本文選題：小學(xué)英語教學(xué) + 漢語遷移調(diào)控��； 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：近年來,我國小學(xué)英語教學(xué)得到快速的發(fā)展,但仍存在漢語負(fù)遷移較多、正遷移不足的問題,因此探討一種切實(shí)可行的漢語遷移調(diào)控策略,對小學(xué)英語教學(xué)是十分重要的。與此同時,國內(nèi)外迄今對語言遷移調(diào)控策略的探討取得了可喜的進(jìn)展,但仍存在研究對象缺乏足夠的針對性(忽視小學(xué)英語教學(xué)中的語言遷移調(diào)控策略研究)、指導(dǎo)思想不夠系統(tǒng)全面、理論基礎(chǔ)追求新異、過分使用以定量分析為主的實(shí)證研究而輕視理論探究等問題,因而仍需要針對小學(xué)英語教學(xué)中的漢語遷移調(diào)控策略進(jìn)行綜合性的探究。為此,本研究首先以特別適用于指引關(guān)系處理的辯證系統(tǒng)思想為指導(dǎo),以經(jīng)典的行為主義學(xué)習(xí)和教學(xué)理論方法為主要基礎(chǔ),并參照心智主義和建構(gòu)主義的相關(guān)觀點(diǎn)和方法,采用以演繹推理為主的理論研究方法,對小學(xué)英語教學(xué)中漢語正負(fù)遷移調(diào)控的觀念、理論、方法和程序進(jìn)行了較為系統(tǒng)的理論探討,提出了一套主要以行為主義為基礎(chǔ)的小學(xué)英語教學(xué)中的漢語遷移系統(tǒng)調(diào)控策略:這套策略由系統(tǒng)元策略、漢語語音遷移調(diào)控策略、漢語詞匯遷移調(diào)控策略、漢語句法遷移調(diào)控策略以及漢語文化遷移調(diào)控策略等成分構(gòu)成。其中,系統(tǒng)元策略負(fù)責(zé)系統(tǒng)地認(rèn)識和運(yùn)用各種漢語遷移調(diào)控策略;漢語語音遷移調(diào)控策略包括注意英語語音和漢語拼音的差別、弄清英語語調(diào)與漢語拼音聲調(diào)的區(qū)別、進(jìn)行大量的有針對性的英語語音練習(xí)等手段;漢語詞匯遷移調(diào)控策略包括講解英語詞語與漢語詞語的區(qū)別、講課時同時使用漢語和英語詞語等手段;漢語句法遷移調(diào)控策略包括認(rèn)識漢英句法特征的共性和差異等手段;漢語文化遷移調(diào)控策略包括掌握英語國家文化背景、創(chuàng)造語言氛圍等手段。然后,本研究又對通過理論探討所提出的主要基于行為主義的小學(xué)英語教學(xué)中的漢語遷移系統(tǒng)調(diào)控策略對控制小學(xué)英語教學(xué)中的漢語遷移的過程以及提高小學(xué)生的英語學(xué)習(xí)效率的效果進(jìn)行了以實(shí)驗(yàn)為主的經(jīng)驗(yàn)研究,其中受試對象為我國某小學(xué)四年級兩個班共70名學(xué)生,研究工具為漢語遷移調(diào)查問卷、英語水平測試卷,實(shí)驗(yàn)設(shè)計為一個學(xué)期的基于行為主義的小學(xué)英語教學(xué)中的漢語遷移系統(tǒng)調(diào)控策略的運(yùn)用實(shí)施,實(shí)驗(yàn)步驟包括實(shí)驗(yàn)前問卷調(diào)查和前測、策略運(yùn)用實(shí)施、實(shí)驗(yàn)后問卷調(diào)查和后測等。對實(shí)驗(yàn)結(jié)果的統(tǒng)計分析顯示:(1)基于行為主義的小學(xué)英語教學(xué)中漢語遷移系統(tǒng)調(diào)控策略能夠有效的控制漢語遷移的過程;(2)這一策略有助于提高小學(xué)生的英語學(xué)習(xí)效率。本研究的結(jié)論可望為小學(xué)英語教學(xué)提供一種漢語遷移調(diào)控方法及其效果依據(jù),因此具有一定的實(shí)踐意義;同時,本研究也彌補(bǔ)了迄今的語言遷移調(diào)控策略研究中的研究對象缺乏足夠的針對性、指導(dǎo)思想不夠系統(tǒng)全面、理論基礎(chǔ)追求新異、過分使用實(shí)證研究、輕視理論研究等缺陷,因而具有一定的理論價值。
[Abstract]:In recent years, English teaching in primary schools in China has been developing rapidly, but there are still many negative transfer problems in Chinese, which are not enough. Therefore, it is very important to explore a feasible Chinese transfer control strategy for primary school English teaching. At the same time, great progress has been made in the discussion of language transfer control strategies at home and abroad. However, there is still a lack of adequate pertinence (ignoring the study of language transfer control strategies in primary English teaching, the guiding ideology is not systematic and comprehensive, and the theoretical basis is seeking for new and different ideas). It is necessary to make a comprehensive study of the control strategies of Chinese transfer in primary English teaching because of the excessive use of empirical research based on quantitative analysis and the neglect of theoretical research. Therefore, this study is guided by the dialectical system thought, which is especially suitable for guiding the handling of relationships, and based on the classical behaviorist learning and teaching theory, and referring to the relevant viewpoints and methods of mentalism and constructivism. In this paper, the concept, theory, method and procedure of Chinese positive and negative transfer in primary school English teaching are systematically discussed by using the theoretical research method based on deductive reasoning. This paper proposes a system control strategy of Chinese transfer in primary school English teaching based on behaviorism. The strategy consists of system meta-strategy, Chinese phonetic transfer control strategy, and Chinese vocabulary transfer control strategy. Chinese syntactic transfer control strategy and Chinese cultural transfer control strategy and other components. Among them, systematic meta-strategy is responsible for the systematic understanding and application of various Chinese transfer control strategies, which include paying attention to the differences between English pronunciation and Chinese phonetic pronunciation, and making clear the differences between English intonation and Chinese phonetic tone. The strategies include explaining the difference between English words and Chinese words, using both Chinese and English words in their lectures. Chinese syntactic transfer control strategies include the common features and differences of Chinese and English syntactic characteristics, while Chinese cultural transfer control strategies include mastering the cultural background of English-speaking countries and creating linguistic atmosphere. And then, The present study also aims at controlling the process of Chinese transfer in primary school English teaching and improving primary school students' English by using the system control strategy of Chinese transfer in primary school English teaching, which is mainly based on behaviorism. The effect of learning efficiency has been studied empirically. The subjects were 70 students in two classes of grade four in a primary school in China. The research tools were the Chinese transfer questionnaire, the English proficiency Test Paper, and the Chinese transfer questionnaire. The experiment is designed as the implementation of the control strategy of the Chinese transfer system in the behaviorism-based primary school English teaching for a semester. The experimental steps include the pre-experiment questionnaire and pre-test, the implementation of the strategy, the post-experiment questionnaire and the post-test. The statistical analysis of the experimental results shows that the control strategy of Chinese transfer system in primary school English teaching based on behaviorism can effectively control the process of Chinese transfer. This strategy can help to improve the English learning efficiency of primary school students. The conclusion of this study is expected to provide a method of regulating and controlling the transfer of Chinese and its effect in primary school English teaching, so it has some practical significance. This study also makes up for the lack of sufficient pertinence in the research of language transfer control strategies, the lack of systematic and comprehensive guiding ideology, the pursuit of new and different theoretical basis, the excessive use of empirical research, the neglect of theoretical research, and so on. Therefore, it has certain theoretical value.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

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