英语论文网

英语词汇短语理论和听力理解教学的相关研究
词块可以提高听者的短时记忆能力、减轻信息加工负担、帮助听者有效预测，因而如果听者积累一定量的词块并能在听力中充分利用，那么听者对听力语篇的理解能力就会大幅度提高。
Chapter One Literature Review
1.1 A brief history of English language teaching
This part,which briefly reviews the history of English language teaching methods,will provide a background for discussion of the methods adopted in vocabulary teaching.It has been estimated that some sixty percent of the world population is multilingual or at least bilingual,leading to the phenomenon that bilingualism or multilingualism becomes the norm rather than the exception. Today English is the world’s most widely studied and applied foreign language.
The oldest acknowledged teaching method may be known as the Grammar-Translation Method.Many leading exponents suggest Grammar-Translation was the offspring of German scholarship,whose object was“to know everything about something rather than the thing itself”(W.H.D.Rouse,quoted in Kelly 1969:53).And Grammar Translation was actually first known in the United States as the Prussian Method.(In 1945,an American Classics teacher named B.Sears published a book entitled The Ciceronian or the Prussian Method of Teaching the Elements of the Latin Language[Kelly 1969])In Grammar-Translation,1)Major focus is put on reading and writing,while speaking or listening attract little or no systematic attention;2)Vocabulary is solely selected from reading materials and words are mainly required to be memorized out of bilingual word lists;the sentence is the basic unit of teaching and practice;and during the teaching activities the students’ native language is used as the instruction medium.From the 1840s to the 1940s the Grammar-Translation Method played its dominating role in foreign language teaching; what’s more,at present it continues to be widely applied in its modified form in many parts of the world.
Towards the mid-nineteenth century several factors contributed to the questioning and rejection of the Grammar-Translation Method.In 1886,the International Phonetic Association was founded,which greatly pushed forward the formation of what have been termed natural methods.Henry Sweet(1845-1912)gave out systematic explanation for the Direct Method in his book The Practical Study of Language in 1899.Sweet and other advocates shared similar beliefs that the spoken language is primary,that learners should hear the language first before seeing it in written form,that learners should learn concrete vocabulary through illustration and objects and learn Abstract vocabulary by associating ideas,and that translation should be avoided.

Bibliography
Anderson,J.R.The Architecture of Cognition[M].Cambridge,Mass:Harvard University Press,1983.
Barnett,M.A.Syntactic and lexical/semantic skill in foreign language reading: Importance and interaction[J].Modern Language Journal,1986,70:343-349.
Bolinger,D.Aspects of Language(2nd ed.)[M].New York:Harcourt Brace Jovanovich,1975.
Buck,G.Assessing Listening[M].Cambridge:Cambridge University Press,2001.
Carrol,D.W.Psychology of Language[M].Beijing:Foreign Language Teaching and Research Press,2004.
Carter,Ronald.Vocabulary,Applied Linguistic Perspective[M].London&New York:  https://www.51lunwen.org/TeachingEnglish/      

Routledge Press,1998.
Chapple,L.&Curtis,A.Content-based instruction in Hong Kong:Student responses to film[D].System,2000,28:419-33.
Cook,Vivian.Second Language Learning and Language Teaching[M].Beijing: Foreign本论文由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。