学位论文 > 优秀研究生学位论文题录展示

语域理论与学生口语交际能力的培养

作　者: 任庆梅
导　师: 曹务堂
学　校: 曲阜师范大学
专　业: 语言学与应用语言学
关键词: 语域理论口语交际能力能力的培养外语教学教学中的应用培养学生口语教学英语的特点文化的功能语域变异
分类号: H319.9
类　型: 硕士论文
年　份: 2000年
下　载: 597次
引　用: 4次
阅　读: 论文下载

内容摘要

语域是指根据语言使用语境区分的变体。选择恰当的语域，做到说话得体，是学好外语的一大难关。因此，培养学生的语域感是外语教学的重要任务之一。从六十年代起，国外语言教学专家开始提倡语域理论在外语教学中的应用。国内对语域理论在外语教学中的应用加以系统介绍和研究的第一位语言学家当推朱永生先生。八十年代末，朱先生在其论著中强调指出了语域理论在外语教学中的指导作用。自那时起，许多学者意识到了语域理论与外语教学相结合的必要性和重要性，就此问题出版了不少论著。然而纵观国内外研究，理论探讨居多，教学应用探讨的较少。尤其是能够被广大外语教师应用到外语教学中的科研成果尚不多见。笔者认为，有两个问题亟待解决，首先是语域感与交际能力的关系，其次是在外语教学中如何培养学生的语域感。本文重点讨论了应用语域理论培养学生的口语交际能力的教学方法。鉴于此，本文主要探讨两个问题：语域感与口语交际能力的关系；如何培养口语交际中的语域感，即口语交际能力。全文共分四章，加上摘要，引言和结束语共七个部分。在引言中，笔者论述了以语域理论指导外语教学的意义，阐明了选择此题的必要性和重要性，并对全文的框架作了简要介绍。第一章系统探讨了把语域理论应用到外语教学中所涉及的若干问题。第一，对语域理论的基本介绍及支配语域变异的三个基本因素，即语场，语旨和语式；第二，语域的功能，即预测的功能和反映文化的功能；第三，语域理论与外语教学。简要回顾国内外应用语域理论于外语教学中的进展情况。第二章以问卷的形式对全国七所师范院校英语专业的教师和学生做了一项调查，并以表格和图形的方式展示和比较了调查结果，同时还分析了调查结果对外语教学中应用语域理论培养口语交际能力的启示。第三章着重研究了语域感与交际能力的关系，并强调了培养口语交际能力在英语学习中的重要性。本章还进一步说明了应用语域理论指导口语教学的迫切性。第四章从研究我国学生学习英语的特点入手，分析了由此引起的口语教学中存在的问题。针对这些问题本章探讨了应用语域理论培养学生口语交际能力的具体方法。在此语言观的指导下，笔者介绍了多种课堂教学技巧及应用语域理论培养口语交际能力的指导原则。结束语是对本文的回顾和前瞻，并在总结全文的基础上，指出了本文的局限性。本文所构划的以语域理论指导学生口语交际能力培养的教学体系还未完全落实到教学中去，有些环节尚处在初步设想阶段，有待于进一步完善并得到实践的检验。笔者期待专家学者和同行教师的批评和指正。

全文目录

Acknowledgments  3-6
英文摘要  6-8
Contents  8-11
Introduction  11-13
Chapter One The Pedagogical Study of Register  13-25
  1．1 Introduction  13-14
  1．2 Towards a conceptual framework of register  14-15
  1．3 Three determinants of register  15-18
    1．3．1 Field of discourse  15-16
    1．3．2 Tenor of discourse  16-17
    1．3．3 Mode of discourse  17-18
    1．3．4 Three determinants work as a whole  18
  1．4 Situation, semantic system and register  18-19
  1．5 Two functions of register  19-23
    1．5．1 To predict meaning and situation by register  19-21
    1．5．2 To mirror culture by register  21-23
  1．6 The theory of register and language teaching  23-25
    1．6．1 The pedagogical study of register abroad  23-24
    1．6．2 The theory of register and TEFL in China  24-25
Chapter Two Investigation and Data Analysis  25-41
  2．1 Introduction  25-26
  2．2 The investigation  26-40
    2．2．1 Questionnaire design  26
    2．2．2 Data collection  26-27
    2．2．3 Population  27
    2．2．4 Data analysis  27-32
      2．2．4．1 Analyzing the data of the questionnaire to teachers  27-30
      2．2．4．2 Analyzing the data of the questionnaire to learners  30-32
    2．2．5 Results and implications  32-38
      2．2．5．1 Results and implications of the questionnaire to teachers  32-35
      2．2．5．2 Results and implications of the questionnaire to learners  35-38
    2．2．6 Comparisons and implications  38-40
  2．3 Summary  40-41
Chapter Three Sensitivity to Register Variations and Oral Communicative Competence  41-50
  3．1 Introduction  41
  3．2 The complementary role of register  41-43
  3．3 A theoretical introduction of communicative competence  43
  3．4 CLA and sensitivity to register variations  43-45
  3．5 What successful oral communication involves  45-46
  3．6 Two false notions about oral communicative competence  46-47
  3．7 Developing oral communicative competence by the theory of register  47-50
Chapter Four How to Deveiop Sensitivity to Register Variations in Oral Communication  50-80
  4．1 Conditions of learning oral English in China  50-51
  4．2 Problems in oral communication among English majors at the intermediate level  51-55
    4．2．1 The influence of age or maturational constraints  51-52
    4．2．2 Ignorance of central role of the aural medium  52-53
    4．2．3 Ignorance of sociocultural aspect  53-54
    4．2．4 The influence of the affective factors  54-55
  4．3 An approach of teaching registers in oral communication  55-56
  4．4 The selection and arrangement of teaching content  56-58
    4．4．1 Need-based foreign language teaching  56
    4．4．2 The notion of authenticity  56-58
  4．5 Techniques of developing sensitivity to register variations in oral communication  58-74
    4．5．1 Developing functional communicative ability  59-60
    4．5．2 Small talk  60
    4．5．3 Developing social interaction ability  60-66
      4．5．3．1 Role-playing controlled through cued dialogues  61-62
      4．5．3．2 Role-playing controlled through cues and information  62-63
      4．5．3．3 Role-playing controlled through situations and goals  63-64
      4．5．3．4 Role-playing in the form of debate or discussion  64-65
      4．5．3．5 The extension of social interaction activities  65-66
    4．5．4 Interactive problem solving  66-68
    4．5．5 Integrating the four skills  68-69
    4．5．6 Familiarizing students with non-linguistic features of communication  69-74
      4．5．6．1 Introducing cultural background knowledge of oral communication  69-70
      4．5．6．2 Introducing conventional knowledge of oral communication  70-72
      4．5．6．3 Introducing appropriate knowledge of oral communication  72-74
  4．6 Linguistic activities outside the classroom  74-75
  4．7 Roles in the communicative classroom  75-76
  4．8 Psychological factors in the classroom  76-77
  4．9 General principles underlying the development of sensitivity to register variations in oral communication  77-80
Conclusion  80-81
Bibliography  81-86
Appendix Ⅰ: Questionnaire to Teachers Who are Teaching or have taught English Majors at the Intermediate Level  86-88
Appendix Ⅱ: Questionnaire to English Majors at the Intermediate Level  88-89

语域理论与学生口语交际能力的培养

内容摘要

全文目录

相似论文