背诵法与交际的结合在口语中的运用 [4]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-17编辑:黄丽樱点击率:20217
论文字数:5993论文编号:org200904171643413863语种:英语 English地区:中国价格:免费论文
关键词:口语背诵法交际法oral Englishrecitationcommunicative approach
onse result.[4] Wittrock said the brain is not a passive consumer of information. The stored memories and information-processing strategies of our cognitive system interact with the sensory information received from the environment, selectively attend to this information, relate it to memory and actively construct meaning for it.[5] That is why when reading over and over again, readers can understand it a little more every time, provided a little thinking is invovled. It can be called comprehensively reciting. According to Chomsky, language is an intricate rule-based system and a large part of language acquisition is the learning of this system.[6] Cognitive theory suggests that people have potential linguistic competence to disintegrate complicated grammatical rules. While reading, human brains begin to think out the
constitution and sentence patterns. Therefore, if the chosen sentences are of the same structure or grammar, it is easy to perceive the similarity thus to keep it in mind. We know how the brain works in the process of receiving information, based on the assumptions of cognitive theory that the memory system is an organized processor where the processed information are stored in long-term memory.[7] Through this, the information is transferred into knowledge. Constructivism also raises that learning is a process in which learners actively compose the meanings of knowledge. It contains the composition of new information and restructure of previous experience as well.[8] p234 So when speakers use the knowledge to create new sentences, they already developed the ability of speaking. It can be called creatively reciting. How does the creation happen? In the light of form-practice theory: transfer is the result of psychological factors (including attention, memory, mind and imagination,
etc) being trained thus improved. When students read materials countless times, all those factors work together to practice your creative sentence making.3.3 Choosing materialsSaying read and recite doesnt apply in all the articals you have met, but in some materials specifically designed for reciting. There are many examples of this kind. For instance, Li Yangs Crazy English advocates regarding sentence as a unit of speech. Liu Yis One Breath English requires memorizing nine sentences in one minute. The following nine sentences of the same meaning are listed in his book.(1) Great to see you. (2) So good to see you. (3) Whats going on? (4) Whats up today? (5) What are you doing? (6) Anything exciting? (7) You look great. (8) You look high-spirited.(9) You look like you are ready for anything.[9]All the nine sentences perform the same function of greetings. People will admire you for using so authentic greetings and you can choose whatever you like to speak without worrying about the possibility of going into blank about what to say.Hu Mings Learning Through Reading uses a cluster of phrases to make up a story for the convenience of memorization and it is also more interesting. Lets see one paragraph of Hu Mings story. Pay attention to the phrases beginning with the letter f. (10)When Jays alarm went off, it was still dark. He had to feel his way around room to even find the light switch. As he moved about Jay groaned. He could feel in his bones that today wasnt going to be a good day. And he didnt feel up to going to university at all. [10] If students recite this paragraph, they not just know the meanings, but how they were used. Those are all reas
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