基于全身反应法的小学英语词汇教学实验研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-24编辑:lgg点击率:7955
论文字数:37481论文编号:org201710111933185110语种:英语 English地区:中国价格:$ 66
关键词:小学英语教学论文小学英语词汇教学学习兴趣学习效率
摘要:本文是小学英语教学论文,本文试图在小学英语词汇教学上应用 TPR 教学法来提高教学效果。TPR 教学法指的是全身反应法,力图通过身体的活动来进行语言教学,是一种建立在行动和言语和谐一致的基础上的语言快速教学法。
they have already understood large number of complex contents that is because during the mute period before a child can speak the adults will keep giving voice commands to the child and make them respond with their physical movements, which prepares the children to understand large number of language content. Thus, when a child is well prepared in comprehension ability for speaking, he will open his mouth to speak. Asher holds that the adult can imitate the children’s language acquisition process to learn any kind of foreign language. In this process, the listening and responding with physical movements are the key linkage in learning a foreign language. The second feature is the application of the right brain. The American physiologist roger concluded that the left brain is connected with the linguistic factors while the right brain is connected with the non-linguistic factors (miller, 1994). The right brain is in charge of linguistic factors and it can express itself by means of physical movements while the left brain is responsible for the linguistic factors and it can display itself by way of speaking. And Roger Sperry and his assistants also find that both the spheres of the brains are conscious and independent but they can also transmit information to each other in some ways. The right brain tends to present its understanding towards the command through doing proper movements. Thus, “through physical movement to display understanding, the usage of the right brain helps to avoid the intervene of the left brain and the long explanation of the target language in the left brain in some degree and benefits to get rid of the translation phenomenon in class” (Ramiro, 2007). Therefore, the usage of the right brain makes it easier for students to get access to the target language which is quite foreign as their native language.
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Chapter Three Research Design ........... 18
3.1 Subjects ....... 18
3.2 Research Instruments .......... 19
3.2.1 Questionnaire .... 20
3.2.2 Interview ........... 20
3.2.3 Test Paper .......... 21
3.3 Data Collection and Analysis ...... 21
3.4 Research Procedures ........... 22
3.4.1 Pre-questionnaire ...... 23
3.4.2 Pre-test ...... 23
3.4.3 Teaching procedure in EC ......... 24
3.4.4 Immediate and Delayed Tests ........... 29
3.4.5 Post-test ..... 29
Chapter Four Results and Discussio
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