从文化角度探究高中英语词汇教学

摘要

语言的形成与发展受文化发展的影响，语言交流障碍因文化差异而产生。词汇是语言的基本要素，蕴涵着丰富的民族文化内涵，是社会交际系统中最重要的成分，词汇教学也是英语教学中一个极其重要的组成部分，影响着听说读写译各项语言能力的发展，也影响着学习者在社会交际中综合运用语言的能力。
　　本文首先从理论层面分析了语言、文化、词汇的关系，阐述了文化因素在英语词汇教学与学习中所起的作用。然后从实践层面，通过测试问卷与调查问卷对高中学生的词汇文化意义习得水平，以及目前存在的问题进行了实证调查。同时对高中英语教师进行问卷调查研究高中英语老师对于影响词汇教学的文化因素的态度及相关教学方法。
　　调查研究发现，大多数学生与老师都认识到文化因素在语言学习尤其是词汇学习与教学的重要性。但是由于受到传统教学方法及应试教育影响，大部分教师很难从根本上改进词汇教学方法。针对调查发现的问题，结合相关理论研究，作者就如何提高学生的文化意识及高中英语教师英语词汇教学的有效性，提出了一系列可行的课内与课外教学活动建议，目的在于使学生及教师正确理解词汇的内涵意义和提高正确使用英语词汇的能力。

目录

Acknowledgements

Abstract

摘要

Contents

Chapter One Introduction

1．1 Background of the research

1．2 Research questions

1．3 Significance of this research

1．4 Structure of this thesis

Chapter Two Literature review

2．1 The nature of language

2．1．1 The definition of language

2．1．2 The functions of language

2．2 The nature of culture

2．2．1 The definition of culture

2．2．2 The characteristics of culture

2．3 The relationship between language and culture

2．4 English vocabulary teaching and culture teaching

2．4．1 The importance of vocabulary teaching

2．4．2 The development of vocabulary teaching in EFL teaching

2．5 Vocabulary and Culture

2．5．1 Semantic dimension of vocabulary

2．5．2 Research on the relationship between culture and vocabulary

2．5．3 The influence of culture on vocabulary meaning

2．5．4 Importance of teaching vocabulary from a cultural perspective

Chapter Three An investigation of the current situation of vocabulary teaching in senior high schools

3．1 Methodology

3．1．1 Subject

3．1．2 Instrument

3．1．3 Procedure

3．1．4 The Design of the Questionnaires

3．1．5 Reliability

3．2 Resulit and discussion

3．2．1 Questionnaire one

3．2．2 Questionnaire two and questionnaire three

3．3 Summary

Chapter Four Objectives and principles of adding cultural instruction

4．1 The objectives of cultural instruction in vocabulary teaching

4．1．1 To increase the efficiency of vocabulary teaching

4．1．2 To help students to build a good command of vocabulary

4．1．3 To raise teachers' and students' cultural awareness

4．1．4 To help students to handle the cultural conflicts properly

4．2 Principles of adding cultural instruction in vocabulary teaching

4．2．1 The principle of practicality

4．2．2 The principle of moderation

4．2．3 The principle of comparison

4．2．4 The students-centered principle

4．2．5 The principle of keeping pace with the times

Chapter Five Suggestions on adding cultural instruction

5．1 Teaching by comparing the lexical meaning between Chinese and English

5．1．1 Lexical gap in two cultures

5．1．2 Lexical items with similar denotation and connotation

5．1．3 Lexical items with similar connotation but different denotations

5．1．4 Lexical items with similar denotation but different connotations

5．1．5 Idioms and proverbs in two cultures

5．2 In-class activities

5．2．1 Meaning teaching directly

5．2．2 Group learning

5．2．3 Increase the introduction of cultural background in teaching textbooks

5．2．4 Lecture

5．3 Off-class activities

5．3．1 Off-class reading

5．3．2 The application of multi-media

5．4 Improving English teachers’ professional knowledge

5．5 Testing and error evaluation

5．6 Summary

Chapter Six Conclusion

6．1 Major findings

6．2 Limitations of the research

6．3 Implications for future research

Bibliography

Appendix Ⅰ 文化角度高中英语词汇教学调查学生问卷(一)

Appendix Ⅱ 高中生英语词汇学习(文化角度)调查问卷(二)

Appendix Ⅲ 高中英语教师英语词汇教学(文化角度)调查问卷(三)

Appendix Ⅳ 高中生英语词汇学习情况调查问卷参考答案

声明