归纳和演绎在外语教学中的应用.doc
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归纳和演绎在外语教学中的应用.doc
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淮南师范学院2012届本科毕业论文
毕业论文
题目:
TheApplicationofDeductionandInductionIntheForeignLanguageLearning
学生姓名:
乔龙凤
学生学号:
0803010418
系别:
外语系
专业:
英语
届别:
2012届
指导教师:
卜立进
25
Contents
Abstract………………………………………………………………...
(1)
Keywords………………………………………………………………
(1)
Introduction…………………………………………………………….
(1)
1DeductionandInduction……………………………………………..(3)
1.1TheDefinitionsandRelationshipsofInductiveandDeductive…...(3)
1.2TheHistoryofDevelopmentofInductiveandDeductive…………(4)
2TheEmbodimentofInduction,DeductioninForeignLanguageTeachingSchools………………………………………………..…(4)
2.1BriefIntroductionofForeignLanguageTeachingSchools……….(5)
2.2TheEmbodimentofInduction,DeductioninForeignLanguage
TeachingSchools………………………………………………….(9)
3ForeignLanguageTeachinginChina………………………………(12)
3.1ForeignLanguageTeachingSituationinChina……………….…(12)
3.2ReasonsforTheseProblemsandSolutions……………………....(15)
3.2.1ReasonsforTheseProblems………………………...………….(15)
3.2.2SolutionsoftheProblems……………………………..…….....(18)
Conclusion……………………………………………………………(20)
References………………………………………………………..….(22)
Acknowledgements………………………………………………...…(25)
TheApplicationofDeductionandInduction
InForeignLanguageLearning
学生:
乔龙凤
指导老师:
卜立进
淮南师范学院外语系2012届
Abstract:
Inductionanddeductioncannotbeignoredinforeignlanguageteaching.Manypeoplethinkthattheinductivemethodismoreconducivetoforeignlanguageteachinginmodernforeignlanguageteachingbecauseitcanfullymobilizetheinitiativelearningspiritoflearners,developstudents’creativethinkingandimproveinterpersonalskills.Besides,thedeductivemethodhasalsotrainedmanyforeignlanguagetalents,butmostofthemarethetalentsof“DumbEnglish”.Sowechoosetheinductivethinkingtoapplyfortheforeignlanguageteaching,butneglectandevencriticizethewayofdeductivethinking.Infact,inductionanddeductionisapairofmutuallyinfluencewhole.Ifwehaveanyleanintheaspectofusingtwokindsofmethods,thedevelopmentofforeignlanguageeducationwillbehinderedandcausealotofproblemsatthesametime.Thispaper,viatheinductiveanddeductivetheoreticaldiscussion,pointsoutthecurrentsituationsofforeignlanguageteachinginChinaandtheauthortriestofindoutaforeignlanguageteachingmethodsuitableforChina'snationalconditions.
Keywords:
deduction;induction;foreignlanguageteaching
Introduction
ForeignLanguageTeachinghasavarietyofgenres,schoolsofthought,suchasagrammar-translationmethod,thedirectmethod,thecognitivemethod,communicativeapproach.However,theemergenceanddevelopmentofeachschoolisnotarbitrary,butaccordingtodifferenttheoreticalbases.Accordingly,theseteachingmethodscanbedividedintomanytypes,includingrationalism,empiricism,cognitivetheoryrulesandsoon.Whatismostimportantinthesetypesisthedivisionofdeductionandinduction.Accordingtotheprincipleofpedagogy,foreignlanguageteachingschoolscanbedividedintodeduction,inductionanddeduction-inductivemethod.AsChina’scomprehensivenationalstrengthintheinternationalsituationisrising,especiallythedevelopmentofthecountry’seconomy,Chinahasbeeninvolvedinmoreandmoredivisionoflaborandcooperationofinternationaltechnology,economyandtradesothatChina’sforeignlanguageeducationisbeingfacedwithanewtask—toimproveaverageleveloftheproficiencyoftheentirenationforeignlanguage.However,atpresent,thesituationofforeignlanguageeducationinChinaislaggingfarbehindChina’ssocialdevelopmentsituation.Therefore,inrecentyears,someofourforeignlanguageeducatorshavebeenstudyingthesemethods,analyzingourcountry’situationandtryingtofindoutthemostscientificforeignlanguageteachingmethods.Theyhopethattheycanmakecontributiontoourcountry’sforeignlanguageteachinganddiscoveramoresuitablemethodtopromotethedevelopmentofChina’sforeignlanguageeducation.Amongthesemethodstheyattachedparticularimportancetotheinductiveanddeductivemethodsintheapplicationofforeignlanguageteaching.Sincewewillsoonbecomeaforeignlanguageteacher,weneedpaymoreattentiontotheapplicationofinductionanddeductioninforeignlanguageteaching.InChina’seducationsector,theroleofforeignlanguageeducationshouldnotbeunderestimated,soweneeddosomemoredeeplystudysothatwecanbetterimproveforeignlanguageeducation.
1DeductionandInduction
Inthispart,thedefinition,relationshipandhistoryofinductionanddeductionwillbedescribed.Asweallknow,deductionandinductionaretheimportantmethodsintheforeignlanguageteachingmethods.
1.1TheDefinitionsandRelationshipofInductionandDeduction
Accordingtotheprocessofthinkingindifferentdirections,thereasoningcanbedividedintodeductivereasoning,inductivereasoningandanalogicalreasoning.Deductivereasoningreferstothereasoningthatitlooksgeneralknowledgeaspreconditionandtheconclusionistheinferenceofknowledgeoftheindividual(orspecial).Inductivereasoningreferstothereasoningthatitregardstheknowledgeoftheindividual(orspecial)aspreconditionandtheconclusionsistheknowledgeofgeneralknowledge.(孙仁生,任书来,林新年,2004:
54)Ontheonehand,inductivemethodanddeductivemethodhavebothconnections.Ontheotherhand,thetwowaysofthinkingaredifferent.Themannerthatdeductionthinksaboutthingsisfromindividualthingstouniversalrulesbutthemannerofinductivethinkingisonthecontrary.Besides,theinductivereasoningformiscommonlynotuniversaleffectiveformula.However,thedeductivereasoningformiscommonlyuniversaleffectiveformula.(姜全吉,迟维东,2004:
211-212)
1.2HistoryoftheDevelopmentofInductionandDeduction
AncientGreekphilosopher,Aristotle,inhislogic—OntheMethodofReasoningThought,advocatedusingdeductivereasoning.Britishempiricalscienceoriginator,FrancoisBacon,fromtheepistemologicalpointofview,pointedouttheshortcomingsofthedeductivemethodanddidastudyofscientificinduction.ButwiththeprevailingofPopper’sfalsificationtheory,deductivewayofthinkingattractedcrowds’attentionagain,andhebelievedthatthediscoveryofscientifictheorywasnottheprocessofinductionbuttheprocessofdeduction.Engelssaidthatinductionanddeduction,similartotheanalysisandsynthesis,wereinevitablyinterlinkedandweshouldnotsacrificeonebutpushanothertothepeakandshouldputeachoneusedinthefitplace.
2TheEmbodimentofDeductionandInductioninForeignLanguageTeachingSchools
Theembodimentofdeductionandinductionplaysanimportantroleintheforeignlanguageteachingschools.Thusweshouldhaveclearcognitionontheseforeignlanguageteachingschoolsandtheapplicationofinductionanddeductionintheseschools.Inthispart,wewillbrieflyintroducetheknowledgepoints.
2.1BriefIntroductionofForeignLanguageTeachingSchools
Foreignlanguageteachingtheorycameintobeingonthebasisofcomparativelinguisticsinthe19thcentury.Andsincethen,itunderwenttwomajorstages:
thestagebefore1960sandthestageafter1960s.Thegrammar-translationmethod,directmethodandtheaudio-lingualmethodaretherepresentativeofthepreviousstageofforeignlanguageteachingtheory.Afterthe1960s,theriseofthecognitive,communicativeapproachpromptedaseriesofnewteachingmethodscomingtothefore,suchastask-basedteachingmethods.What’smore,anyteachingmethodcomesintobeingincertainhistoricalconditions,andeachhastheirownteachingcharacteristics,advantagesandlimitations.
Grammar-TranslationMethodisoneofthelongesthistorymethods,andiswidelyusedintheforeignlanguageteaching.NomatterinChinaorabroad,earlyforeignlanguageteachingcommonlyusedtheGrammar-TranslationMethod.Itsteachingpurposeistotrainstudentstoreadforeignpassagesandimitatetheforeignpassagestocultivatewritingability.Itattachesgreatimportancetoreading,translationabilityandtheteachingofknowledgeofgrammar.Teachersaretheteachingauthorityoftheclassroom.Teachingisone-waybehaviorthatteachersimpartknowledgetostudents.Studentsrarelyaskanyquestionandthereislittlecommunicationamongstudentsinclass.Mostoftheteachinglanguagesusethemothertongue.Grammar-TranslationMethodinforeignlanguageteachinghasbothgoodaspectsandbadones.Thegoodaspectsarethatstudentsmastercleargrammaticalconceptsandtheexactunderstandingofwordsmeaning.Readingabilityandwritingabilityarecultivated.However,thedrawbackisthattheabsoluteauthoritypositionoftheteacherhindersastudentstudyingonhisowninitiative,soitcannotfullyfosterstudents'foreignlanguageskills,especiallyoralcommunicationabilities.
Thedirectmethodistheantithesisofthegrammar-translationmethod,comingintobeinginthesecondhalfofthenineteenthcentury.Itisthenotioninteachingthatthelanguagewhichisbeingtaughtisonlyusedtoconstructadirectassociationofperceptionandthoughtwiththeforeignspeechandsound.Itadvocatesspokenmaterialasthecoursecontent,emphasizingimitation.Theforeignlanguageteachingshouldruleouttheinterferenceofmothertongueanddirectlycombinetheforeignlanguageandphysical,pictures,gestures,facialexpressions.Anditisrequirementtha
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