講故事教學(xué)法在初中生英語(yǔ)能力培養(yǎng)過(guò)程中的應(yīng)用研究

英語(yǔ)論文編號(hào):YY575  論文字?jǐn)?shù):6461.頁(yè)數(shù):23

Contents

1. Introduction 1
2. Related theories 2
 2.1 Theory of communication 2
 2.2 Krashen’s affective filter hypothesis 3
 2.3 Theory of schema 3
 2.4 Theory of constructivism 4
3. Educationalists’ views on storytelling 6
 3.1 The research of storytelling in China 6
 3.2 The research of storytelling abroad 6
4. The positive influence of storytelling on English ability 9
 4.1 Listening ability 9
 4.2 Speaking ability 10
 4.3 Reading ability 11
 4.4 Writing ability 12
5. Data presentation and discussion 14
 5.1 Data presentation 14
 5.2 Discussion 16
6. Conclusion 17
Acknowledgements 18
References 19

摘    要
 近年來(lái)，研究者們?cè)絹?lái)越關(guān)注講故事對(duì)于第二語(yǔ)言教學(xué)的重要性。然而，國(guó)內(nèi)這方面的研究者卻相對(duì)較少。即使有，也主要針對(duì)大學(xué)、高中和小學(xué)英語(yǔ)教學(xué)，對(duì)于初中英語(yǔ)講故事教學(xué)方面的研究寥寥無(wú)幾。為了彌補(bǔ)這一遺憾，本文對(duì)講故事教學(xué)法對(duì)初中生英語(yǔ)學(xué)習(xí)能力的培養(yǎng)進(jìn)行了研究。
 本文由初中英語(yǔ)新課程標(biāo)準(zhǔn)引出講故事教學(xué)法，指出它對(duì)初中生英語(yǔ)能力培養(yǎng)的影響；接著闡述支撐講故事教學(xué)法的相關(guān)的四個(gè)理論基礎(chǔ)，分別是交際理論，克拉申的情感過(guò)濾假說(shuō)，圖式理論及建構(gòu)主義理論，然后提出國(guó)內(nèi)外教育學(xué)家們對(duì)講故事教學(xué)法的看法，接下來(lái)討論了講故事教學(xué)法對(duì)英語(yǔ)能力培養(yǎng)的積極影響。然后設(shè)計(jì)調(diào)查問(wèn)卷對(duì)講故事教學(xué)法應(yīng)用時(shí)的情況及初中生對(duì)講故事教學(xué)法的態(tài)度進(jìn)行分析。最后對(duì)研究做出總結(jié)。

 關(guān)鍵詞：講故事教學(xué)法；初中英語(yǔ)；英語(yǔ)能力培養(yǎng)

ABSTRACT
 Recently researchers pay more and more attention to the importance of storytelling in learning and teaching a second language. However, there are not many researches of this kind in China. Moreover, most researches have been done in universities, high schools, and primary schools; there is little research of this kind in middle school. In order to compensate for the limitation, this paper does a research on the influence of storytelling teaching on English ability of middle school students.
  The paper first advances the English Curriculum Criterion in Compulsory Education Phase (for experimental use) in order to advance the storytelling and point out the influence of storytelling to the development of the English ability of junior middle school students. Then it provides four related theories of storytelling: theory of communication, Krashen’s Affective Filter Hypothesis, theory of schema and theory of constructivism. Next it offers educationalists' views on storytelling. Then it discusses the positive influence of storytelling on English ability. Next it offers a questionnaire of the situation of using storytelling teaching and provides students attitude towards storytelling teaching. Finally it draws a conclusion of this paper.
 
Keywords：Storytelling; Junior Middle School English; Development of English ability