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有研究表明,综合英语学习中词汇学习是学生费事最多、效率最低的学习活动。学生学习词汇的时间比例远远高于其进行阅读及其它语言技能训练的比例。但是在国内师专院校,大部分学生将在英语学习过程中遇到的问题都归根于词汇量不足。有的教师对词汇的讲解只是停留在拼写、发音及其在个别例句中的基本用法上。本文以功能语言学学家M.A.K.Halliday发展的语境理论—上下文语境、情境语境和文化语境为理论基础,探索如何通过有效地利用语境理论促进师专院校英语词汇教学。作者期望本研究成果对师专教师的词汇教学有一定的借鉴和指导意义。作者结合实证研究,详细论述了如何利用语境对词汇的限定作用和注释作用理解词汇内涵。最后,本文集中讨论了语境理论在综合英语教学中的实践特色和对综合英语教学的启示。
Studies have shown that vocabulary learning in integrated English learning is the most costly and inefficient learning activity for students. Students spend much more time in learning vocabulary than they do in reading and other language skills. However, in the domestic colleges and universities, most of the problems students will encounter in the English learning process are due to lack of vocabulary. Some teachers explain the vocabulary only in spelling, pronunciation and its basic usage in individual examples. This thesis explores how to promote English vocabulary teaching in teachers colleges through the effective use of context theory, based on the context theory developed by M.A.K.Halliday, a functional linguistics theorist, context, context and context. The author expects that the results of this study can provide some reference and guidance to the teachers of teachers’ vocabulary teaching. In combination with the empirical research, the author discusses in detail how to use the context to define the meaning of the lexicon by limiting the role of the lexicon and commenting on it. Finally, this article focuses on the practical characteristics of context theory in comprehensive English teaching and its implications for comprehensive English teaching.