自2000年以來,隨著《九年義務(wù)教育法》的普遍實(shí)施和基礎(chǔ)教育課程改革的全面推進(jìn),我國農(nóng)村英語教育取得了快速的發(fā)展,其中,初中英語教學(xué)作為不可或缺的一個(gè)重要組成部分,取得的成效亦振奮人心。然而,我國英語教學(xué)費(fèi)時(shí)低效、應(yīng)試傾向日趨嚴(yán)重的整體現(xiàn)狀仍未改變。與城市相比,農(nóng)村初中英語教學(xué)尚有巨大差距,英語教育的城鄉(xiāng)差距未見明顯縮小,農(nóng)村初中英語教學(xué)形勢不容樂觀,同時(shí),其不能適應(yīng)改革開放和經(jīng)濟(jì)發(fā)展需要的問題日益突出,深化改革的呼聲日益高漲,有針對性地繼續(xù)強(qiáng)化改革勢在必行。 克拉申提出的可理解性語言輸入假說對二語習(xí)得研究貢獻(xiàn)重大,在國內(nèi)外學(xué)術(shù)界都具有廣泛而深遠(yuǎn)的影響。借鑒其理論用以指導(dǎo)我國農(nóng)村初中英語教學(xué)實(shí)踐及改革,必定會收到良好的效果。農(nóng)村初中學(xué)生,由于受教學(xué)方式落后、師資素養(yǎng)欠佳等固有因素的制約,往往英語基礎(chǔ)薄弱、水平參差不齊。本文以蘇北某鄉(xiāng)鎮(zhèn)中學(xué)為研究樣本,運(yùn)用可理解性語言輸入理論,分析當(dāng)前形勢下我國農(nóng)村初中英語教學(xué)的現(xiàn)狀與困境,并通過實(shí)證研究,嘗試提出一些粗淺認(rèn)識與行之有效的解決之道,探討如何有效促進(jìn)農(nóng)村初中學(xué)生的外語學(xué)習(xí)效果,更好地貫徹義務(wù)教育階段英語課程基本理念。實(shí)踐證明,二語習(xí)得過程十...

【文章頁數(shù)】：95 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research purpose
    1.2 Significance of the research
    1.3 Organization of the thesis
Chapter Two Overview of Second Language Acquisition Theories
    2.1 Survey of SLA
    2.2 Previous researches on SLA
        2.2.1 Nativist theories of SLA
        2.2.2 Environmentalist theories of SLA
        2.2.3 Interactionist theories of SLA
    2.3 Krashen's Monitor Theory
        2.3.1 Acquisition-Learning hypothesis
        2.3.2 Natural order hypothesis
        2.3.3 Monitor hypothesis
        2.3.4 Input hypothesis
        2.3.5 Affective filter hypothesis
Chapter Three Status Quo and main problems of rural Englishteaching
    3.1 Low overall level of students' English
    3.2 Outdated teaching methods
    3.3 Weak teaching staff
        3.3.1 Relatively low in the first educational degree and professional level of rural English teachers
        3.3.2 Absence of teaching theories and inconsistency with current educational ideas
        3.3.3 Unreasonable composition of teaching faculty in terms of their gender,age and professional title
    3.4 Big class teaching
        3.4.1 Less efective teaching and looser class order
        3.4.2 Less interaction between the teacher and students
        3.4.3 Difficulty in controlling teaching quality
Chapter Four Empirical research of rural English teaching
    4.1 Research methods
    4.2 Research target
    4.3 Result and analysis of the research
        4.3.1 The correlation between the agent of input and the effect of English teaching
        4.3.2 Comparison of class teaching between different schools
        4.3.3 Comparison of class teaching in the same school
Chapter Five Implication of the present research on rural secondaryschool's English teaching
    5.1 Improving the teacher's professional knowledge
        5.1.1 What the teachers should do
        5.1.2 What the schools should do
        5.1.3 What the local authorities should do
    5.2 Dividing a big class into several small groups
        5.2.1 Adding communicative elements to class activities
        5.2.2 Promotion of learner autonomy
        5.2.3 Cooperative learning in groups
    5.3 Language input in class
        5.3.1 Teacher language in class
        5.3.2 Improvement of teaching methods
    5.4 Creation of a better input environment
        5.4.1 More English in class
        5.4.2 More effective classroom activities
        5.4.3 More emphasis on linguistic meaning instead of on form
    5.5 Stimulation of motivation and interest
        5.5.1 Harmonious and friendly teacher-student relationship
        5.5.2 Various affections towards different students
        5.5.3 Cultivation of students' autonomous learning ability
Chapter Six Conclusion
    6.1 The major findings of this study
    6.2 Limitations of the study
    6.3 Suggestions for further study
Bibliography
Acknowledgement



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