects  36-37
  3.5 Instruments  37-38
    3.5.1 Questionnaires  37-38
    3.5.2 Classroom Observation  38
    3.5.3 Teachers’ Interviews  38
  3.6 Data Collection  38-39
  3.7 Data Analysis  39
  3.8 Validity  39-40
  3.9 Summary  40-41
Chapter 4 Results and Findings  41-60
  4.1 Introduction  41
  4.2 Results of the Questionnaire  41-55
    4.2.1 The General Situation of Chinese Use in English Class  41-44
    4.2.2 The Frequency of Chinese Use in English Class  44-47
    4.2.3 The Attitudes towards Chinese Use in Class  47-49
    4.2.4 The Use of Chinese in Different Teaching Aspects  49-51
    4.2.5 The Reasons Affecting Teachers’Chinese Use in English Class  51-53
    4.2.6 The Functions of Chinese Use in English Class  53-55
  4.3 Result of the Classroom Observation  55-56
  4.4 Results of Teachers’Interview  56-57
  4.5 Results of Students’Interview  57-59
  4.6 Summary  59-60
Chapter 5 Discussion  60-74
  5.1 The Functions of the Use of Chinese  60-65
    5.1.1 Reducing Anxiety  60-61
    5.1.2 Enhancing Students’Understanding  61-62
    5.1.3 Giving Feedback on Students’Response  62-63
    5.1.4 The Function of Creating Humor  63-64
    5.1.5 Saving Class Time  64
    5.1.6 Gapping the Discrepancies between English and Chinese  64-65
  5.2 The Use of Chinese in Specific Contexts  65-69
    5.2.1 The Use of Chinese in Explaining Grammar  65-67
    5.2.2 The Use of Chinese in Explaining New Words  67
    5.2.3 The Use of Chinese in Dealing with Exercises  67
    5.2.4 The Use of Chinese in Managing Classroom  67-68
    5.2.5 The Use of Chinese in Analyzing Text  68-69
  5.3 Factors Influencing Teachers’ Use of Chinese  69-72
    5.3.1 Theoretical Factors  69-70
    5.3.2 Subjective Factors  70-71
      5.3.2.1 Teachers’Factors  70
      5.3.2.2 Students’Factors  70-71
    5.3.3 Objective Factors  71-72
      5.3.3.1 Difference between English and Chinese  71-72
      5.3.3.2 The Influence of Grammar-Translation  72
      5.3.3.3 Environmental Factors  72
    5.3.4 Other Factors  72
  5.4 Attitudes towards Teachers’ Chinese Use in English Classes  72-73
  5.5 Summary  73-74
Chapter 6 Conclusion  74-81
  6.1 Major Findings  74-75
  6.2 Pedagogical Implication  75-79
    6.2.1 Admit the Merits of Using Chinese  75
    6.2.2 Make Judicious Use of Chinese  75-76
    6.2.3 Survey Students’Needs of Chinese Support  76
    6.2.4 Strengthen Teacher Training  76-77
    6.2.5 Do Self-reflection on English Class  77
    6.2.6 Diversify Classroom Activities  77
    6.2.7 Give Students the Chance to Express Themselves in Chinese  77-78
    6.2.8 Be Brave to Use Chinese When Necessary  78-79
  6.3 Limitations  79-80
  6.4 Suggestions for Further Research  80-81
Bibliography  81-84
Appendix  84
Appendix 1  84-86
Appendix 2  86-88
Publications  88

汉语在陕北高校大学英语教学中的使用现状及对策研究

内容摘要

全文目录

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