学期论文格式.docx
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学期论文格式.docx
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学期论文格式
学期论文(小2号,加粗)
语境理论在英语词汇学习中的应用(黑体,宋,2号居中)
TheApplicationoftheContextTheoriestotheVocabularyLearning(4号,居中,TimesNewRome字体)
系名:
英语
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作者姓名:
学号:
完成日期:
摘要(黑体,小3号,居中)
(摘要内容要用1.5倍行距,宋体,小四号)词汇是外语学习中不可或缺的组成部分,成功而有效的词汇学习直接关系到外语学习目标的顺利实现。
但是,在中国词汇学习中普遍存在费时枯燥的现象。
越来越多的英语学习者认识到自己或许能记住很多单词和习语,却不能适当地使用,从而造成了交际中的语用失误。
随着英语学习的发展,老师和学习者都开始关注于词汇学习的研究。
语境词汇学习法能提高学习者的学习兴趣,使学生全面准确地掌握词汇的各种意义,提高运用英语交际的能力。
语境是由人类学家马林洛斯基提出的,它可以简单地描述为语言利用的环境或情境。
本文以前人语境理论研究为基础,着重对语境理论在英语词汇学习的应用进行一个尝试性的研究。
作者认为语境词汇学习不仅能体现英语学习法的创新性,同时也对改善英语学习,尤其是词汇学习有所帮助,从而更好地培养学生对英语的实际应用能力。
关键词:
语境;词语意义;词汇学习;应用
TheApplicationoftheContextTheoriestotheVocabularyLearning
Abstract(TimesNewRome,小3号,居中)
(TimesNewRome,小4号)Vocabularylearningisanintegralpartofforeignlanguagelearning.Itsefficiencyhascloserelationwiththelearners’communicativecompetence.Nevertheless,inChina,vocabularylearningistime-consumingandprettyboring.MoreandmoreEnglishlearnersrealizedthatalthoughtheymayrememberagreatnumberofwordsandidioms,theycannotusethemappropriately,whichusuallyresultinpragmaticfailureincommunication.WiththedevelopmentofEnglishreform,teachersandlearnershavebothturnedtheirattentiontotheresearchofvocabularyinstruction.ContextwasfirstproposedbytheanthropologistMalinowski.ThisthesistriestoexplorehowtoapplycontexttheoriestoEnglishvocabularylearningonthebasisofformerresearchtheories.Astheauthorseesit,theapplicationofcontexttheoriestoEnglishvocabularylearningnotonlyreflectsthecreativityofEnglishlearningbutalsoembodiesEnglishlearners’abilitytoapplycontexttheoriestolearnEnglishvocabulary.
Keywords:
context;wordmeaning;vocabularylearning;application
1.Introduction(正文全部小4号,TimesNewRome字体,1.5倍行距,凡是小标题,顶格)
Asitisknowntoallthatvocabularyisanimportantcomponentoflanguageteaching,withoutenoughvocabulary,Englishlearnerscannevermakestableprogressintheirlistening,speaking,readingorwritingabilities.However,mostEnglishlearnersinChinadon’tuseaneffectivewaytolearnEnglishvocabulary.TheylearnEnglishbyrotememory,whichisdullanduseless.Inthethesis,anusefulwaytolearnEnglishvocabularyisintroduced,namelyapplyingthecontexttheoriesinvocabularylearning.Awordcannothaveadefinitemeaningwithoutthehelpofacontext.Thisgreatlyunderminestheeffectivenessofforeignlanguagelearning.ThepurposeofapplyingcontexttheoriestoEnglishvocabularylearningistoarousethestudents’interest,andmakethemgetadeeperunderstandingaboutthewordsmeaningandimprovetheirabilitytouseEnglish.Sincetheinitiationoftheconceptofcontext,manyScholarshavebeenattractedtothestudyonthesubject.Scholarsathomeandabroadhavedevotedgreatresearchtothestudyofthedefinition,categorization,andfunctionsofcontext.
Thethesisenjoyssignificancesbothintheoryandpractice.Inthetheory,ageneralintroductionofthecontextualtheoryispresented;inpractice,theauthortriestoapplythecontexttheoryinvocabularylearningrecently.Withtheauthor’srealexperience,therightwaytoapplycontexttheoriesinEnglishvocabularystudyingisbeingexplored.Tofulfillthegoal,theauthorwouldtrytofindtherelationshipbetweenmeaningandcontext.
2.ASurveyofVocabularylearning
BeforeweexplorehowtoapplycontexttheoriestoEnglishvocabularylearning,itishighlynecessarytomakeasurveyofhistoryandcurrentsituationofvocabularylearning.Inhistory,vocabularyinstructionhasgonethroughthefollowingfivestages:
GrammarTranslationMethodStage,DirectMethodStage,Audio-lingualMethod,CommunicativeLanguageLearningStage,andNaturalApproachStage.Ontheotherhand,recentyears,manydifferentnewmethodsarespringingup.
2.1History
Vocabularyisthecenteroflanguageandofcriticalimportancetothetypicallanguagelearner.Althoughlearningofvocabularieshavebeenundervaluedinthefieldofsecondlanguageacquisitionthroughoutitsvaryingstagesanduptothepresentday.Inhistory,secondlanguagevocabularyinstructiondatesbacktotheeighteenthcenturyandithasgonethroughthefollowingvaryingstages:
GrammarTranslationMethod,DirectMethod,Audio-lingualMethod,CommunicativeLanguageLearningandNaturalApproach.Inthefollowingpart,theywillbeintroducedonebyone.
2.1.1TheGrammarTranslationMethodStage
TheGrammar-TranslationMethodwhichistheoldestforeignlanguagelearningmethodologywasfirstintroducedtolearnmodernlanguageinpublicschoolsinPrussiaattheendoftheeighteenthcentury.Itdominatedforeignlanguagelearningfromthemiddleofthenineteenthcenturytothemiddleofthetwentiethcentury,andinmodifiedform,itisstillwidelyusedinsomepartsoftheworldtodayinspiteofmanyattacks.
2.1.2TheDirectMethodStage
TheDirectMethod,whosenamecamefromthepriorityofrelatingmeaningdirectlywiththetargetlanguagewithoutthestepoftranslation,wasintroducedattheendofthenineteenthcentury.DevelopedintheUnitedStatesbySauveurandmadefamousbyBerlits,itstatedthatinteractionwasattheheartofnaturallanguagelearning.
2.1.3TheAudio-lingualMethodStage
TheAudio-lingualMethodwasdevelopedbyAmericanstructurallinguistsFriesandhiscolleaguesduringtheSecondWorldWar.Ittookstructurallinguisticsandbehavioristpsychologyasitstheoreticalbasis.AccordingtoCharlesFries(1945),themethodpaidsystematicattentiontopronunciationandintensiveoraldrillingofbasicsentencepattern.Audio-LingualMethodreacheditsperiodofmostwidespreaduseinthe1950s.
2.1.4TheCommunicativeLanguageLearningStage
TheoriginsofCommunicativeLanguageLearningstartedboomingsincethelate1960s.Itisaapproachtoforeignlanguagelearningwhichemphasizesthatthegoaloflanguagelearningiscommunicativecompetence.Communicativemethodshavethecommongoalofbringinglanguagelearnersintoclosercontactwiththetargetlanguageandofpromotingfluencyoveraccuracy.
2.1.5TheNaturalApproachStage
In1977,TracyTerrell,ateacherofSpanishinCalifornia,outlined“aproposalforanewphilosophyoflanguagelearningwhichhecalledtheNaturalApproach”(Terrell,1977).TheNaturalApproachattemptstodevelopalanguagelearningproposalthatincorporatedthe“naturalistic”principlessimilartoothercommunicativeapproachbeingdevelopedduringthisperiod,butitisbasedonitsownsetofhypotheses.Thisapproachemphasizescomprehensibleandmeaningfulinputratherthangrammaticallycorrectproduction.FromthenonvocabularyisconsideredbytheNaturalApproachtobeveryimportanttothelanguageacquisition.
2.2CurrentSituation
ScholarsorteachersbothathomeandabroadhavealreadymadealotofresearchonEnglishvocabularylearning,andtheyhavealsopublishedquiteanumberofessaysonit.VocabularylearninginChinahasgraduallyshiftedfromthetraditionalmethodswhicharedominatedbyateacher-centered,examination-orientedandgrammar-basedmethod,tomulti-method.Recentyears,manydifferentnewmethodsarespringingup.Differentpeoplehavedifferentattitudesanddifferentmethods.Ingeneral,twoschoolsofvocabularylearningmethodsareprevailingamongschoolsanduniversities.Somescholarsthinkthatvocabularylearningshouldhavedirectinstructionandindirectinstruction,whileothersstressthatstudentscanenlargetheirvocabularyonlythroughextensivereading.Bothofthemhavetheirownfoundations.Itisarguedthatsecondlanguagelearnerswhoachievedadvancedreadingproficiencyinalanguagewillacquiremostoftheirvocabularyknowledgethroughextensivereading.Nation(2004)claimsthatdirectinstructionandindirectinstructionaremoreimportantthanstudentsreadingalot.Indirectvocabularyinstructionthelearnersdoexercisesandactivitiesthatconcentrateonvocabulary.Suchexercisesincludeword-buildingexercises,guessingwordsfromcontextwhenthisisdoneasaclassexercise,learningwordsinlists,andvocabularygames.Inindirectvocabularyinstructionthelearnermaygiveconsiderationtoincorporatingvocabularylearningintocommunicativeactivitieslikelisteningtostories,informationgapactivities,andgroupwork.Opportunitiesforindirectvocabularyinstructionshouldoccupymuchmoretimeinalanguagelearningcoursethandirectinstruction.
2.3DefinitionofWordMeaning
Thisthesisisconcernedwithvocabularylearning.Butwhatisaword?
AccordingtoOxfordAdvancedLearnersDictionaryofCurrentEnglishwithChineseTranslation(1978),wordisdefinedassoundorcombinationofsounds(orthewrittenorprintedsymbols)formingaunitofthegrammarorvocabularyofalanguage.Thisdefinitiononlygivesusageneralideaaboutword,butitdoesn’tprovidethespecificboundariesbetweendifferentwords.LeonardBloomfield(1983)pointsoutthatawordisaminimumfreeform,thatistosay,thesmallestformthatmayappearinisolation.Inthesystemoflanguage,wordisthemostflexibleandchangeablepartwhichisdefinedlinguisticallyasthesmallestunitthatcanbeusedindependently.
3.Context
Inthissection,Iwillpresentsomeimportanttheoriesaboutcontext,includingviewoncontextabroadandathome,etc.ContextisnotsomethingwefindinNature,therearemanydifferentwaysofusingtheterm“context”(inphilosophy,linguistics,psychology,theoryofcommunication,problemsolving,cognitivescience,artificialintelligence).Wespeakof“contextprinciple”inFregeandWittgenstein;inthelastdecades,manyscholarscontributedtothespreadofpragmaticsstudyinlinguistics,phil
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