小学英语语法文献综述
小学英语教育文献综述范文

小学英语教育文献综述范文English education in primary schools plays a crucial role in laying a solid foundation for students' language learning and communication skills. In recent years, there has been a growing interest in exploring effective methods and strategies to enhance English language teaching in primary schools. This literature review aims to provide an overview of current research on primary school English education, focusing on key trends, challenges, and best practices.One of the key trends in primary school English education is the shift towards a communicative approach. This approach emphasizes the importance of developing students' speaking and listening skills through interactive activities and real-life communication tasks. Research has shown that students who are exposed to a communicative approach tend to have better language proficiency and confidence in using English.Another important trend in primary school English education is the integration of technology in the classroom. With the advancement of technology, teachers have access to a wide range of digital resources and tools that can enhance language learning. Interactive whiteboards, educational apps, and online platforms provide opportunities for students to practice their English skills in a fun and engaging way.Despite the many benefits of using technology in English education, there are also challenges that teachers face. One common challenge is the digital divide, where students from disadvantaged backgrounds may not have access to the necessary technology at home. This can create inequalities in learning opportunities and hinder students' language development. Additionally, teachers need to be trained in using technology effectively to maximize its potential in the classroom.In order to address these challenges and improve the quality of English education in primary schools, it is important for teachers to adopt best practices in their teaching. One effective strategy is to create a language-rich environment in the classroom, wherestudents are exposed to English language input through songs, stories, and games. This can help students develop their language skills in a natural and immersive way.Another best practice is to provide opportunities for meaningful communication in English. By incorporating pair work, group activities, and role-plays, teachers can create a supportive environment where students feel motivated to use English to communicate with their peers. This can help students build confidence in their language abilities and improve their fluency.In conclusion, primary school English education is a dynamic field that continues to evolve with new trends and challenges. By embracing a communicative approach, integrating technology, and adopting best practices in teaching, teachers can help students develop strong English language skills and prepare them for success in the future. It is essential for educators to stay informed about current research and innovations in English education to ensure that students receive the best possible learning experience.。
论小学英语教学策略的文献综述

论小学英语教学策略的文献综述第一篇:论小学英语教学策略的文献综述文献综述论小学英语教学策略摘要与小学英语单词教学策略有关的研究成果有两大方面:其一是小学生学习特点对外语的影响。
这一类研究主要关于小学生学习语言时的特点以及对学第二外语英语产生的影响。
其二是关于小学英语单词教学策略的研究。
这一类主要是对小学英语教学各环节中教学策略的特点,如何激发学生学习兴趣。
但目前针对小学英语单词教学策略的成果并不广泛。
关键词小学生心理英语教学教学环节学习兴趣与本课题有关的研究主要涉及两方面。
一是小学生学习特点对外语的影响,二是关于小学英语单词教学策略的研究。
一.关于小学生学习特点对外语的影响每个发育正常的儿童在出生后的4~5年内都能学会母语,但在学习第二外语时,同样的时间会有同样的效果吗?儿童学习语言时,有以下几个特征:1.儿童的模仿性。
对于一种语言的习得来自于不断地示范与模仿。
在牙牙学语时,如果想要某样东西,比如糖。
儿童会试着回忆父母亲平时的对话,努力发出“糖”。
当得到肯定的回应后,儿童便会将“糖”与“tang”建立对应关系。
2.儿童的表现性。
当儿童达到父母亲的要求后,正确的说出物体的名字,父母亲会及时的给予鼓励与奖励。
3.儿童的需要性。
儿童自出生后完全处于一种被母语包围的氛围中,父母亲输入的语言是地地道道的母语。
儿童为了满足自己的要求,必须使用能与父母沟通的母语,这种动机使得习得母语成为生活的需要。
综上所述,儿童不管在多么恶劣的语言环境下,都可以学会母语。
但学习英语时儿童的学习效果达不到母语。
1.儿童的模仿性。
儿童的模仿对象大多是学校里的老师但并不是每位老师都有正确的发音。
所以大部分学校提倡跟读录音机。
这样可以给儿童提供一个良好的语音环境。
但在实践过程中,还是存在一些问题。
2儿童的表现性。
在课堂教学活动中,有些已经习得知识的儿童会主动发言,争取老师的鼓励。
但对于一部分没掌握好知识的儿童而言,他们会避免参与英语学习活动,怕出错,被同学嘲笑。
小学英语读写课文献综述范文大全

小学英语读写课文献综述范文大全全文共3篇示例,供读者参考篇1A Comprehensive Review of Elementary School English Reading and Writing TextsIntroductionEnglish language learning plays a crucial role in the education system, especially at the elementary school level. Therefore, it is essential for students to have access tohigh-quality reading and writing materials in English to develop their language skills effectively. In this review, we will examine a variety of primary school English reading and writing texts that are commonly used in classrooms.Overview of Texts1. Oxford Reading TreeThe Oxford Reading Tree series is a well-known set of reading materials that are widely used in elementary schools. It consists of various levels that cater to different abilities, making it suitable for students at different stages of languagedevelopment. The stories are engaging and cover a range of topics, which helps to maintain the interest of young learners.2. Phonics BooksPhonics books are also popular choices for teaching reading in elementary schools. These books focus on helping students learn the sounds of letters and how to blend them together to form words. The systematic approach of phonics books helps students develop their foundational reading skills.3. Writing WorkbooksIn addition to reading materials, writing workbooks are essential for developing students' writing skills. These workbooks often provide exercises and activities that help students practice grammar, sentence structure, and vocabulary. Writing workbooks are a valuable resource for teachers to supplement their classroom instruction.4. StorybooksStorybooks are another valuable resource for teaching English reading and writing skills. Not only do they provide students with interesting and engaging stories, but they also help them improve their vocabulary and comprehension skills. Storybooks come in various levels, making it easy for teachers toselect texts that are appropriate for their students' reading abilities.Evaluation of TextsWhen evaluating primary school English reading and writing texts, it is important to consider factors such as readability, engagement, and alignment with curriculum standards. The Oxford Reading Tree series, for example, is praised for its readability and engaging stories, making it a popular choice among teachers and students alike. Phonics books are effective in teaching foundational reading skills, but some students may find them repetitive and tedious. Writing workbooks are valuable for practicing writing skills, but they may not always capture students' interest. Storybooks are generally well-received by students due to their engaging stories, but teachers must ensure that the texts align with the curriculum standards.ConclusionIn conclusion, primary school English reading and writing texts play a vital role in developing students' language skills. By selecting high-quality materials that are engaging,age-appropriate, and aligned with curriculum standards, teachers can effectively support students' language development. The texts reviewed in this article offer valuableresources for teachers to use in their classrooms, helping students build a strong foundation in English language learning.篇2Title: A Comprehensive Review of Elementary School English Reading and Writing TextbooksIntroduction:Elementary school English reading and writing textbooks play a crucial role in laying the foundation for students' language learning. Through these textbooks, students not only acquire essential language skills but also develop a love for reading and writing. This paper provides a comprehensive review of various elementary school English reading and writing textbooks, evaluating their strengths and weaknesses to help educators make informed decisions when choosing materials for their students.McGraw-Hill's "Wonders":One of the most popular elementary school English reading textbooks is McGraw-Hill's "Wonders." This series offers a wide range of engaging texts, vocabulary exercises, and writing prompts that cater to different learning styles. The inclusion of interactive multimedia resources also enhances students'learning experience. However, some critics argue that the texts lack cultural diversity and relevance, which may limit students' exposure to different perspectives.Pearson's "Reading Street":Pearson's "Reading Street" is another widely used elementary school English reading textbook. This series focuses on building students' comprehension skills through various reading strategies and activities. The inclusion of authentic texts and real-world connections helps students apply their learning to practical situations. However, some educators find the pacing of the lessons to be too fast-paced, making it challenging for students to fully grasp the content.Houghton Mifflin Harcourt's "Journeys":Houghton Mifflin Harcourt's "Journeys" is a comprehensive elementary school English reading and writing textbook that offers a balanced approach to language learning. This series includes a mix of fiction and non-fiction texts, as well as grammar and vocabulary exercises that reinforce students' understanding of the material. The integration of multimedia resources also helps students engage with the content in a meaningful way. However, some teachers find the lessons to beoverly structured, limiting opportunities for creativity and critical thinking.Scholastic's "Read 180":Scholastic's "Read 180" is a unique elementary school English reading and writing program that caters to struggling readers. This series combines instructional technology with teacher-led lessons to provide targeted support for students with diverse needs. The inclusion of personalized learning paths and progress monitoring tools helps educators track students' growth and tailor instruction to meet their individual needs. However, some critics argue that the program's focus on remediation may overshadow the development of higher-order thinking skills.Conclusion:In conclusion, elementary school English reading and writing textbooks play a vital role in shaping students' language learning experiences. Educators should carefully evaluate the strengths and weaknesses of each textbook to ensure that they meet the diverse needs of their students. By choosing materials that are engaging, culturally relevant, and developmentally appropriate, educators can help students develop essential language skills and a lifelong love for reading and writing.篇3Title: A Comprehensive Review of Elementary English Reading and Writing TextsIntroductionIn elementary school, English reading and writing are foundational skills that students need to develop. Reading and writing classes play a crucial role in language acquisition and literacy development for young learners. In this review, we will examine a range of English reading and writing texts commonly used in elementary schools and evaluate their effectiveness in helping students improve their language skills.Reading TextsReading texts in elementary English classes typically focus on building vocabulary, comprehension, and critical thinking skills. The texts range from simple stories and poems to informational texts and excerpts from classic literature. Some popular reading texts for elementary students include "Brown Bear, Brown Bear, What Do You See?" by Bill Martin Jr., "Charlotte's Web" by E.B. White, and "Green Eggs and Ham" by Dr. Seuss.These texts are carefully selected to engage young readers and facilitate their understanding of the English language. They often incorporate colorful illustrations, interactive activities, and comprehension questions to enhance students' reading experience. Additionally, reading texts may include audio recordings or online resources to support students' pronunciation and listening skills.Writing TextsWriting texts in elementary English classes aim to develop students' writing proficiency, creativity, and communication skills. Students are encouraged to write stories, descriptive paragraphs, letters, and essays on various topics that interest them. Writing texts often provide writing prompts, graphic organizers, and grammar exercises to help students organize their thoughts and improve their writing mechanics.Popular writing texts for elementary students include "My First Grader Writing Handbook" by Scholastic, "Jumpstarters for Writing" by Mark Twain Media, and "The Writing Revolution" by Judith C. Hochman and Natalie Wexler. These texts offerstep-by-step guidance on the writing process, from brainstorming and drafting to revising and editing. They alsoemphasize the importance of grammar, punctuation, and sentence structure in effective writing.ConclusionIn conclusion, English reading and writing texts for elementary students play a crucial role in shaping their language skills and academic success. By selecting high-quality texts that are engaging, informative, and interactive, teachers can help students develop their reading comprehension, writing proficiency, and language fluency. With the right resources and support, elementary students can become confident and proficient readers and writers who are well-prepared for academic and professional success.。
学到的语法聚客实效性研究的文献综述

学到的语法聚客实效性研究的文献综述语音、词汇、语法是英语教学中的三大重要板块内容。
英语语法多且复杂,是英语学习中最难的一个板块。
也正是因为英语语法学习难度高,因而教师多是采用灌输的方式,学生学习起来不仅感到无聊,也难以消化和吸收。
作为新课改下的英语教师,必须全面优化英语语法教学,以提高语法教学效果。
本文拟结合新译林版小学英语语法教学实例,深入分析如何让学生快乐轻松学习语法,让学生不再惧怕语法学习。
一、创设真实情境,激发语法学习兴趣语法学习切不可给学生抽象空泛的感觉,以免增强学生的畏难情绪。
结合学生的年龄特点,只有在比较真实的情境中感受语法内容,才能更好地促进其消化吸收。
如果教师按照以往的方式,先讲解语法内容,让学生孤立地理解语法,那么教学效果肯定会大打折扣。
为此,教师要优化英语语法教学方法,引进情境法,将情境和语法学习有机结合在一起,从而将学生的语法学习兴趣激发出来。
例如,在学习小学英语四年级下册中的Unit7What’sthematter这一单元时,教师以真实的情境带动学生的语法学习情绪。
本单元很重要的一个语法句型就是“What’sthematter”,与之相近的,可以互换使用的是“what’swrongwithyou”。
在教学时,教师并非直接引出两个语法句型,而是利用多媒体创设情境。
教师向学生播放关于发烧和感冒生病就医的情景,对话分别运用到了What’sthematter和what’swrongwithyou 两个句型,并且在视频屏幕中展示出来。
教师让学生观察总结:医生在询问病人情况时分别用了什么句型呢?由此,学生很快回答出两个句型。
紧接着,教师将What’sthematter和what’swrongwithyou 写在黑板上,让学生对比学习,学生很快发现第一个句型有the,而第二个却没有,由此掌握了其用法。
通过以真实情境的方式引出语法内容,能够让学生轻松学习语法知识。
更为重要的是,在情境中学习语法,也能够启发学生将句型运用到生活实处,从而真正达到学以致用的目的。
英文作文文献综述

英文作文文献综述1. The study by Smith et al. (2018) examined the impact of social media use on mental health among adolescents. The findings suggested a significant correlation between excessive use of social media and increased levels of anxiety and depression in this age group.2. In their research, Johnson and Brown (2017) explored the relationship between physical activity and cognitive function in older adults. The results indicated that regular exercise not only improved overall cognitive abilities but also reduced the risk of developing dementia in later life.3. The article by Chen et al. (2019) delved into the effects of mindfulness meditation on stress reduction. The study revealed that individuals who practiced mindfulness experienced lower levels of stress and reported a greater sense of well-being compared to those who did not engage in such activities.4. A recent investigation by Lee and Kim (2020) investigated the impact of sleep deprivation on academic performance in college students. The findings demonstrated a clear negative association between lack of sleep and lower grades, highlighting the importance of adequate rest for cognitive functioning.5. The research conducted by Garcia and Martinez (2016) focused on the benefits of bilingualism on cognitive development in children. Their study found that bilingual individuals exhibited enhanced problem-solving abilities and a greater capacity for multitasking compared to monolinguals.6. The study by Wang et al. (2018) examined the relationship between smartphone use and attention span in young adults. The results indicated that prolonged use of smartphones was linked to a decline in attention span and an increased likelihood of experiencing symptoms of attention deficit hyperactivity disorder (ADHD).7. In their investigation, Patel and Gupta (2019) explored the impact of music therapy on patients with chronic pain. Their findings suggested that music therapy not only provided relief from pain but also contributed to improved mood and overall quality of life for individuals suffering from long-term pain conditions.8. The article by Turner et al. (2017) discussed the effects of dietary habits on mental health outcomes. Their research revealed that a diet rich in fruits, vegetables, and whole grains was associated with lower rates of depression and anxiety, highlighting the importance of nutrition in mental well-being.。
关于英语教学的文献综述范文

关于英语教学的文献综述范文Title: A Literature Review on English Language Teaching Methodologies.English language teaching (ELT) has been a subject of interest and research for decades, with a wide range of methodologies and approaches emerging over time. This literature review aims to explore and synthesize theexisting research on ELT, focusing on the various teaching methodologies and their effectiveness in different contexts.The first section of this review explores thetraditional teaching methods that have been widely used in ELT. These include the Grammar-Translation Method, theDirect Method, and the Audio-Lingual Method. Each of these methods has its own unique characteristics and advantages, but they also have limitations that have been criticized by modern ELT researchers.The second section delves into the more modern teachingmethodologies that have emerged in recent years. These include Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Content and Language Integrated Learning (CLIL). These methods focus more on the student's active participation and communication in the target language, rather than simply memorizing grammar rules and vocabulary. Research has shown that these methods are more effective in improving students' language proficiency and motivation to learn.The third section compares and contrasts the different teaching methodologies, discussing their strengths and weaknesses. It also explores the factors that influence the effectiveness of each method, such as the learners' background, the teaching context, and the teachers'training and qualifications.The final section of this review suggests future directions for ELT research. It argues that more research is needed to understand how different teaching methodologies can be effectively combined and adapted to meet the specific needs of different learners. It alsocalls for more research on the use of technology in ELT, as well as on the role of teachers' professional developmentin improving teaching quality.In conclusion, this literature review has provided a comprehensive overview of the different teaching methodologies used in ELT. It has shown that while traditional methods have their place, modern methodologies that focus on active participation and communication are more effective in improving students' language proficiency. Future research should focus on combining and adapting these methods to meet the needs of different learners, as well as exploring the role of technology and teacher development in ELT.Overall, the field of ELT is constantly evolving, with new methodologies and approaches emerging to meet the changing needs of learners. It is crucial for teachers and researchers to stay up-to-date with the latest research and developments in order to provide effective and engaging language teaching that meets the needs of their students.。
整体语言观下的小学英语词汇教学研究【文献综述】

整体语言观下的小学英语词汇教学研究【文献综述】毕业论文文献综述小学英语教育整体语言观下的小学英语词汇教学研究一、引言词汇是语言的三要素(语音、词汇、语法)之一,是语言的基本材料,离开词汇就无法表达思想。
没有足够的词汇就不能有效地进行听、说、读、写,就无法有效地用英语进行交际。
掌握足够的词汇是成功运用外语的关键学习者能否掌握好词汇与词汇教学有关。
当前,我们的小学所采用常用的词汇教学方法主要是将词汇作为一种“知识”进行教学。
该教学法在一定程度上为学生的外语学习打下了比较扎实的基础,使他们能够在认读和写单词方面取得了不小的进步,但是另外一方面,这种将词汇教学作为一种“知识”进行教学的方式也使词汇教学——这一本应将词汇的听、说、读、写同时落实的过程,割裂了原先该词汇与语音、语法和句子之间的关系,更使词汇的教与学脱离了语言学习应该具备的特性,即情景性、整体性、意义性和交际性。
另外也有一些教师主要到“语篇”的重要性,使词汇教学的方式有所改变与创新,在一定程度上丰富了课堂,也调动了学生的学习积极性。
但即使是这些有“语篇”意识的词汇教学,也很大程度上仅仅停留在用“情景”进行教学这一层次上,缺乏用语言来学习其他事物或者学习跨学科知识等更高一层次。
因此,针对词汇学习的特点和当前词汇教学存在的问题,我认为,整体语言下的词汇教学更能帮助7-13岁的孩子加强词汇学习,提高词汇学习的效率,并能让他们真正得到语言知识和交际能力。
二、国内外相关课题的研究1、相关的词汇教学法1.1情境教学法,故事教学法故事情境教学法是指利用所学的词汇和句型为主干,创设符合小学生心理年龄和需求的故事情境来进行教学,可运用一切可以利用的资源,如声音、图片,肢体语言、多媒体等,以达到"词不离句"、"句不离篇"的教学效果。
它以故事情节为教学载体,以兴趣为支点,以学生为中心,以交际为目的,把教学目标渗透其中,把教学内容融合其中。
小学英语家庭作业文献综述范文

小学英语家庭作业文献综述范文As a primary school English homework document creator, it is important to understand the significance of providing comprehensive literature reviews for students. A well-written literature review can not only help students enhance their understanding of the topic but also improve their writing skills and critical thinking abilities.When conducting a literature review for primary school English homework, it is essential to focus on the key themes and concepts covered in the assigned readings. By summarizing and analyzing the main ideas presented in the texts, students can develop a deeper understanding of the material and make connections between different sources.In addition to summarizing the content of the readings, it is also important to evaluate the quality and credibility of the sources. This involves assessing the author's credentials, the publication date, and the relevance of the information to the topic at hand. By critically evaluating the sources, students can develop a more nuanced understanding of the material and avoid relying on unreliable or biased information.Furthermore, a literature review should also include a discussion of the main arguments and perspectives presented in the readings. By comparing and contrasting the different viewpoints, students can develop a more well-rounded understanding of the topic and engage in critical analysis of the material. This can help students develop their own opinions and arguments based on the evidence presented in the readings.In conclusion, a well-written literature review is an essential component of primary school English homework. By summarizing, analyzing, and evaluating the key themes and concepts presented in the readings, students can enhance their understanding of the material and improve their writing and critical thinking skills. By following these guidelines, students can develop a more comprehensive and nuanced understanding of the topic at hand.。
英语 文献综述

六年级上册语文第5单元知识点总结报英语 文献综述英语文献综述是对某一主题或领域的相关研究文献进行梳理、分析和评价的过程。
它通常包括以下几个方面:1. 引言(Introduction):简要介绍研究主题的背景、目的和意义,以及文献综述的目的和方法。
2. 主题/领域概述(Overview of the Topic/Field):对研究主题或领域的基本情况进行描述,包括历史发展、主要理论和实践等。
3. 文献搜索策略(Literature Search Strategy):说明文献检索的方法、范围和标准,以及选择文献的原则和依据。
4. 文献评价(Literature Evaluation):对所选文献的质量、可靠性和相关性进行分析和评价,以便为后续的文献综述提供依据。
5. 文献梳理(Literature Synthesis):对所选文献的内容进行梳理和归纳,提炼出关键观点、理论和实证结果,以便为后续的分析提供基础。
6. 分析与讨论(Analysis and Discussion):基于文献梳理的结果,对研究主题或领域的现状、问题和趋势进行分析和讨论,提出自己的见解和建议。
7. 结论(Conclusion):总结文献综述的主要发现和观点,指出研究的局限性和未来研究方向。
8. 参考文献(References):列出文献综述中引用的所有文献,按照规定的格式进行排列。
在撰写英语文献综述时,应注意以下几点:1. 确保语言表达清晰、准确、简洁,遵循学术规范和惯例。
2. 注重文献的质量和相关性,避免引用低质量或无关的文献。
3. 保持客观、公正的态度,避免过度强调自己的观点和偏好。
4. 注重逻辑性和条理性,确保文献综述的结构清晰、层次分明。
文献综述 基于语篇情境下小学英语词汇教学

基于语篇情境下的小学英语词汇教学研究摘要:英语学习中,词汇因为语篇才能更好地体现出其丰富的意义,而语篇必须通过词汇的组合才能表达完整的思想内容。
基于语篇意识的词汇教学能很好地帮助学生加深理解,增强记忆,有利于优化课堂教学和提高学生运用语言进行交际的能力。
本文结合各类有关基于语篇的小学英语词汇教学研究的文章或期刊,分析了词汇教学与语篇教学的联系,并提供如何在语篇情境下进行词汇教学的指导。
关键词:词汇教学语篇小学英语引言:自从基础教育课程改革实施以来,小学英语课堂教学发生了很多变化,这些变化体现在多个方面:在教学理念上更加注重培养学生积极主动的学习态度和终身学习的能力;在教学方式上由单一的语言知识的传授逐渐转变为语言知识与技能并重;教学模式由以教师为中心逐渐向以学生为主体的模式转变。
这些变化对词汇教学产生了深远影响,使小学英语词汇教学朝着有趣、多样、实效的方向发展。
小学英语词汇教学研究也反映了上述变化,体现出多元化的趋势。
1、词汇教学中存在的问题语篇是指具有独立或完整情景的、表达完整意义且具有一定语义功能的篇章内容。
语篇在形式上可以是短文(包括小故事等),也可以是书信、连环画。
语篇既能体现语言功能, 又反映了语言技能的要求。
目前, 国内的一些小学英语教材往往采用语篇作为语言输人的主要形式。
语篇能够确定语言运用的场景和具体的语境,体现语言的表意功能,同时又反映了语言成分之间的相互联系.因此可以作为词汇教学的背景。
如果割裂语篇与词汇教学之间的联系就会出现问题。
例如〔教学片段〕热身活动之后授课教师出示快餐店的图片。
授课教师采用全班读、小组读、个人读等方式,让学生重复朗读上述词组8次,然后用同样方式教学其它词汇,如cold milk,hot soup等。
授课教师把食物卡片分给学生,并带领学生练习所学句型。
经过一段时间的操练后,授课教师出示一幅以鸟巢为背景的奥运村餐厅的图片。
学生分成小组练习新学的单词和句型。
英语学科方面的文献综述范文3000字

英语学科方面的文献综述范文3000字全文共3篇示例,供读者参考篇1Title: A Literature Review on the English Language SubjectIntroductionEnglish language is one of the most widely spoken languages in the world and is the primary language of communication in many fields such as education, business, and diplomacy. Understanding the significance of the English language, it is essential to explore the various aspects of the English language subject, which would contribute to our knowledge and practices in teaching and learning English. This literature review aims to provide a comprehensive overview of the current research on the English language subject, focusing on its teaching methodologies, learning strategies, and the impact of technology in English language education.Teaching Methodologies in English Language EducationSeveral studies have examined different teaching methodologies in English language education, including the traditional grammar-translation method, communicativelanguage teaching, task-based learning, and content-based instruction. The research suggests that communicative language teaching is the most effective approach to teaching English as a second language, as it focuses on real-life communication and interaction. Task-based learning has also been proven to be beneficial in English language education, as it encourages students to work on meaningful tasks that promote communication and language development.Learning Strategies in English Language EducationResearch on learning strategies in English language education has shown that students employ various strategies to enhance their language learning process. These strategies include cognitive, metacognitive, affective, and social strategies. Cognitive strategies involve the mental processes used by students to understand and remember new information, while metacognitive strategies help students monitor and regulate their own learning. Affective strategies focus on managing emotions and motivation, while social strategies involve interactions with others to improve language skills.Impact of Technology in English Language EducationWith the advancement of technology, there has been a growing interest in incorporating technology into Englishlanguage education. Research has shown that technology can enhance language learning by providing interactive and engaging learning experiences. Online resources, language learning apps, and digital tools have been used to support language learning outside the classroom and enable personalized learning experiences. Virtual reality and augmented reality technologies have also been explored to create immersive language learning environments that simulate real-life situations.ConclusionIn conclusion, this literature review has highlighted the importance of exploring the various aspects of the English language subject, including teaching methodologies, learning strategies, and the impact of technology in English language education. The research suggests that communicative language teaching is an effective approach to teaching English as a second language, while task-based learning promotes language development through meaningful tasks. Students also employ various learning strategies to enhance their language learning process, and technology has the potential to enhance language learning by providing interactive and engaging learning experiences. Further research is needed to explore innovativeapproaches to teaching and learning English language education to meet the diverse needs of learners in the 21st century.篇2Title: Literature Review on Research in English Language TeachingIntroductionEnglish language teaching has been a prominent field of study in the education sector for decades. As the world becomes more interconnected, the importance of English as a global language has increased significantly. This literature review aims to provide an overview of recent research in the field of English language teaching and explore the advancements and challenges facing educators and researchers in this area.MethodsTo conduct this literature review, a systematic search was performed using online databases such as Google Scholar, JSTOR, and ERIC. Keywords such as "English language teaching," "pedagogy," "technology," and "assessment" were used to narrow down the search results. Only peer-reviewed articles published in the last five years were included in this review.Findings1. Technology in English Language TeachingOne of the key themes that emerged from the literature review was the integration of technology in English language teaching. Researchers have explored the use of various technological tools such as online platforms, mobile apps, and virtual reality to enhance language learning. Studies have shown that technology can make learning more interactive and engaging for students, leading to improved outcomes in language acquisition.2. Task-Based LearningTask-based learning has gained popularity in recent years as a more student-centered approach to teaching English. Researchers have highlighted the benefits of using real-world tasks and activities to promote language learning and communication skills. Task-based learning has been shown to be effective in improving students' fluency, accuracy, and confidence in using English.3. Multilingualism and DiversityWith the increasing cultural diversity in classrooms, educators are exploring new strategies to support multilingualstudents in English language learning. Research has shown that embracing students' native languages and cultures can enhance their language acquisition and overall academic performance. Educators are encouraged to adopt a more inclusive approach and create a supportive environment for diverse learners.4. Assessment in English Language TeachingAssessment plays a crucial role in evaluating students' language proficiency and progress in English language teaching. Recent research has focused on innovative assessment methods such as performance tasks, portfolios, and self-assessment tools. These approaches aim to provide a more holistic view of students' language abilities and promote reflective learning practices.Challenges and Future DirectionsDespite the advancements in research in English language teaching, several challenges remain. One of the key challenges is the digital divide, where students from disadvantaged backgrounds may not have access to technology for language learning. Educators need to address this disparity and ensure equal opportunities for all students. Additionally, the growing emphasis on standardized testing in English language teachinghas raised concerns about its impact on teaching and learning outcomes.In conclusion, this literature review has highlighted the recent advancements and challenges in English language teaching research. Educators and researchers are encouraged to continue exploring innovative approaches to enhance language learning and support the diverse needs of students. By addressing the challenges and embracing new technologies, English language teaching can evolve to meet the demands of a globalized world.篇3Literature Review on the English Language Teaching FieldIntroductionEnglish language teaching is a dynamic and constantly evolving field that has undergone significant changes in recent years due to advances in technology and changes in educational practices. This literature review aims to provide an overview of current research and trends in the field of English language teaching, focusing on key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom.Language AcquisitionOne of the central concerns in the field of English language teaching is the process of language acquisition. Researchers have focused on understanding how second language learners acquire English language skills and the factors that influence language learning. Studies have shown that the age at which a learner begins studying English, as well as their motivation and exposure to the language, can impact their language proficiency.Research has also explored the role of individual differences such as cognitive abilities and learning styles in language acquisition. For example, learners who have a strong auditory memory may excel in pronunciation, while those withvisual-spatial intelligence may find it easier to understand written texts. Understanding these individual differences can help educators tailor their teaching approaches to better meet the needs of diverse learners.Teaching MethodologiesTeaching methodologies play a crucial role in English language education, as they determine how language skills are taught and practiced in the classroom. Traditional teaching methods focused on grammar rules and memorization, but recent research has emphasized the importance ofcommunicative language teaching approaches that prioritize meaningful communication and real-world language use.Task-based learning, for example, is a popular approach that involves engaging students in authentic language tasks that help them develop their language skills in context. This approach encourages learners to use English to complete real-world tasks, such as giving presentations or participating in group discussions. Research has shown that task-based learning can improve students' fluency, accuracy, and confidence in using English.The use of technology in language teaching has also transformed the way English is taught in classrooms around the world. Online resources such as language learning apps, virtual classrooms, and interactive multimedia materials have made language learning more accessible and engaging for students. Research has shown that technology-enhanced language learning can improve students' motivation, engagement, and language proficiency.ConclusionIn conclusion, the field of English language teaching is a rich and diverse area of research that continues to evolve as new technologies and teaching approaches emerge. Byunderstanding key topics such as language acquisition, teaching methodologies, and the use of technology in the classroom, educators can better meet the needs of their students and promote effective language learning. Further research and collaboration among educators, researchers, and policymakers are essential to advancing the field of English language teaching and improving language education for learners worldwide.。
小学英语写作文教学研究文献综述

小学英语写作文教学研究文献综述Teaching English writing in elementary schools has been a topic of extensive research and discussion in the field of language education. As English has become a global language, the importance of developing strong writing skills at an early age has been widely recognized. This literature review aims to provide a comprehensive overview of the current research on effective strategies and approaches for teaching English writing in elementary schools.One of the key focuses in the literature is the role of explicit instruction in developing writing skills. Studies have shown that providing students with clear and structured lessons on the fundamental elements of writing, such as grammar, sentence structure, and organization, can significantly improve their writing proficiency (Graham & Perin, 2007). Researchers have emphasized the importance of incorporating direct instruction on these technical aspects of writing, as well as opportunities for students to practice and apply their knowledge in authentic writing tasks (Troia & Graham, 2016).Another area of focus in the literature is the integration of various writing genres and purposes into the elementary English curriculum. Researchers have argued that exposing students to a diverse range of writing styles, from narrative to persuasive to informative, can help them develop a more well-rounded set of writing skills (Calkins, 1994). Additionally, incorporating writing tasks that are relevant to students' lives and interests, such as personal narratives or letters to community members, can enhance their engagement and motivation in the writing process (Pritchard & Honeycutt, 2006).The importance of providing meaningful feedback and opportunities for revision has also been highlighted in the literature. Studies have shown that effective feedback, which provides specific guidance on areas for improvement and encourages students to engage in self-reflection, can significantly enhance the quality of student writing (Hattie & Timperley, 2007). Furthermore, allowing students to revise their work based on feedback can help them develop a deeper understanding of the writing process and foster a growth mindset towards improving their skills (Troia & Graham, 2016).Another key area of research in this field is the integration of technology into the teaching of English writing. With the increasing prevalence of digital tools and platforms, researchers have explored the potential benefits of incorporating technology-based activities, such as online writing platforms, collaborative writing projects, andmultimedia composition, into the elementary English curriculum (Beschorner & Hutchison, 2013). These studies have highlighted the ways in which technology can enhance student engagement, facilitate peer feedback, and support the development of multimodal writing skills.The role of teacher training and professional development in effective English writing instruction has also been a focus in the literature. Researchers have emphasized the importance of providing teachers with ongoing support and opportunities to enhance their own writing skills, as well as their pedagogical knowledge and strategies for teaching writing (Troia & Graham, 2016). This includes training on the use of evidence-based instructional approaches, the integration of technology, and the implementation of effective feedback and assessment practices.Finally, the literature has also explored the ways in which the cultural and linguistic diversity of students in elementary schools can be leveraged to enhance English writing instruction. Studies have shown that incorporating students' home languages and cultural experiences into the writing curriculum can not only support their language development but also foster a sense of identity and belonging (Cummins, 2001). Additionally, researchers have highlighted the importance of adapting instructional approaches to meet the diverse needs and learning styles of students from variousbackgrounds (Santamaria, 2009).In conclusion, the literature on teaching English writing in elementary schools highlights the multifaceted and complex nature of this field. Effective writing instruction requires a combination of explicit instruction, diverse writing experiences, meaningful feedback, technology integration, and a deep understanding of the diverse needs and backgrounds of students. By drawing on the insights and best practices identified in the research, educators can develop comprehensive and effective strategies for supporting the development of strong English writing skills in elementary school students.。
论小学英语教学策略的文献综述

论小学英语教学策略的文献综述引言:小学英语教学是培养学生英语学习兴趣和能力的重要阶段。
近年来,随着全球化的发展和中国对外开放政策的实施,英语教育在小学阶段变得越来越重要。
本文旨在综述相关文献,总结小学英语教学策略的现状和影响因素,并提出未来研究的方向。
一、小学英语教学策略的现状1.以游戏为核心的教学法:尤其在小学英语教学中,利用游戏提高学生的学习积极性和互动性已被广泛采用。
该策略能够激发学生的学习兴趣,促进语言技能的发展。
(Jin Li, 2024)2.多媒体辅助教学:随着科技的进步,多媒体辅助教学在小学英语教学中起到了重要的作用。
通过视听的方式,学生更容易理解和掌握英语知识,提高学习效果。
(Wenning, 2024)3.任务驱动教学:任务驱动教学方法通过为学生提供实际应用场景,引导学生完成具体任务的方式,培养学生的综合语言技能。
这种教学方法强调学生积极参与和合作,有助于提高他们的语言表达能力和解决问题的能力。
(Guo Jie, 2024)二、影响小学英语教学策略的因素1.学生特点:小学生年龄较小,认知水平和学习能力有限。
因此,教师应根据学生能力和认知特点选择合适的教学策略,以满足他们的学习需求。
(Zhang Lianxing, 2024)2.教师角色:教师是小学英语教学中的关键因素之一、教师的教学风格和教学方式直接影响学生的学习效果和兴趣。
因此,教师需要不断提升自身的教学技巧和专业知识,并根据学生的差异采用不同的教学策略。
(Wang Yajuan, 2024)3.教学资源:小学英语教学中的教学资源包括教材、多媒体设备和其他教学辅助材料。
教学资源的质量和使用方式对教学效果有直接的影响。
因此,学校和教师应注重教学资源的投入和管理,以提供有利于教学的环境。
(Zhang Xiaofen, 2024)三、未来研究的方向1.个性化教学策略:不同学生之间存在差异,因此采用个性化教学策略能够更好地满足学生不同的需求。
文献综述——小学英语单元整体教学设计的实践和研究

文献综述——小学英语单元整体教学设计的实践和研究引言:小学阶段是英语学习的起点,培养良好的学习习惯和英语基础对孩子们的学习之路至关重要。
在小学英语教学中,单元教学是一种常见的教学方法,通过整体教学设计可以更好地帮助学生掌握单元内的词汇、语法、听说读写等综合技能。
本文旨在综述小学英语单元整体教学设计的实践和研究。
一、实践:1.整体教学设计在小学英语单元教学中的应用2. 实践案例:《My Family》单元整体教学设计整体教学设计在《My Family》单元教学中的应用可以通过以下步骤实现:a.激发学生学习兴趣:教师可以播放一段关于家庭的视频,引发学生对自己家庭的思考,并让学生谈论自己家人的特点和爱好。
b.词汇记忆:教师可以设计一些与家庭成员有关的词汇小游戏,如词汇卡片配对、词汇接龙等,让学生通过游戏的方式记忆和巩固词汇。
c.听力练习:教师可以设计一些听力练习,如听音选择正确的答案、听音排序家庭成员的顺序等,帮助学生提高听力理解能力。
d.口语对话:教师可以组织学生进行小组讨论或角色扮演,让学生模仿对话表达自己家庭成员的特点和喜好,提高口语表达能力。
e.阅读理解:教师可以选取一篇与家庭成员相关的短篇阅读材料,通过阅读理解题目,检验学生对所学知识的掌握程度。
二、研究:1.效果评估:对小学英语单元整体教学设计的研究需要对实施效果进行评估。
研究者可以通过课堂观察、学生问卷调查、学习成绩等多种方式收集数据,评估整体教学设计对学生的学习成效、学习动机、学习兴趣等方面的影响。
2.教师角色:整体教学设计强调教师作为学生学习的指导者和组织者的角色。
研究者可以探讨教师在整体教学设计中的角色转变,如如何发挥教师的指导作用、如何组织学生参与到活动中等。
3.学生参与度:整体教学设计要求学生积极参与学习活动,研究者可以探讨如何提高学生的参与度,如通过游戏化设计、小组合作学习等方式激发学生的学习兴趣和主动性。
结论:小学英语单元整体教学设计通过多种学习活动的有机结合,有助于学生全面提升语言技能。
英语语法教学研究综述

英语语法教学研究综述前言英语语法是英语学习的重要组成部分,它是学习英语的基础。
语法教学是英语教学的重要环节之一,对英语学习者的语言能力提高起到重要的作用。
然而,近些年来,在语法教学中仍然存在着一些问题,比如传统语法学习方法过于单一、缺乏趣味性等。
因此,本文对英语语法教学的研究进行了综述。
语法教学的重要性语法教学是英语教学的核心部分之一,它在很大程度上决定了英语学习者的语言能力和水平。
语法教学可以帮助英语学习者掌握英语的基础语言规则,从而提高他们的口语、阅读和写作能力。
在学习英语的过程中,语法是必须要掌握的一种语言现象。
掌握语法规则,可以使语言表达更准确、更清晰、更流畅。
传统语法教学方法的缺点传统语法教学主要以语法规则和例句为主要教学内容,这种方法注重的是语法规则的掌握,缺乏趣味性。
这种反复背诵、死记硬背的方法,容易让学生感到枯燥乏味,缺乏兴趣和动力。
另外,传统语法教学缺乏口语和写作的实践机会,跟不上实际沟通和交流的需求。
基于任务的语法教学方法基于任务的语法教学方法强调在真实环境下进行语言学习和实践,使学生能够在更加自然、真实的语言环境下掌握语法规则。
任务的设定应当基于实际情境,使学生在任务完成的过程中真正体验到语法知识的应用。
同时,在任务的过程中,学生的语言能力得到提升,学生的兴趣也得到了激发,从而对英语语法学习产生了浓厚的兴趣。
基于游戏化的语法教学方法基于游戏化的语法教学方法注重的是通过游戏来改善学生的语言学习效果,增强学生的语法意识。
这种方法以趣味性为主要出发点,可以提高学生的学习兴趣,增加学生的参与度。
在游戏中,学生往往不知不觉地掌握了语法知识。
结论英语语法教学一直是英语教学的一个关键问题,虽然传统的语法教学方法已经存在着一些缺陷,但是基于任务的语法教学和基于游戏化的语法教学方法,为语法教学提供了更加丰富、多样化的教学方式。
这些教学方法可以提高学生的学习兴趣、增加学生的参与度、提高学生的语言能力。
文献综述 微课在小学英语课堂中的应用研究——以语法课堂为例 教育教学专业

Resource capacity is generally no more than tens of megabytes, with micro video as themain form, situational presentation, can be accessed through a variety of terminal, can realize mobile learning. An excerpt from a micro class theme or subject teaching, and short focus. Based on a reasonable design for knowledge content segmentation, reorganization let the students to reach the micro target small progress. ( Hu Tiesheng, 2011)
1.2 Characteristics of Micro-teaching
(1) The learning process is short
At the time of the study, the micro-teaching has benefits beyond the traditional classroom teaching. The traditional teaching time is about 45 minutes, while the micro-teaching is generally not more than 10 minutes. This is due to the learner’s attention span is generally short, follows the human attention to keep law and cognitive features of micro video design the best growth is about 3-6 minutes, generally not more than 10 minutes. Compared with the previous more than and 40 minutes of classroom teaching, micro-teaching helps to attract the attention of learners, in a relatively short period of time to learn efficiently complete the construction of knowledge learning activities. The arrangement is compact, the whole process of learning spent little time and effort, which can reduce the students’learning pressure and burden. ( Wang Xiaodong, 2014)
小学英语语法文献综述

浅谈小学英语语法教学的研究综述教师教育学院小教08英语周青指导老师:胡锋吉【摘要】现在很多人对小学英语语法教学的认识存在误区,认为小学英语教学只有一条原则,就是培养兴趣,语法不要碰或者少碰。
甚至很多老师也“谈语法教学而色变”,他们认为小学阶段只要学生能够套用课本句型进行交际就算达到了教学的目标,语法不用再教了,进行语法教学就意味着违背了新课标的精神。
【关键字】语法小学英语教学综述小学英语语法教学一直都被英语教师忽视的一个环节,认为学生只要能交际就可以。
但在教学中也不难发现,学生在口语表达时时常出现这样或那样的语法错误。
如:I am girl. He like singing. She mother is a doctor等。
这些不和谐因子的出现干扰了学生对语言的正确理解,阻碍了语言运用能力的进一步提高。
尤其是在小学高年级的教材中出现了许多的语法知识,例如名词单复数、4个基本的时态、句子的种类,等等。
这么多的语法知识如果不能及时得到梳理,学生就无法正确地使用语言,用英语进行交际就变成了空谈。
如果说学习英语是在建构语言大厦,积累词句是添砖加瓦,知晓文化是装潢设计,了解语法就是搭骨建架。
学习语法到底重不重要?如何将枯燥的语法变得生动活泼,便于学生学习?……这些问题都值得我们去深思。
一、小学英语语法教学的必要性1、小学英语课堂中学生掌握语法是十分必要的《新课标》中提出,此次英语课程改革的特点是要改变传统英语课程过分重视语法和词汇知识讲解与传授,忽视对学生实际语言运用能力的培养的倾向,发展学生的综合语言运用的能力,并积极倡导任务型教学模式。
但如果只注重语言的交际能力,而不关注语言中语法规律的学习,那么提高综合语言运用的能力必将是空中楼阁。
所以刘道义指出,任务型教学模式并不排斥交际型语言训练,并且在任务型教学中如果完全不搞语言操练,不教语法,那英语教学势必会出现困难,也不利于学生知识的建构。
早期在加拿大等国家和地区开展的浸入式教学表明,如果不关注语言形式不教语法,那么学生就不能充分掌握某些语法特征。
小学英语语法教学研究

小学英语语法教学研究一、引言语法教学是小学英语教育的重要组成部分,对于小学生学习英语具有关键性的影响。
本文旨在探讨小学英语语法教学的现状及改进措施,以期为提高小学生英语水平提供一定的帮助。
二、文献综述在英语教学领域,许多学者对语法教学进行了深入研究。
其中,最具代表性的是英国语言学家威尔金斯(D.A.Wilkins)提出的语法教学理论。
他指出:“语法是语言的框架,没有语法,人们表达思想时便会产生歧义。
”因此,语法教学在小学英语教学中占据着举足轻重的地位。
三、小学英语语法教学现状及问题目前,小学英语语法教学存在以下问题:1、教学方式单一:许多教师仍采用传统的“满堂灌”式的教学方法,忽略了学生的主体地位,无法激发学生的学习兴趣。
2、过于注重语法规则传授:有些教师过分强调语法规则的记忆,而忽略了语法在实际语境中的应用,导致学生无法真正掌握语法。
3、缺乏实践性:一些教师在教授语法时,未能结合实际生活情境,让学生无法将所学知识应用到实际交流中。
四、改进措施针对以上问题,本文提出以下改进措施:1、采用多元化的教学方式:教师可以利用多媒体、游戏、歌曲等多种形式进行语法教学,激发学生的学习兴趣。
2、注重语法规则的实践应用:教师应当结合实际语境进行语法教学,帮助学生理解并掌握语法规则。
3、加强语法教学的实践性:教师可以组织学生进行英语角、英语短剧等活动,让学生在实践中提高英语表达能力。
五、案例分析以某小学英语课堂的语法教学为例,教师采用了多元化的教学方式,将语法知识融入歌曲、游戏等活动中。
例如,在教授现在进行时态时,教师编写了一首英文歌曲,让学生在唱歌的过程中记住现在进行时态的构成规则。
此外,教师还采用了情景模拟的教学方法,让学生在实际情境中应用所学语法知识。
经过一段时间的教学实践,学生的英语水平得到了显著提高。
六、结论本文从理论和实践两个方面对小学英语语法教学进行了深入探讨。
通过文献综述和案例分析,本文总结出目前小学英语语法教学存在的问题及相应的改进措施。
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浅谈小学英语语法教学的研究综述教师教育学院小教08英语周青指导老师:胡锋吉【摘要】现在很多人对小学英语语法教学的认识存在误区,认为小学英语教学只有一条原则,就是培养兴趣,语法不要碰或者少碰。
甚至很多老师也“谈语法教学而色变”,他们认为小学阶段只要学生能够套用课本句型进行交际就算达到了教学的目标,语法不用再教了,进行语法教学就意味着违背了新课标的精神。
【关键字】语法小学英语教学综述小学英语语法教学一直都被英语教师忽视的一个环节,认为学生只要能交际就可以。
但在教学中也不难发现,学生在口语表达时时常出现这样或那样的语法错误。
如:I am girl. He like singing. She mother is a doctor等。
这些不和谐因子的出现干扰了学生对语言的正确理解,阻碍了语言运用能力的进一步提高。
尤其是在小学高年级的教材中出现了许多的语法知识,例如名词单复数、4个基本的时态、句子的种类,等等。
这么多的语法知识如果不能及时得到梳理,学生就无法正确地使用语言,用英语进行交际就变成了空谈。
如果说学习英语是在建构语言大厦,积累词句是添砖加瓦,知晓文化是装潢设计,了解语法就是搭骨建架。
学习语法到底重不重要?如何将枯燥的语法变得生动活泼,便于学生学习?……这些问题都值得我们去深思。
一、小学英语语法教学的必要性1、小学英语课堂中学生掌握语法是十分必要的《新课标》中提出,此次英语课程改革的特点是要改变传统英语课程过分重视语法和词汇知识讲解与传授,忽视对学生实际语言运用能力的培养的倾向,发展学生的综合语言运用的能力,并积极倡导任务型教学模式。
但如果只注重语言的交际能力,而不关注语言中语法规律的学习,那么提高综合语言运用的能力必将是空中楼阁。
所以刘道义指出,任务型教学模式并不排斥交际型语言训练,并且在任务型教学中如果完全不搞语言操练,不教语法,那英语教学势必会出现困难,也不利于学生知识的建构。
早期在加拿大等国家和地区开展的浸入式教学表明,如果不关注语言形式不教语法,那么学生就不能充分掌握某些语法特征。
[1]2、从小学英语现状看,掌握语法是学生所必须的彭青青结合了我国小学英语教学的实际情况之后指出,我国小学生的母语水平与英语水平相去甚远,学生在课外几乎没有什么机会说英语,即使在课堂上这种机会也很有限。
因为班级容量实在是太大了,五六十个人的班级比比皆是。
面对这种情况,如果教师仍然淡化语法甚至不教语法,学生又怎么能学得会学得好呢?[2]而邱岚在分析研究近70余节英语课之后也指出,制约当前小学英语教学质量和效率的最根本因素就是对语言规律教学的忽视。
教师对语言规律,特别是语法规律的传授不知道如何把握,回避这些规律给学生牢固地掌握语言,正确地使用语言带来了极大障碍。
[3]3、从小学英语教材内容来看,学生有必要掌握一定的语法知识邱岚指出,我国小学英语教材中大量存在语法知识点,根据语法按功能进行如下分类:表达存在,表达情感(喜好),表达数量,表达时间,询问信息等。
很明显,教师如若能通过研讨教材,梳理出其中的规律,较好地把握语法教学的量和度,适当运用有效的教学途径和方法,引导学生掌握这些规律是能促进英语学习的。
(这里不是该有个引用)学生在缺乏语言环境的条件下学英语,只有掌握系统的语言知识,才能事半功倍,提高英语学习效率,增强运用英语进行交际的准确性。
[3]小结:从上述学者的观点中,我可以看出语法教学对于小学生掌握外语是非常有必要的。
语言的规律有助于他们能够准确灵活的运用语言进行交流互动,为接下来的学习打下坚实的基础。
二、学习的理论基础1、语言学理论近年来,很多学者提出:人们使用语言的能力主要不是通过学习(learning)获得的,而是通过习得(acquisition)后获得的。
每个人生来具备学习语言的潜能,只能通过大量有效的语言输入,利用语境来让学生灵活运用规律表达意义,就会将语言规律内化形成语言,继而会创造性地运用语言。
因此,想要提高语言教学质量不仅在“教”上下功夫,而且要在学习用习得语言的策略上想办法。
可以通过大量有效的语言信息输入,使学生在自然、丰富的语言环境中习得语言。
邱岚也指出语法知识作为语言学习的框架应该在语言习得的环境中有所提高,语言环境也必须注重语法知识的积累和提高。
[3]2、教育学相关理论《新课标》提倡任务型教学,而所谓任务型教学是指以具体的任务为学习动力或动机,以完成任务的过程为学习的过程,以展示任务成果的方式来体现教学成就的一种教学方式。
[7]邱岚指出,小学生具有好奇、好动、爱表现和善模仿等特点。
他们喜欢新鲜事物,喜欢引起别人的注意,重视老师的表扬,不怕犯错,很少有害羞情感。
任务型教学正是符合小学生的心理和生理特点。
教师从学生“学”的角度设计教学任务,使学生的学习活动具有明确的目标,让学生通过与学习伙伴合作去完成任务,从而最大限度地调动和发挥学生的内在潜力,提高其发现问题和解决问题的能力,让学生在完成任务的过程中体验成功的喜悦和实现自我价值。
[3]3、教育心理学的相关理论赵南从认知心理学角度出发,指出学习的积极态度能促使学生在学习中积极思维,并从中培养起学习兴趣。
自进入小学后,学习就成为具体运算阶段学习者的主导活动。
随着年龄的增长,儿童的学习在各方面也在不断地发展着。
影响儿童成功学习的因素主要是儿童学习的积极性和儿童的学习能力。
儿童学习的积极性包括学习动机、学习兴趣和学习态度等。
这些积极性的发挥在很大程度上取决于教师的科研能力、责任心、创造力以及人格魅力。
如何最大限度地提高儿童英语学习的积极性和英语学习能力也成了小学阶段英语教学工作的重中之重。
儿童语法教学的认知心理学策略研究都是建立在以快乐、积极为宗旨,集知识性趣味性于一身的英语教学的基础之上的。
儿童的天性是活泼的、好动的、思维也是分散式的。
这就对英语教师课程设计、教学环节、应用手段及教学途径等各个方面都提出了挑战。
基础阶段英语教学的关键在于“以人为本”,“因材施教”,脱离了这一前提,忽视新世纪素质教育的深刻内涵,任何再“理想化”的教学方法都会流于形式。
[8]建构主义理论是当今西方教育心理学的最新理论,影响力颇大。
其核心的观点是:学生是知识的建构者,教师是学生构建知识的支持者,教学过程不是学习者被动地接受知识,而是积极地建构知识的过程。
他主张学习者不应被动地接受知识的传递,而应基于自己与世界相互作用的独特经验去构建自己的知识,并赋予经验以意义。
他强调学习的积极性,建设性,累积性,目标指引性,诊断性,与探究性,情境性,社会性,以及内在驱动性的学习等。
[9]小结:相关的理论基础为进一步阐述语法的教学作了铺垫。
小学生的特点是活泼好动的,他们容易接受一些新鲜的、有趣味性的东西。
从儿童的心理出发,采用任务型教学的模式,不仅符合小学生的心理特点,还能激发他们的学习热情,使他们能够自主的学习,最终能将知识内化,实现全面的发展。
三、小学英语语法教学原则与方法1、语法教学的原则①引导适当的原则。
教师在讲解语言规律要适时适量,解释清楚就可以了,不要罗嗦,费时费力太多,反而弄巧成拙,导致孩子糊涂及生厌。
邱岚指出,有些教师认为只有把语法知识尽可能详细地解释,才能保证孩子运用的正确性,而且往往把孩子犯的语言错误归因于讲得不够。
其实,学英语就像学游泳和驾车一样,太多的理论解释反而适得其反,最关键的就是实践、实际、再实践。
而且,孩子的抽象思维能力还没有完全发展,这方面的能力比不上成人,在涉及语言规律的解释时更应该特别注意适当引导。
要根据规律与意义的联系,设计交际任务、教学目标、教学内容,同时新课程标准倡导的“以人为本”的理念要求教师的教学设计与教学活动都要符合学生的本能和天性。
[3]②显性和隐形相结合的原则在语法教学方面,外国教育专家提出了两种方法:“Explicit grammar teaching”(显性语法教学)和“Implicit grammar teaching”(隐性语法教学)。
[4]前者侧重在教学中直接谈论语法规则,语法教学目的直接明显;后者则在教学中避免直接谈论所学的语法规则,主要通过情景让学生体验语言,通过对语言的交际性运用归纳出语法规则。
外国教育家指出“Explicit grammar teaching”需要运用抽象的思维能力,对智力还在发展的孩子采用“Implicit grammar teaching”的方法更为合适。
但邱岚认为,显性与隐形语法教学各有优势,两者并不矛盾。
使用隐性语法教学避免学生陷入满堂灌的局面,减少过于严肃机械的练习,提供机会让孩子在有意义、生动有趣的情景中练习和运用所学的新项目。
例如做游戏、任务型教学法等等。
但隐性语法教学与显性语法教学相结合,则可以使学生有意识的学习语法知识的同时在语言运用中内化语言结构,从而习得语言。
【3】③意义先行原则英国教育专家Jayne Moon(2000)的研究表明,孩子具有"Go for meaning"的天性,即在学习语言时,孩子的注意力通常首先放在语言的意义上,他们很少注意到语言形式或语言规则。
而且,孩子在特定的情景中获悉语言意义的能力很强。
由于孩子的关注点在语言的意义上,如果在开始授课时,教师首先谈论语法规则,势必导致他们不感兴趣。
在教学中,我们要利用孩子的天性来帮助他们学习语言,才能真正做到"以人为本"。
在语法教学上,英国专家提倡采用这样的教学顺序:首先,让孩子在一个有意义的情景中理解所教语法项目的意义;然后,提供足够的机会让孩子在较真实的语境中进行交际性活动,运用所学的语法项目;最后,在孩子理解并会运用的基础上,教师把孩子的注意力吸引到语法规则上来,进一步巩固所学的内容。
[5]2、语法教学的方法对在英语语法教学中,经常使用的教学方法进行了一个归纳。
①视觉感知,使语法概念生动化、形象化俞林指出,小学生具备良好的形象思维能力, 对他们来说, 由眼睛带来的体会是印象最深刻、最容易理解的。
让语法呈现形象化、直观化, 在形象感知中逐步体验语法规则。
由视觉感知带来形象思维, 符合小学生认知规律。
图画法、表格法、简笔画就属于这一范畴。
这类方法适合教学名词复数形式; There are be句型; 过去时和比较级。
[6]②自编童谣、歌曲,学习语法规律邱岚指出,依据针对性原则,不同年龄段的学生有各异的学习内容与学习特点,三、四年级学生多采用韵诗诵读来学习巩固语法规律,效果较好,既体会语言的美感,也能使学生对所要掌握的语言知识形成兴趣,引起重视,在反复朗读中加深记忆,从而掌握语法规律。
在节奏鲜明,富于韵律感的歌谣中学习语法,能起到事半功倍的效果。
[3]③运用任务型教学,巧妙创设教学情境邱岚改提出,传统的外语教学过多强调语言,忽略语言功能,往往把语言形式从语境和情境中脱离出来。