【作者】 李季；

【导师】 白彬；

【作者基本信息】 辽宁师范大学 ， 外国语言学及应用语言学， 2007， 硕士

【摘要】 以学生为中心,强调的是“学”;以教师为中心,强调的是“教”。这是两种教育思想、教学观念最根本的分歧点,由此而发展出两种对立的学习理论和教学理论。传统的“以教师为中心”的教学模式已经不适应现代社会对毕业生英语水平的要求,也满足不了学生日益高涨的提高英语应用能力和交际水平的要求。由此,新的教学理念——“以学生为中心”的教学理念,逐步使得教学模式向学习模式转变。在外语课堂的研究中,师生互动是第二语言习得的一个重要领域。课堂互动就是指以教师为主导,以学生为主题,教学中在教师的启发下引导学生去发现;而学生发现的要求又促使教师去启发。西方学者对交互式教学法进行了大量研究并取得了丰硕的研究成果。国内学者也开始注意到此方法在外语教学中的重要性,但在中国的外语教学中并未得到深入、系统的研究。在我国大学英语课堂教学实践中,缺乏互动仍然是一个普遍现象。根据目前国际上普遍流行的交互式教学原理和第二语言习得理论中克拉申(Krashen)的输入假说以及斯温纳(Swain)的输出假说,本文研究了互动与词汇习得的关系。文章从交互式理论中对语言输入、输出模式和Vygotskian社会文化模式出发,用实验的方法和问卷的形式,调查和比较了学生分别在交互式英语教学法以及传统教学模式下对大学英语精读课中词汇习得的效果,对影响词汇习得的因素进行分析,结果表明学生通过交互式英语教学法能够更好的理解输入、产生输出、运用习得词汇进行交际。由于我国传统的英语教学中只注重语言输入而忽视语言输出,词汇习得的效果不好,造成学生不会正确的使用目标语表达。鉴于交互式英语教学法的优点,提出在词汇学习和教学方面将语言输入、语言输出和互动过程中的意义协同、教师反馈结合起来更能促进我国目前的大学英语教学,提高学生的英语应用能力和交际水平。更多还原

【Abstract】 The primary difference between the traditional and modern educational ideology and pedagogy is the focus on teaching or learning, teacher-centered or learner-centered, from which develop two conflicting teaching and learning theories.Traditional teacher-centered teaching pattern can no longer satisfy graduates’need for English level in modern society as well as their demand for the improvement of English performance and communicative competence. Therefore, teaching pattern is changing into learning pattern as a result of a new pedagogic concept which is learner-centered. Interaction is the collaborative exchange of thoughts, feelings or ideas between two or more people resulting in a reciprocal effect on each other, which is a very important point in the study of Second Language Acquisition. Western researchers have conducted a great deal of studies on the teaching method of classroom interaction and have gained great success. Now it is a very popular method in the foreign language teaching and learning in western countries. The researchers in our country have just began to attach importance to it recently. However, the theories of the method in China have not been fully reviewed. In the practice of our college English teaching, lack of interaction is a common thing.Based on interactive teaching approaches, Krashen’s Input Hypothesis and Swain’s Output Hypothesis in the theories of Second Language Acquisition, my paper studies the relationship between interaction and vocabulary acquisition. The research is conducted from the aspects of language input and output framework and Vygotskian’s socio-cultural framework in interactionist theories. The results of students who acquire vocabulary in college English intensive reading course under interactive English teaching and under traditional language teaching are investigated and compared by means of experiment and questionnaire. Effectiveness of two teaching methods and factors that affect vocabulary acquisition are discussed and analyzed. It is shown that under interactive English teaching students can best take in comprehensible input, produce more comprehensible output and achieve communicative goals by using vocabulary they acquire. Traditional English teaching in our country only attaches importance to language input but neglects language output, thus learner cannot acquire vocabulary effectively which results in their poor performance of expression in target language. Owing to the advantages of interactive teaching approach, it is proposed that as far as vocabulary teaching and learning is concerned, the combination of language input, output, negotiation of meaning and teacher feedback in classroom interaction can facilitate college English teaching in China and improve learners’English performance and communicative competence.更多还原