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英语词汇教学之母语翻译作用

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-02编辑:lgg点击率:4146

论文字数:36400论文编号:org201407011225034484语种:英语 English地区:中国价格:$ 66

关键词:母语翻译英语词汇教学短期记忆长期记忆恰当使用

摘要:The understanding of what knowing a word means and how a word is acquired is theprerequisite for examining vocabulary strategies and planning a vocabulary curriculum.

Chapter 1 Literature Review


1.1 The Role of L1 in ESL/EFL Teaching and Learning
In applied linguistics, there have always existed unsolved problems. One which takes upa central place is the role of the learners’ L1 in English language teaching and learning. Whilethere is well-established literature dealing with this phenomenon, it should be pointed outwhether or not L1 use should be allowed in ESL/EFL classroom remains a hotly debated issue.Just as Tang (2002:1) indicates, contradicting views have always existed as to the use of themother tongue of the students in the foreign language classroom. When responding toProdromou’s (2000:7) point ‘Until recently, the mother tongue in the EFL classroom has beena skeleton in the cupboard. … The skeleton has been there all the time, we just haven’twanted to talk about it’, Gabrielatos (2000:1) addresses that L1 has been a bone of contentionfor more than two hundred years.Actually, it could be found that the teaching methods popular in the 20thcentury, thoughdiffering in many ways, nearly all attempted to avoid using the students’ first language in theclassroom. Whether it is with the direct method, the audio-lingual method, the naturalapproach, the silent way, total physical response, or task-based learning, L1 use was eitherforbidden or minimized. With regard to the total rejection of L1 use, Mattioli (2004: 1-2)points out that not only research has discouraged the use of any other language but English inthe classroom, many English language teaching professionals also claim L1 use incommunicative language classroom unimaginable. In other cases, even though L1 use is notwholly denied, L2 input is maximized. Willis (1996:130) claims ‘don’t ban mother-tongue usebut encourage attempts to use the target language’.
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1.2 The Historical Status and Current Thinking of Vocabulary
As Folse (2004:22) says, learning a second language comprises many aspects of thatlanguage, with vocabulary, grammar, pronunciation, composition, reading, culture and evenbody language included. Meanwhile, L1 has been suggested to be used for many aspects offoreign language teaching, like managing the class, giving instructions, conveying meaningand explaining grammar (Lumpur 1999:3). Considering these facts, it would be true to saythat researches could be conducted in various areas to address the issue of L1 use. What thiscurrent research is intended to investigate is L1 use in the particular area of Englishvocabulary teaching and learning. However, compared to the other components, ‘vocabularyhas been the neglected Cinderella of language teaching’ (Sheehan 2004:2). The teaching andlearning of vocabulary has never aroused the same degree of interest within language teachingas have such issues as grammatical competence, contrastive analysis, reading or writing,which have received considerate attention from scholars and teachers. Traditionally, L2curriculum designs have typically shown grammar to be weighed more heavily overvocabulary. As a result, in the majority of teaching methodology, vocabulary teaching hasgenerally been subordinated to the presentation of grammar rules. In the meantime, theincidental vocabulary teaching approach but not the instructional approach is advocated. It issupposed that learners acquire vocabulary through exposure and so direct vocabulary teachinglike using word lists is论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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