论文标题:中国教育背景下的语境与外语教学研究
Context and Foreign Language Teaching--A Chinese Educational Perspective
论文作者 任秋兰
论文导师 肖龙福,论文学位 硕士,论文专业 英语语言文学
论文单位 山东师范大学,点击次数 319,论文页数 92页File Size3240k
2004-04-26论文网 http://www.lw23.com/lunwen_2162262/ 语境;外语教学
context;foreign language teaching
传统的外语教学在我国当前的外语教学中仍然十分流行。在传统的外语教学中，教师往往强调语言结构、语音语调的正确性，而在很大程度上忽视了所学语言的正确运用。所以当学生们与外国人进行面对面的交际时，不得体的语言运用时而发生。这些不得体的语言轻则导致交际的尴尬局面，重则导致交际的不能深入甚至中断。这样的例子数不胜数，恕不在此赘述。究其原因，笔者认为，这是传统的外语教学脱离语境所致。因为语境与语言的使用密不可分，语境制约着语言的使用与理解，所以外语教学要在语境中进行。随着我国经济和科技的飞速发展和世界经济一体化进程的加快，跨文化之间的交际活动越来越多。学习者运用所学语言进行跨文化交际的能力越来越凸现。为了满足当前我国社会发展的需要，培养更多高素质的、能力强的跨文化工作者，本文旨在通过对语境理论，语境和外语教学关系的系统探讨以及对当前我国外语教学中语境利用情况的调查，提出一个系统的结合语境进行外语教学的有效模式，以进一步提高我国外语教学的质量和学习者综合运用语言的能力。 本文共分四章。第一章是对语境理论和语境分类的介绍，目的在于为教师、学生以及相关研究者提供系统的语境知识，同时为第四章针对如何利用语境进行外语教学而提出的建议奠定理论基础。第二章论述了语境、语言与外语教学的关系。通过阐述上述关系，本章旨在使老师和学生意识到语境与外语教学的不可分割性，同时也为第四章做理论铺垫。第三章是问卷调查，通过调查中学和大学的老师及学生对语境概念的理解，在外语教学和学习中对语境的利用，以及在利用过程中出现的问题等，来调查一下我国当前外语教学中的语境利用情况，从而发现外语教学中存在的问题，同时使第四章中提出的建议更具有针对性。最后一章是本文的中心部分。在前三章理论探讨和问卷调查的基础上，本章针对怎样利用语境进行外语教学提出了一个系统的理论模式，以期能进一步提高我国外语教学的质量，培养出更多适合社会需求的人才。 最后一部分是本文的结论部分，对论文做一整体回顾，并展望外语教学中语境利用研究的前景。最后本文作者希望这篇论文对读者有所启发。
The traditional teaching method is still quite popular in Chinese foreign language classes. Teachers, who adopt the method, always pay much attention to the accuracy of language forms but ignore the appropriate use of the language. As a result, the inappropriate use of the foreign language often occurs when students communicate with people from western countries, which frequently results in their embarrassment and even the failure in communication. The reason for this, according to the author, is largely due to the teachers" ignorance of the application of context theory into their language teaching. Language is closely related with context, for the use of language can not be detached from it. Context has a great influence on interpreting and restricting the use of language. Therefore, foreign language teaching can not be detached from context.With the unprecedented development of economy, science and technology and the quickening process of the international economic integration in the world, the cross-cultural communication becomes more frequent than ever. Thus, cultivating students" communicative competence becomes more and more important. In order to meet the demand of society and cultivate more students with communicative competence, this thesis, based on the discussion of context theory, its relationship with foreign language teaching and the survey study conducted in two secondary schools and one university, attempts to suggest a systematic model on the application of context theory into foreign language teaching so as to improve the quality of foreign language teaching in our country and thus cultivate more students with communicative competence.This thesis consists of four chapters.Chapter one is concerned with the conception and classifications of context, which aims at providing teachers, learners and researchers alike the theory into their practice on one hand and a theoretical basis for the suggestions of how to teach foreign language within context in Chapter four. In this chapter, the concept of context from some leading linguistics is presented first. Based on the views of context from those schools and the consideration of foreign language teaching, this thesis classifies context into linguisticcontext and non-linguistic context.Chapter two discusses the close relationship between context, language, and foreign language teaching. This chapter intends to show the inseparable relationship between context, language and foreign language teaching and at the same time provides a theoretical reference for the suggestions of how to apply context theory into foreign language teaching in Chapter four. In the chapter, the relationship between context, language and foreign language teaching is discussed in detail. In order to do a consistent and systematic job, a historical overview of the previous research in the field is also presented in this chapter.Chapter three is the survey study of investigating some teachers and students in both Chinese secondary schools and universities about their current situation of teaching and learning English through context in terms of their understanding of context theory, their application of it, the problems in their work under discussion, and their suggestions for a better job, with the purpose of finding out the problems existing in the current foreign language teaching in terms of context. Despite the importance of context in foreign language teaching, through the survey study, we find that the current application of context theory to foreign language teaching is unsatisfactory.The last chapter is the focus of this thesis. It provides teachers and students a systematic application of context theory into their foreign language teaching and learning so as to improve the quality of foreign language teaching in our country. The suggestions of how to apply context theory into three important fields of foreign language teaching-vocabulary, grammar and reading are presented in detail in this chapter together with a plenty of examples to illustrate the point better.
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