本文選題：文化移入模式 + 初中英語課堂　； 參考：《青海師范大學》2017年碩士論文

【摘要】：眾所周知,語言和文化相互依賴,互相影響。語言是溝通的重要手段,它是文化的載體和文化的一部分,任何語言的形成都依賴于其文化,任何語言的發(fā)展也隨著其文化一起發(fā)展。第二語言學習不能與文化學習分離。例如,文化移入模式與第二語言習得的關系表明,在學習者逐漸適應新的文化的過程中,第二語言習得成為文化移入的一個方面。各種因素影響著學習者在學習目的語言文化時的社會距離和心理距離,由此影響第二語言習得的速度和最終的成就。舒曼認為語言文化移入的程度將控制第二語言習得。在我國,英語學習也可以理解為第二語言習得的一種獨特表現(xiàn)形式。詞匯作為英語學習中一個重要部分,對于人們的交流和語言學習至關重要。著名的語言學家威爾金斯曾經(jīng)說過,沒有語法,我們只能表達出少量想法,沒有詞匯,什么都無法表達。因此,本文將文化移入模式與英語詞匯教學結合起來,旨在探究如何更好的將文化移入模式應用到英語詞匯教學中。為了有效地完成這個目的,論文使用了三種研究方法:測試、問卷調查和訪談,采用定量分析和定性分析驗證以下四個假設:第一,在初中英語詞匯教學中引入文化知識可以提高學生的語義理解力和詞匯學習效率;第二,在初中英語詞匯教學中引入文化知識有利于刺激學生非智力因素,激發(fā)學生對英語及其文化產(chǎn)生興趣,從而提高學生學習熱情和持續(xù)學習動機;第三,在初中英語詞匯教學中引入文化知識可以幫助學生積累必要的文化知識,從而提升學生對文化差異性和相似性的敏感度和判斷力;第四,對跨文化交際原理和方法的適應可以幫助學生在獲得語言知識的同時也獲得文化知識,從而為學生跨文化交際打下堅實的基礎。這項研究通過實驗提出了文化教學在詞匯教學中的必要性,以及如何介紹文化知識的方法。文化教學可以提高學生學習英語的興趣,在一定程度上改變學生詞匯學習的不合理方法,激發(fā)學生詞匯學習動機,提高學生主體詞匯學習意識和參與合作的意識,從而提高英語學習水平。
[Abstract]:As we all know, language and culture depend on each other and influence each other. Language is an important means of communication, it is the carrier and part of culture. The formation of any language depends on its culture, and the development of any language develops with its culture. Second language learning cannot be separated from cultural learning. For example, the relationship between culture transfer mode and second language acquisition shows that second language acquisition becomes an aspect of culture transfer in the process of learners' adaptation to the new culture. Various factors affect the social and psychological distance of the learners in the learning of the target language culture, thus affecting the speed of second language acquisition and the final achievement. Schumann believes that the level of language and culture transfer will control second language acquisition. In China, English learning can also be understood as a unique form of second language acquisition. As an important part of English learning, vocabulary plays an important role in communication and language learning. Wilkins, a famous linguist, once said that without grammar, we can only express a few ideas, without vocabulary, nothing can be said. Therefore, this paper combines the cultural transfer model with English vocabulary teaching to explore how to better apply the cultural transfer model to English vocabulary teaching. In order to accomplish this goal effectively, the thesis uses three research methods: test, questionnaire and interview, and use quantitative analysis and qualitative analysis to verify the following four hypotheses: first, The introduction of cultural knowledge in junior high school English vocabulary teaching can improve students' semantic comprehension and vocabulary learning efficiency. Secondly, the introduction of cultural knowledge in junior middle school English vocabulary teaching is conducive to stimulating students' non-intellectual factors. In order to stimulate students' interest in English and their culture, students' enthusiasm for learning and motivation for continuous learning can be enhanced. Thirdly, the introduction of cultural knowledge in junior high school English vocabulary teaching can help students accumulate the necessary cultural knowledge. Therefore, the sensitivity and judgment of students to cultural differences and similarities can be enhanced. Fourthly, adaptation to the principles and methods of intercultural communication can help students acquire language knowledge as well as cultural knowledge. So as to lay a solid foundation for students' cross-cultural communication. This study puts forward the necessity of culture teaching in vocabulary teaching and the method of how to introduce cultural knowledge. Culture teaching can improve students' interest in learning English, change the unreasonable methods of students' vocabulary learning to a certain extent, stimulate students' motivation of vocabulary learning, and enhance students' awareness of vocabulary learning and participation in cooperation. So as to improve the level of English learning.
【學位授予單位】：青海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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