开题报告黄颜.docx

1、开题报告 黄颜本科毕业论文（设计）开题报告表院（系）名称 外 国 语 学 院 专业名称 英 语 年 级 2011 级 学生姓名 学 号 2011932085 指导教师姓名 填表时间： 2014 年 12 月 31 日拟选题目通过文化渗透提高高中英语词汇教学效果Enhancing the Effect of English Vocabulary Teaching in High School Through Cultural Infiltration选题依据及研究意义 With the rapid development of our society ,China plays a more an

2、d more important role in the whole world. So China and other countries will have more and more co-operation. And English penetrates our daily life more and more. A rich vocabulary is indispensable to learners of English for better and efficient communication. Language and culture is closely related,

3、 each influencing and shaping the other, so it is necessary for learners to know the culture in which the language bears the weight. Cultural diversity has greatly affected the English language teaching. An analysis of problems caused in communities without knowing cultural differences is provided.

4、The problems show the importance of teaching cultural. But in English learning ,vocabulary confuses many English learners. Words are the foundation and core of language, vocabulary is an important part of language,which reflects the differences in cultural development and change.Vocabulary learning

5、is the focus of learning English,which will affect listening,speaking,reading and writing of capacity development.it is considered a big task in foreign language learning. As an English teacher in the future, in order to help students learn English efficiently, it is necessary for us to discuss the

6、way to vocabulary teaching, and cultural infiltration is a effective way. During vocabulary teaching in high school, teachers always pay too much attention to traditional English vocabulary teaching word pronunciation,spelling and literal meaning,while ignoring the word content of the load with a we

7、alth of national culture.In order to change this situation,more attention must be paid to combine culture of English vocabulary teaching in teaching English vocabulary.选题的研究现状 English is the most widely used language in the world. Vocabulary is the basic unit of a language, and is the building mater

8、ials of a language. The function of the English vocabulary, with diversified meanings, should be attached great importance to English language teaching. English vocabulary teaching and learning forms an important part of the teaching and learning of the English language. Relevant data show that Engl

9、ish vocabulary teaching is inefficient in Chinese high schools. For example, high school students in major Chinese cities have learned English for about nine years, but they have not yet grasped the number of English words and expressions stipulated by the National English Syllabus, and they are rat

10、her poor in the five skills-listening, speaking, reading, writing, and translating. Obviously, English vocabulary teaching in Chinese high schools is both time-consuming and rather inefficient. The main reason is that teachers and students in high school have not become well aware of the importance

11、of English vocabulary teaching, and they are still accustomed to impractical traditional methods. English still employ the duck-filling method to instill knowledge into the minds of their students who have few communication opportunities to practice what they have learned. Taking the present reality

12、 of English vocabulary teaching into account, we consider it absolutely essential and very important to discuss and optimize methods and techniques for vocabulary teaching in high schools. Vocabulary is the language of the most active and most elements of vitality. It can best embody the social and

13、times change. Just as the British linguist put it “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”(Wilkins 128), so we can say vocabulary plays a decisive role in foreign language learning. English vocabulary has rich cultural connotations, so when we teach t

14、he students English words,we should teach them both the vocabulary and cultural meanings of the words, so that the students wont master the words without knowing their cultural connotations. As the Chinese and western cultural differences, and some English words and Chinese words can not be one corr

15、espondence, we should use these words appropriately, and have a good understanding of their cultural significance.We must attach more importance to cultural infiltration in vocabulary teaching. For example, in English dog is not always to be translated into dog. Luck dog means luck man, clever dog m

16、eans smart kids or clever young man. But Chinese vocabulary in some dogs with a pejorative, such as dogs, henchman and so on. In addition, the color words in the meaning of the representative of western culture are not the same. We say that the black is in English black tea instead of red tea, brown

17、 sugar is brown sugar, not a red sugar, black coffee is coffee without milk, green hand refers to the novice, he looks blue means he looks depressed. It is easy to cause communication misunderstanding without knowing some about cultural infiltration.拟研究的主要内容和思路 This thesis briefly focuses on the con

18、nection of English vocabulary teaching in high school and cultural infiltration. In other word, I will discuss how to enhancing the effect of English vocabulary teaching in high school through cultural infiltration. This thesis mainly involves in following topics: 1. Introduction to Chinese-English

19、Cultural Infiltration 1.1 The Definition of Cultural Infiltration 1.2 Some Examples of Cultural Infiltration Reflected in Vocabulary 2. The Current Vocabulary Teaching 2.1 Teaching Vocabulary Isolate from the Context 2.2 No Key Vocabulary 2.3 Single Teaching Method 2.4 Teaching Without Practice 3. T

20、he Importance of Cultural Infiltration 3.1 The Importance of Vocabulary Learning for English Language Learners 3.2 The Relationship Between Vocabulary Teaching and Culture 3.3 The Infiltration About Background Knowledge 3.3.1 The Differences Between Chinese and Western Culture 3.3.2 Cultural Infiltr

21、ation and English Vocabulary 3.3.3 The Differences Between Chinese and Western Idioms 4. The steps of Teaching vocabulary through cultural infiltration 4.1 Cultivating students interest in cultural infiltration 4.2 How to Acquaint More About Cultural Infiltration 4.2.1 Learn Through Textbook 4.2.2 T

22、hrough English Songs 4.2.3 Through English Films 4.3 Organizing Some Activities About Culture 5. Conclusion 研究的创新点及重、难点The thesis lays the emphasis on the importance of vocabulary teaching and how to take advantages of cultural infiltration to enhancing the effect of English vocabulary teaching. I s

23、tate the cultural infiltration and how it influences the vocabulary teaching. Meanwhile, it is necessary to pay more attention to vocabulary teaching. Firstly, we should realize the problems in traditional vocabulary teaching methods. And then to analysis the reason for these problems. Later we can

24、find out the efficient way to solve the problems. At the same time, we must take a positive attitude to cultural infiltration. The thesis is on the unique position to combine the cultural infiltration with vocabulary teaching, and reflect the importance to acquaint the cultural infiltration. Pay mor

25、e attention to improve the effect in vocabulary teaching. And give some approaches to benefit cultural infiltration so as to enhancing the effect of vocabulary teaching.研究进程安排December 9- December 15: posing questions of the research and collecting materialsDecember 16- January 5: analyzing the mater

26、ials and writing an outlineJanuary 6- February 23: completing the first draft and seeking the supervisors adviceFebruary 24- April 27: refining the paper according to supervisors suggestions April 28 - May 21: finalizing the thesis based on the set requirements主要参考文献Beheydt,L.“The Semantization of V

27、ocabulary in Foreign Language Learning”. System 15/1,1987:55-67Carter, R. Vocabulary:Applied Linguistic Perspectives. Rutledge, 1992.Firth, J. Papers in Linguistic. Oxford University Press, 1994.Hedge, T. Teaching and Learning in the Language Classroom. Shanghai Foreign Language Education Press, 200

28、2.Labov, W. “The Boundarics of Words and Their Meanings”. New Ways of Analyzing Variation in English. Washington D.C.:Georgetown University Press, 1973:340-733.Leontjew, A.N.Linguistics Across Cultures. Ann Arbor:University of Michigan Press, 1979.Malinowski,B. Managing Curricular Innovation. Cambri

29、dge: Cambridge University Press, 1923.Nattinger, J.R. Lexical Phrases and Language Teaching. Oxford: Oxford University Press, 1992.Nunan, D. Language Teaching Methodology: A textbook for teachers. Prentice Hall.1991.Richards, J. The Context of Language Teaching. New York: Cambridge University Press,

30、 1985.Wilkins, D.A. National Syllabus. Oxford University Press, 1972.Gairns, R.and Redman,S. Working with Words. Cambridge:CPU,1986.刘倩.中国环境下的英语教学【M】.济南：山东教育出版社，2008.张维友.英语词汇学教程【M】.武汉：华中师范大学出版社，2004.张涛.英语教学中的文化背景【J】.内蒙古师范大学学报，2003（3）.付琼成.文化差异和英语教学【J】.黔东南民族师专学报，2001（4）.刘川.跨文化差异与英语词汇教学【J】.贵州工学院学报，1995（1）.其他说明指导教师意见指导教师签名：2014年 12 月 日, 指导教师小组意见指导教师小组负责人：2014年 12 月 日院（系）备案意见院（系）公章2014年 12 月 日