表扬语在小学英语教学中的运用Word文件下载.docx

表扬语在小学英语教学中的运用Word文件下载.docx

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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