模糊教学机制与中学生英语语用能力培养研究
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摘要
长期以来,我国中学外语教学习惯地把培养学生的语言知识放在首位,教师和学生往往只重视语言的形式、语法规则和句子结构,很少考虑人们在实际言语交际中使用语言的规律,结果培养出来的学生往往是“高分低能型的。目前,越来越多的人认识到,外语教师在教学中不仅传授学生语言知识,更重要的还要培养学生在真实语言环境中进行跨文化交际的能力。因此培养学生的语用能力更是当务之急。
运用模糊理论分析英语语言中的种种现象对我们的英语教学有重大启示:英语语言的各个层面存在着模糊现象,我们在教学中应正视该现象;人类的思维和认知也具有模糊性,英语教学中,教师应注意不断调节师生间的思维和认知差距;与此同时,语法能力、语用能力向交际能力转变的过程也是模糊的,模糊教学机制是培养学生英语语用能力的有效方法。模糊教学的意义在于,它能改变传统教学形式下不利于发展学生交际能力的被动局面,澄清当前中学英语教学实践中的一些错误认识。本文试从模糊教学的角度,探讨有效培养中学生的英语语用能力的途径与方法。
本文共分四章:
第一章:概述
第二章:模糊教学机制的内涵及运用原则
第三章:当前中学英语教学运用模糊教学机制的作用
第四章:中学语用能力综合教学中模糊教学机制的实施
It has been put on the first and most important place for a long time that how to raise students' foreign language knowledge in high schools in China. Both teachers and students always focus on the language forms, grammar rules and sentence structures, but seldom considerate how to use the language in real life. Most of students can get high marks in different kinds of English examinations even though they can hardly communicate with the foreigners. From now on, more and more people realize that foreign language teachers not only should teach the language knowledge, but also raise the ability to communicate in cross-cultural environment, which is much more important than the knowledge itself. So it is an urgent affair to raise students' pragmatic competence. When we use the fuzzy theories to analyze all sorts of phenomena in English language, we can get some significant enlightenment to our English teaching: fuzziness exists in all aspects of English language, and we should face up to this phenomenon in teaching; fuzziness exists in people's thoughts and cognition area, the teachers should constantly coordinate the disparities of the thought and cognition of both teacher and student; fuzziness also exists in the grammar competence, even the process of converting pragmatic competence into communicative competence. The fuzzy teaching mechanism is an effective method to raise the students' pragmatic competence. Traditional teaching form usually prevents students to develop their communicative competence and brings some misunderstandings in current language teaching. The significances of fuzzy teaching lie in that it can change the disadvantages and clarify erroneous zone. The writer tries to, from fuzzy teaching angle, discuss some effective ways and approaches to raise and improve the language using competence of high school students.
运用模糊理论分析英语语言中的种种现象对我们的英语教学有重大启示:英语语言的各个层面存在着模糊现象,我们在教学中应正视该现象;人类的思维和认知也具有模糊性,英语教学中,教师应注意不断调节师生间的思维和认知差距;与此同时,语法能力、语用能力向交际能力转变的过程也是模糊的,模糊教学机制是培养学生英语语用能力的有效方法。模糊教学的意义在于,它能改变传统教学形式下不利于发展学生交际能力的被动局面,澄清当前中学英语教学实践中的一些错误认识。本文试从模糊教学的角度,探讨有效培养中学生的英语语用能力的途径与方法。
本文共分四章:
第一章:概述
第二章:模糊教学机制的内涵及运用原则
第三章:当前中学英语教学运用模糊教学机制的作用
第四章:中学语用能力综合教学中模糊教学机制的实施
It has been put on the first and most important place for a long time that how to raise students' foreign language knowledge in high schools in China. Both teachers and students always focus on the language forms, grammar rules and sentence structures, but seldom considerate how to use the language in real life. Most of students can get high marks in different kinds of English examinations even though they can hardly communicate with the foreigners. From now on, more and more people realize that foreign language teachers not only should teach the language knowledge, but also raise the ability to communicate in cross-cultural environment, which is much more important than the knowledge itself. So it is an urgent affair to raise students' pragmatic competence. When we use the fuzzy theories to analyze all sorts of phenomena in English language, we can get some significant enlightenment to our English teaching: fuzziness exists in all aspects of English language, and we should face up to this phenomenon in teaching; fuzziness exists in people's thoughts and cognition area, the teachers should constantly coordinate the disparities of the thought and cognition of both teacher and student; fuzziness also exists in the grammar competence, even the process of converting pragmatic competence into communicative competence. The fuzzy teaching mechanism is an effective method to raise the students' pragmatic competence. Traditional teaching form usually prevents students to develop their communicative competence and brings some misunderstandings in current language teaching. The significances of fuzzy teaching lie in that it can change the disadvantages and clarify erroneous zone. The writer tries to, from fuzzy teaching angle, discuss some effective ways and approaches to raise and improve the language using competence of high school students.
引文
[1]杨红,制约语用能力发展的因素及其对策[J],番禹职业技术学院学报2006年第5卷1期:36-38.
[1]洪岗.英语语用能力调查及其对外语教学的启示[J].外语教学与研究,1991,4:56-60.
[2]辜同清.非英语专业硕士研究生英语语用能力调查分析[J].宁波大学学报,2003,1:86-89.6
[1]王寅.语义理论与语言教学[M].上海:上海外语教育出版社,2001:156,251.
[1]徐鹏.英语语法中的梯度现象[J].外语教学与研究,1989,3:47-52.
[1]Brown G.and Yule G.Teaching The Spoken Language[M].Cambridge:Cambridge University Press,1983.
[2]Brown G.Discourse Analysis[M].Cambridge:Cambridge University Press,1983.
[3]Brumfit C J.Problems and Principles in Teaching English[M].Oxford:Pergamon Institute of English,1980.
[4]Channel.Vague Language[M].Oxford:Oxford University Press,1994
[5]Howatt A.P.R.A History of English Language Teaching[M]Oxford:Oxford University Press,1983.131-145.
[6]Quirk,R.et al.A Comprehensive Grammar of the English Language[M].London:Longman,1985.
[7]Skehan P.A Cognitive Approach to Language Learning[M].上海:上海外语教育出版社,1999.
[8]Spol sky B.Conditions for Second Language Learning[M].Oxford:Oxford University Press,1989.
[9]Marianne Celce-Murcia.Teaching English as a Second or Foreign Language[M].HEINLE & HEINLE,Thomson Learning,2001.
[10]Diane Larsen-Freeman.Techniques and Principles in Language Teaching [M].Oxford:Oxford University Press,2000.
[11]王逢鑫.英语模糊语法[M].北京:外文出版社,2001.
[12]王建平.语言交际中的艺术[MI.北京:中共中央党校出版社,1992.
[13]王立非.现代外语教学论[M].上海:上海外语教育出版社,2000.
[14]王寅.语义理论与语言教学[M].上海:上海外语教育出版社,2001.
[15]文秋芳.英语口语测试与教学[M].上海:上海外语教育出版社,1999.
[16]文秋芳.英语语言学导论[M].南京:江苏教育出版社,1995.
[17]左焕琪.外语教育展望[M].上海:华东师范大学出版社,2002.
[18]包天仁,狄强羽译,彼得·史特莱文斯原著.英语教学新趋势[M].吉林:吉林 教育出版社,2003.
[19]包天仁,狄强羽译,奥弗雷·布拉顿、克里斯多弗·布鲁姆菲特,罗格·弗莱威尔,皮特·希尔,爱尼塔·皮因卡斯(伦敦教育学院).英语外语教学[M].吉林:吉林教育出版社,2003.
[20]刘润清.英语教育研究[M].北京:外语教学与研究出版社,2004.
[21]袁振国主译,威廉·维尔斯曼原著.教育研究方法导论[M],北京:科学教育出版社,2003.
[22]马书红.论外语教学法的综合平衡走向[J],桂林市教育学院学报,2000,14..
[23]杨红,制约语用能力发展的因素及其对策[J],番禹职业技术学院学报2006年第5卷1期.
[24]札德.模糊集一它的过去、现在和未来[J].模糊数学,1984,4.
[25]洪岗.英语语用能力调查及其对外语教学的启示[J].外语教学与究,1991,4.
[26]章彩云.情景语境在英语词汇教学中的运用[J].信阳农业高等专科学校学报,2004,3.
[27]徐鹏.英语语法中的梯度现象[J].外语教学与研究,1989,3.
[28]辜同清.非英语专业硕士研究生英语语用能力调查分析[J].宁波大学学报,2003,1.
[1]洪岗.英语语用能力调查及其对外语教学的启示[J].外语教学与研究,1991,4:56-60.
[2]辜同清.非英语专业硕士研究生英语语用能力调查分析[J].宁波大学学报,2003,1:86-89.6
[1]王寅.语义理论与语言教学[M].上海:上海外语教育出版社,2001:156,251.
[1]徐鹏.英语语法中的梯度现象[J].外语教学与研究,1989,3:47-52.
[1]Brown G.and Yule G.Teaching The Spoken Language[M].Cambridge:Cambridge University Press,1983.
[2]Brown G.Discourse Analysis[M].Cambridge:Cambridge University Press,1983.
[3]Brumfit C J.Problems and Principles in Teaching English[M].Oxford:Pergamon Institute of English,1980.
[4]Channel.Vague Language[M].Oxford:Oxford University Press,1994
[5]Howatt A.P.R.A History of English Language Teaching[M]Oxford:Oxford University Press,1983.131-145.
[6]Quirk,R.et al.A Comprehensive Grammar of the English Language[M].London:Longman,1985.
[7]Skehan P.A Cognitive Approach to Language Learning[M].上海:上海外语教育出版社,1999.
[8]Spol sky B.Conditions for Second Language Learning[M].Oxford:Oxford University Press,1989.
[9]Marianne Celce-Murcia.Teaching English as a Second or Foreign Language[M].HEINLE & HEINLE,Thomson Learning,2001.
[10]Diane Larsen-Freeman.Techniques and Principles in Language Teaching [M].Oxford:Oxford University Press,2000.
[11]王逢鑫.英语模糊语法[M].北京:外文出版社,2001.
[12]王建平.语言交际中的艺术[MI.北京:中共中央党校出版社,1992.
[13]王立非.现代外语教学论[M].上海:上海外语教育出版社,2000.
[14]王寅.语义理论与语言教学[M].上海:上海外语教育出版社,2001.
[15]文秋芳.英语口语测试与教学[M].上海:上海外语教育出版社,1999.
[16]文秋芳.英语语言学导论[M].南京:江苏教育出版社,1995.
[17]左焕琪.外语教育展望[M].上海:华东师范大学出版社,2002.
[18]包天仁,狄强羽译,彼得·史特莱文斯原著.英语教学新趋势[M].吉林:吉林 教育出版社,2003.
[19]包天仁,狄强羽译,奥弗雷·布拉顿、克里斯多弗·布鲁姆菲特,罗格·弗莱威尔,皮特·希尔,爱尼塔·皮因卡斯(伦敦教育学院).英语外语教学[M].吉林:吉林教育出版社,2003.
[20]刘润清.英语教育研究[M].北京:外语教学与研究出版社,2004.
[21]袁振国主译,威廉·维尔斯曼原著.教育研究方法导论[M],北京:科学教育出版社,2003.
[22]马书红.论外语教学法的综合平衡走向[J],桂林市教育学院学报,2000,14..
[23]杨红,制约语用能力发展的因素及其对策[J],番禹职业技术学院学报2006年第5卷1期.
[24]札德.模糊集一它的过去、现在和未来[J].模糊数学,1984,4.
[25]洪岗.英语语用能力调查及其对外语教学的启示[J].外语教学与究,1991,4.
[26]章彩云.情景语境在英语词汇教学中的运用[J].信阳农业高等专科学校学报,2004,3.
[27]徐鹏.英语语法中的梯度现象[J].外语教学与研究,1989,3.
[28]辜同清.非英语专业硕士研究生英语语用能力调查分析[J].宁波大学学报,2003,1.
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