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Abstract
Currently,someexpertsandscholarshavemadealotofresearchesinusingcomplimentswhichisoneofthemethodsofeducationalevaluationinteachingwiththereformofeducationalevaluation.Thoseexpertsandscholarshaveresearchedintothefunctionsofcomplimentsandeffectivecompliments.SincethenewNationalEnglishCurriculumforPrimaryEnglishcarriedout,applicationofthecomplimentsinEnglishlanguageteachingforprimarySchoolhasreceivedattention.Inordertoimprovetheprimaryteachers’skillsintheaspectofpraisingstudentsandachievetheaimsofthenewNationalEnglishCurriculumforprimaryschool.ThisresearchpaperfocusesonthefunctionsofcomplimentswhichisinanattempttoachievetheaimsofthenewNationalEnglishCurriculumforprimaryschool,andalsoexpoundshowtopraiseprimarystudentseffectivelyinEnglishteaching.
KeyWords:
Compliment;
function;
praiseeffectively.
摘要
近年来,随着教育评价的改革,表扬语作为教育评价手段之一,已有许多专家学者对表扬语在教学中的运用做过许多研究。
他们着重研究了表扬语在教学中的功能以及在教学中有效的表扬艺术。
自小学英语新课标实施以来,表扬语在小学英语教学中的运用受到重视。
为了能改善小学英语教师的表扬语和达到小学英语课程的总目标,这篇论文在阐述有效表扬语艺术的同时,重点研究了在义务教育阶段英语课程标准的要求下,表扬语有助于实现小学英语课程总目标的几个功能。
关键词:
表扬语;
小学英语课程标准;
功能;
有效表扬
Contents
Abstract……………………………………………………………………………….i
摘要................................................................................................................................ii
Chapter1IntroductionandLiteratureReview5
1.1Introduction5
1.2LiteratureReview6
Chapter2Thefunctionofcompliments7
2.1Improvinglanguageskills7
2.2Cultivitingaffectionandattitude8
2.3Formingrightlearningstrategies9
2.4Accumulatinglanguageknowledge10
Chapter3Usecomplimentsappropriately11
3.1Complimentsshouldbeaccurate11
3.1.1Accuratewording11
3.1.2Accuratepronunciation12
3.2Praisingstudentswithexpressionandintonation12
3.3Complimentsshouldbediverse13
3.4Praisinglearningattitude14
Chapter4Conclusion15
Chapter1IntroductionandLiteratureReview
1.1Introduction
“Complimentsisapositivelyaffectivespeechact.Itcanbereferredtoasa“acomplexsociolinguisticskill”,whichservestosavepeople’sfaces,toincreaseorconsolidatesolidaritybetweenthespeakerandtheaddresseeandcreateormaintainrapport”(JanetHolmes,1988).Thatistosaycomplimentsisanaffirmativeandappreciationtostudentsfortheircorrectbehaviorinstudyoranyotheraspects.Accordingtothefeatureofprimarystudents’mood,primarystudentswouldbeveryhappywhentheyarepraisedbyteachers,parentsoranyothers,otherwisetheywouldgetdepressed.Forthisreason,complimentsisessentialtoprimaryschool.Studieshaveshownthatcomplimentscanrealizestudents’potentialandfosterself-confidencetopraisestudentsappropriatelyandconstantly.Butifthecomplimentswerenotappropriate,complimentswouldreducethestudents’motivationtostudy;
studentswillbecomenegativeandrelyonotherssuggestions;
Thuscomplimentwillbecomeananaestheticforprimaryschoolstudentsinsteadofpromotingtheirstudy.SoitisimportanttopraiseprimaryschoolstudentsappropriatelyinEnglishclass.
ThisresearchpaperwillmainlyresearcheffectivecomplimentsinprimaryEnglishteachingandsomeskillstopraise.Ontheotherhand,therearealotofstudiesabouttheapplicationofthecomplimentsinEnglishlanguageteachingforprimaryschoolstudents.SincetheNECforprimaryschoolcarriedout,fewexpertsandscholarshavemadestudiesinthefunctionsofcomplimentsforachievingthegoaloftheNEC.Sothisresearchpaperalsoresearchesthecompliments’functionsrelatedtothegoalofNECandgivessomeexamples.
1.2LiteratureReview
Somefunctionsandprinciplesofpraisehavebeenstudiedbymanyscholarsandexpertsbothathomeandabroad.Amongthosescholarsandexperts,ShiXiangzhenhavesummarizedthatcomplimentsshouldfollowthosefollowingprinciplesinEnglishTeaching:
Theprincipleofpraiseshouldhaveindividuality,theprincipleofpraiseshouldbespecific,theprincipleofpraiseshouldbeintimeandtheprincipleofpraiseshouldbesincere(施霞珍,2008).Furthermore,therearefewexpertshaveelaboratedstrategiesofencouragementbasedonpedagogyandpsychology.Theythoughtencouragementisakeytoopenstudents’desiretolearnandpromoteeffectiveteaching.Besides,ZhangXueTingandWeiZhiHonghaveresearchedthefunctionsofpraiseinTeaching.Theyhaveshowedthatappropriatelycomplimentscanprotectstudents’self-esteem,enhancestudents’interestinlearningandfacilitatethedevelopmentofbothstudents’physicalandmental(张学厅,2009).
“Currently,someresearchesaboutpraisearemainlyfocusonthetypesofpraise.ItcanbeclassifiedwithabilitypraiseandeffortpraiseaccordingtoWeiner’sattributiontheory”(Weiner,1985).Theabilitypraisereferstopraisingthelearners’ability,suchas“Youareclever”,“youhavegifts”.Effortpraisereferstopraisingthelearners’thedegreeofeffortduringlearning,suchas“Youarediligent”.Abilitypraiseisconcernedwithlearners’controllablefactors,whileeffortpraiseisconcernedwithlearners’uncontrollablefactors.“Intermsofeffortpraise,InAmerica,CarolandDweckhavepointedoutthatteachersshouldpraisechildrenfortheirefforts,theirconcentrationandtheirstrategiesratherthantheirsmartandtheirnaturalgift”(Carol&
Dweck,2007).Thecomplimentsofteachersshouldberelatedwithstudents’attituderatherthansimplewordsjustlike“Good”“Great”basedonDweckandCarol’spoint.
Chapter2Thefunctionsofcompliments
2.1Improvinglanguageskills
TheNECfocusesonimprovingOverallLanguageAbility.AndthemaintaskoftheNECistoenablestudentstomasterbasicknowledgeandskillssothattheywouldformsufficientcompetenceinusingEnglish(王蔷,2006).WhilelanguageskillsisaessentialcomponentpartofOverallLanguageAbility,whichincludes:
listening,speaking,reading,writing.Amongthoseskills,listeningandreadingareskillsofcomprehensive;
speakingandwritingareskillsofexpression.ThoseskillspromoteeachotherinEnglishlearning.Forprimaryschoolstudents,theyshouldpracticemoreinlistening,speaking,readingandwriting,tolayasolidfoundationforformingOverallLanguageAbility.
Complimentisakindofspeech,whichexpressespositiveaffectioninlanguageclass.FengXiancangandSongqiruiwhoarefamouseducationalistshavesaidthatlanguageisafinishedproductofspeechactivityaswellascontentofspeech(宋其蕤&
冯显灿,1999).Basedonthis,aconclusioncanbemade,whichisthatcomplimentistheonepartsofEnglish.SolearningtospeakcomplimentappropriatelycanimprovetheabilityofEnglishspeaking.InEnglishclassthemorecomplimentsarespokenbyteachers,themorecomplimentsarerememberedbyprimaryschoolstudents.Studentsareimperceptiblyinfluencedbywhattheyhearandlearntospeaksothattheirabilityofspeakingwillbeimproved.Intheaspectoflistening,teachersspeakmoreappropriatelycomplimentsandfurtherexplanationaboutthecomplimentscouldbegivenifnecessary.Tomakestudentscomprehendwhatyousay,whichwillhelpstudentsrememberwhatteacherssayaccordingtothetheorythatstudents’comprehensivematerialwouldhelpthemeasytorememberthismaterial.Aslongastheyhearsomethinglanguageaboutcompliments,theywillbefamiliarwithwhattheyheardinsteadofknowingnotingaboutit.Inotherwords,teachersspeakmorecomplimentscouldimprovetheabilityoflisteningforstudents.
Forexample,astudentnomatterwhoheorsheis,teacherscouldsaytohimorher“Icanseeyourprogress“aslongasthestudenthasmadeaprogressinstudyorotheraspects.Ifhedoesn’tunderstandthissentence,teacherscouldgivehimanexplanation.Astimegoeson,thissentenceisreceivedbythestudentrepeatedly,heorshewillnaturallybefamiliarwiththissentenceandlearntousethissentence.Whensomeonearoundhimmakesaprogress,hewillsay“Icanseeyourprogress”.Besides,nomatterwhenorwhereheheardthissentence,hewouldnotfeelstrangewithit.Consequently,students’abilityofspeakingandlisteningwillbeimproved.
2.2Cultivitingaffectionandattitude
Affectionandattitudeincludes:
Confidence,Motivation,PatriotismandInternationalperspectives.Stimulatingandcultivatingstudents’interestsandtheirconfidencesinlearningEnglishisthemaintaskoftheprimaryEnglishcurriculum(赵春生,2011),whereasEnglishissecondlanguageinsteadofmothertongueforChinesestudents,thereforetheyarenotinterestedinlearningEnglish.SomestudentsareeventiredforleaningEnglish,soitisimportanttocultivatestudents’interestsandincreasetheirconfidenceinlearningEnglish.Forthisreason,primaryschoolteachersaregivingheavytasktoprimarystudentswhoarebeginnersatlearningEnglish.InEnglishteaching,teachersshouldcontinuallystimulateandstrengthenstudents’interestsinlearningEnglish,besidesguidingstudentstotransformtheirinterestintostablemotivation.Inthisway,studentswillestablishself-confidenceandtempertheirwillpower.Butthereisaquestion.Howtostimulatestudents’interestandmotivation?
Praisingstudentsappropriatelymustbeaneffectivemeasure.
InEnglishteaching,ifastudentwaspraisedbyteachers,hewouldfeelthatheisrespectedbyothers.Accordingtopsychology,ifsomeonewasrespected,hewouldfeelthathisvalueiscometrue,whichisbeneficialtorealizehispotential(罗明东,2011).ThereforethestudentwhoispraisedwilltryhisbesttolearnEnglishforbeinghighlyrespecte