【作者】 李俊；

【导师】 董正璟；

【作者基本信息】 南京师范大学 ， 英语教学论， 2005， 硕士

【摘要】 中学英语课堂的语境化教学 中学英语教学以培养与提高学生英语综合运用能力为最终目标。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。在自然真实的语境中进行英语教学,既有利于培养学生的学习热情和持久的兴趣,从而推动学生以积极主动的状态参与学习过程,又有益于学生在大量语言输入,有良好语感的基础上进行语言输出,培养学生跨文化交际意识,用地道而得体的语言进行交流,体现了学以致用的教学目标,使教学重点由传统的语言知识点的掌握转向语言综合运用能力的培养。 我们常面对这样的问题,语言规则并不因交流目的的进行而进行,也就是说,学习者能运用规则去说,写语法上正确的句子,并不意味着它就能够运用这些句子进行有效的交流。交际用语常常出现在特定的语境中,因此,学习者不仅仅要在正确的句子中表现出所学的各种语法规则,还要学会在各种语境中恰如其分的运用语言达到交流的目的。一个学习者,一方面获得了关于这个抽象系统的知识,即所学语言的结构体系,另一方面学会了在给定语境中该系统的功能,他才能真正的被称为“驾驭语言” 本论文以语境化学习的研究为基础。语境化学习“标志着一种教育哲学,即一种以让学生在学习中发现意义为中心的教学理念”。(Parnell,1995,P2)不幸的是学生常常无法在校园中找到“意义”,而语境化教学的课堂则提供了符合“内容与意义”的场所。派纳尔指出,此教育观点为“教师提高学生感知能力进而使学生明朗意义并理解学习的目的”提供了机会。此后,因为学生为有目的课堂学习所吸引,他们将开始认识到内容折射了超出学校的那个世界。在语境化教学的更多还原

【Abstract】 The final object in middle school English teaching and learning is to raise students’ comprehensible ability in using English. The development of the comprehensible ability is based on the development of linguistic skills, linguistic knowledge, affect, learning strategies and the sense of culture. Teaching and learning English in authentic context is beneficial not only to students’ learning enthusiasm and interest in English learning, but also to large qualities of comprehensible linguistic input and output as well as the development of sense of culture. As a result, it will facilitate students’ active learning processes and communicating with others in an appropriate way. It will help teachers refresh their ideas on teaching and learning and achieve their goals as they have expected.When teaching English in middle school, a question often confronting us is that the application of linguistic rules does not always proceed from communicative purposes. That is to say, a learner’s ability to make use of linguistic rules to speak and write grammatically correct sentences does not necessarily mean that he can use these sentences to achieve effective communication. Language for communication is invariably used in particular context. Therefore, the learner must not only learn the system to realize its various abstract rules in the correct form of sentences, but also learn to use appropriate utterances in various language contexts to achieve communication. A learner can hardly be said to master a language until he acquires knowledge of the abstract system, namely, the formal structure of the language on the one hand, and until he learns the appropriate uses, that is, the functions of the system in given contexts on the other hand.Contextualized teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations; and motivates students to make connections between knowledge and its applications to their lives asiamily members, citizens, and workers and engage in the hard work that learning requires.My thesis is based on the notion that contextualized learning "marks an educational philosophy and an educational strategy that centers on enabling students to find meaningfulness in their education" (Parnell, 1995, p. 2). Unfortunately, students often fail to find meaning in school, but the contextualized learning classroom offers a place for meaning and content to merge. Parnell (1995) points out that this educational stance provides opportunities for the "teacher to broaden students’ perceptions so that meaning becomes visible and the purpose of learning immediately understandable" (p. 2). Then, as students engage in purposeful classroom learning experiences, they begin to see how content mirrors the world beyond school. In the contextualized teaching and learning classroom, learning experiences are based on the application of traditional expectations through five approaches: problem-based learning, cooperative learning, project-based learning, service learning, and work-based learning (Berns & Erickson, 2001).The present paper is divided into six chapters:Chapter 1 focuses on the need for the study and the organization of the thesis. It points out that the acquisition of a foreign language requires not only a knowledge of its system or its abstract rules by which a learner learns to understand, speak, read and write grammatically correct sentences in that language, but also a mastery of utterance which fit in appropriately in varied communicative context.Chapter 2 makes a general survey of context theory, focusing particularly on the views of Malinowski, Firth, and Halliday of the London School and provides a further division of context theory on the basis of the author’s understanding. Context can be divided into linguistic and extra-linguistic. Linguistic context can be further split into lexical one and grammatical one, and extra-linguistic context into context of situation and context of culture.Chapter 3 introduces some findings about contextualized teaching and learning and analyzes the role of contextualized input and output in EFL teaching and learning processes. Negotiation of meaning, interaction, output, and affect are covered. Vygosky’s zone of proximal Development and Swain’s output hypothesis are also introduced in this chapter to prove the author’s idea.Chapter 4 puts forward underlying support for contextualized teaching and learning, characteristics of CTL, and approaches for implementing CTL.Chapter 5 focuses on contextualizing and integrating language instructions, especially making a comparison between a top-down approach and bottom-up approach and giving some examples to show how to have English lessons.In Chapter 6, the author draws a conclusion: In order to make full use of context or make contextualized teaching and learning more efficient in EFL classrooms, teachers should bear the following in mind:(l) concentrating on meaning; (2) contextualizing the language items; (3) making use of the learner’s existing shared knowledge; (4) introducing the target culture; (5) teaching the sociolinguistic rules associated with the target culture; (6) teaching the learner how to use contextual clues.(7) adopting interactive teaching approaches; (8) advocating formative assessment.In summary, contextualized teaching and learning draws upon the latest research on effective teaching and student learning, which is drawing more and more attention from middle school teachers and school authorities. It places responsibility on the student with the teacher serving as a significant contributor in the process. Engaging, active learning replaces passive, traditional methods through a variety of hands-on, collaborative, high-level approaches. These approaches will result in a motivational, invigorating educational experience for all students as they learn at a high level. In this way, students are better prepared for practical exams in China and better English leaning proficiency. They will better retain knowledge and skills and raise student academic and career-technical achievement. As a result, teachers will be moreconfident in their teaching and students are better prepared for their future leaning and working.更多还原