大学英语专业《教学法》论文

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英语教学法期末论文

Application of Learners’ Motivation and Influence upon English Learnersand Learning ProcessAbstract: Motivation has been accepted as a crucial and decisive factor for learning. Learning motivation is an interior power what can promote students’learning directly. Whether a student has initiative in learning process is very much related to the learning motivation.Key words: learning motivation, English learners,The learning motivation is an internal emotion stimulating and guiding learners’ study as well as a need satisfying one’s target. Learners may be driven by various motivations during their learning process. There are two main motivation types comprised of intrinsic motivation and extrinsic motivation besides Integrative motivation and Instrumental motivation which were proposed by Lamber t and Gardner.It is claimed that learners’positive attitude towards target language group is regarded as “Integrative motivation ”.While instrumental motivation is a preference demonstrated after seeking for the real value and advantages of learning a new language. Learners learning foreign languages with instrumental motivation aim at social, economic returns, such as passing an exam.Intrinsic motivation comes from within an individual and is considered to be more powerful and stable in learning. It generally refersto motivation to engage in an activity because that activity is enjoyable and satisfying to do. Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. It aimed at bringing about certain internally rewarding consequences, namely , feelings of competence and self-determination. Intrinsic motivation occurs when an individual works simply for an inner desire to accomplish a task successfully. Intrinsic motivation is in evidence whenever students’natural curiosity and interest energize their learning.Interest refers to a state of wanting to know or learn about something or someone; it is equal to curiosity and concern. It comes from the learner s’ inside, and can be explained to be a love of the target language and its culture. Internal motivation becomes very important in educational settings because learning is most likely to take place when the environment provides opportunities for the learners to satisfy their natural curiosity. Interest is the central emotion that accompanies intrinsic motivation. The learners perform the task because it is fun, interesting, useful, or challenging, and not because they anticipate some cognitive or affective rewards from the teacher. And also the persistence of learners is positively affected by having internal interest. If the learners love the subject itself and the learning process, the chances of succeeding in learning will be greatly increased. Therefore, teachers should try to activate learners’interest in accordance with delivering more attractiveinformation to learners.Self-efficacy is also a fundamental aspect in intrinsic motivation. It refers to persons’beliefs in their own capabilities to exert control over aspects on their lives. I t is the belief that one is capable of performing in a certain manner to attain certain goals, and has the capabilities to execute the courses of actions required to manage prospective situations. People with a high sense of self-efficacy have a strong confidence in their capabilities and handle difficult tasks as challenges to be accepted rather than as threats to be avoided. A sense of efficacy for performing well in school may lead students to expand effort and persist at tasks, which promotes learning. Hence teachers should provide meaningful and proper task for learners to accomplish so that they could experience success and their self-efficacy can be improved.Another indispensable aspect accounts to attitude, which refers to an individual’s response tendency, favorable or unfavorable, to a person, an object, or a symbol. Attitude and motivation are closely related. Learners will benefit from positive attitudes while negative attitudes may decrease motivation and ultimately to unsuccessful attainment o proficiency. Therefore teachers are responsible for building a positive attitude for learners. This may depend on deliberate attempts to develop attitudes and the methods of instruction used properly.Extrinsic motivation is caused by the motivating force from outside ofthe learner. It comes from the desire to get a reward or avoid punishment, the focus of which is on something external to the learning activity itself. Environment in learning consists mainly of three aspects: school environment, family environment and social environment. At school some degree of extrinsic reward will always remain important in the language teaching, especially for those with no motivations. Also everything a teacher does in the classroom has a motivational influence on students, which makes teacher’s behavior a powerful motivational tool. Moreover, teachers’ value, beliefs, attitudes, as well as the general level of their commitment towards the students, their learning and the subject matter, constitute some of the most prevailing influences on students’motivation. Teachers are the designated leaders of the class groups and therefore they have a special responsibility for maintaining their own commitment to the teaching process. And they should provide students with extrinsic reward what can elevate learners’ inner interest.。

大学英语教学法综述论文

大学英语教学法研究综述摘要：本文回顾了国内外大学英语教学法的研究现状，并对不同教学法的教学效果进行了阐述分析，为进一步研究教学法奠定了理论基础。

关键词：大学英语教学法研究综述英语课堂教学是一种多层次、多功能、综合运用各种感官的活动，是教与学双向作用的复杂而又细致的过程。

在这个过程中，如何激发学生的学习动机，调动学生的学习积极性，是英语教师应该考虑也必须解决好的问题。

要解决这一问题，教学法就显得特别重要。

教师要尽快适应一种信息量大、任务性强、教学节奏快、教学形式多样、气氛活跃、互动式的课堂教学方法。

英语教学的主要目的应该是培养学习者使用英语交际的能力，而不是单纯的知识积累。

1 国外研究现状对二十世纪对我国外语教学产生巨大影响的几种教学法，即语法翻译法、听说法、认知法和交际法作一番概述，就其片面性和准确性进行客观分析，以深入探索和准确把握外语教学的本质和规律，对问题有个整体的把握。

1.1 语法翻译法语法翻译法起源于十六世纪拉丁语教学法。

在交际法引进之前，一直在我国外语教学中占主导地位。

其主要特点为：侧重阅读能力的培养；重视语法教学；充分利用和依靠母语。

反复进行母语和外语互译。

1.2 听说法听说法又称句型教学法。

它在我国外语教学法发展期为二十世纪六十年代—八十年代。

听说法是以美国语言学上的结构主义为其语言学基础，以行为主义为其教育心理学基础，形成了外语学习中的s—r(stimulus-response) 即刺激—反应理论。

听说法认为在教学中应该：听说领先；反复操练，形成习惯；教学以句型为中心；尽量避免母语，重视培养学生外语思维习惯；尽量避免和消除学生的错误。

1.3 认知法认知法产生于二十世纪六十年代中期。

二十世纪七十年代后期引入我国外语教学。

认知法试图用认知—符号学习理论（cognition —code approach）来代替刺激—反应学习理论。

认知法强调语法理论知识的重要，被认为是语法翻译法的现代形式。

英语教学法论文

英语教学法论文——Teaching ListeningAbstract : In this topic, we started with discussions about the nature of listening, both in real real .language and in language classroom. We believe a better understanding of the listening process and the spoken language will help us to understand the difficulties that the students experience in developing. Listening skills. It will also help us to design better listening activities foe our students. We then focused on a varieties of activities in teaching listening. We have emphasized that teaching listening should focus on the process of listening rather than the result of listening. Listening activities should not merely test the students’ memory as many traditional test-oriented listening exercises do.Keywords : listening, skills, teachingAs to teaching listening , there are some to be clarified.Listening always seems very difficult, but why? As technology advanced, and trade and exchange between countries increase, it become more and more necessary to understand spoken English in many situations such as face-to-face conversations, telephone calls, business meetings, lectures, speeches, television, and so on..Among the four skills (listening, speaking, reading, and writing ), foreign language learners often complain that listening is the most difficult to acquire. In foreign language learning, both listening and reading are receptive skills, but listening can be more difficult than reading. Why? The reasons are as follows: 1. Different speakers produce the same sounds in different ways. 2. The listener has little or no control over the speed of input of spoken material. 3. Spoken material is often heard only once. In most case, we can not go back and listen again as we can when we read. 4. The listener can not pause to work out the meeting of the heard material as can be done when reading. 5.Speech is more likely to be distorted background noise or the media that transmit sounds.Since we are teaching our students English not only to help them pass exams, but also to prepare them to use English in real life, it is import to thank about the situations they will listen to English in real life and then to think about the listening exercise we do in class. Do these exercise help them prepare them for real life use of language? Of course, classroom practice can not always be the same as real life, especially with beginners. We must control the input they receive to some extent, for example, control the vocabulary and the speed, but even at beginning stages, we need to give our students a variety of listening exercise to prepare them for real life use of language.One reason for students’ unsatisfactory listening abilities is that is there is not enough variety in the materials that they listening to. But in reality we listen to far more things, regardless of which language is used.Characters of the listening process:From the previous section we have seen that there is a great variety of situations where we need to listen to English. It is important under stand the characters or processes behind these listening situation so that we as teachers can design appropriate actives to help our students to develop effective listening habits and strategies.Generally speaking, listening in real life has the following characters: 1.While some of the things that we listen to are rehearsed, e. g. radio news, television news and shows, movies and some formal lectures, most of the time during an average day we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time. 2.The context of listening is usually known in real life. In other words, we know relationship between the listener and the speaker. Therefore, the situation helps us to predict what we are going to hear. 3.Most of the time we can see the person we are listening to. This means we can see their facial expression_r_r_r_rs, gestures and other body language as well as the surrounding environment, which is relevant when, for example, people point at objects or in certain directions. These visual clues helps us understand and predict what we hear. Of course, there situations where we can not see the speaker, such as when we listen to the radio or use the telephone. 4. Most of the listening in daily life allows the listeners to respond to the speaker, such as in a conversation. This means we can interrupt the speakers and ask for repetition or clarification. 5.In most case, the speaker is talking directly to the listener, so he or she can adjust the way of speaking according to the li steners’ reactions. For example, if the listener indicates that he or she does not understand what is being said, the speaker may rephrase or elaborate.If we want to teach very well, we should obey some teaching principles. There are two major purpose in listening. The first is for social reasons, like when we have a casual conversation with friends or acquaintances to maintain or build social relationships. The second is to exchange information. The second kind is more difficult, according to Anderson and Lynch, and needs more emphasis in the language classroom, especially at intermediate and advanced levels.The skills of listening and reading are often thought of as passive skills. However, in reality, they are not at all passive. People must do many things to process information that they are receiving. First they have to hear what is being said, then they have to pay attention, and construct a meaningful message in their mind by relating what they hear to what they already know. We all know that it is possible to hear people talking without paying attention. We also know that if we do not have enough previous knowledge of what is being said, it is more difficult to make sense of what is said. So, listening is as active a skill as speaking. It is simply more difficult for teacher to judge how well the students are comprehending the messages. So it is very important to design task the performance of which show how well the students have comprehended the listening material.It is also important to develop speaking and listening skills together, because most of the time in real life those two skills are needed at the same time. In the traditional listening classroom, students listen to tapes with headphones and then answer listening comprehension questions. There two problems with this approach. One is that it does not give students chance to practice listening and speaking skills together. The second problem is that the comprehension question only test the students, but do not train the students how to listen or how to develop effective listening strategies.Another problem with many listeners exercises in traditional textbooks is what they test students’ memory, not their listening comprehension. It is important to design tasks that do not ask learners to reme mber details they wouldn’t even remember in their nativelanguage. In fact, psycholinguistic studies have shown that people do not remember the exact form of the message they hear, that is, they don’t remember what they hear word for word, rather, they remember the meaning. The original message is transferred in the brain to a form where the meaning is preserved, but the original surface detail is forgotten.When designing listening task, it is very important to grade the difficult level of the tasks. There are a large number of factors that affect the difficulty level of listening task, but they fall into three main categories according to Anderson and Lynch,: 1) type of language used; 2) task or purpose in listening; 3)context in which the listening occurs.Research in listening has shown that good listeners are good predictors. By helping our students become better predictors, we are helping them better listeners. There are many different activities that can be used to encourage students to predict the con tent of what they are about to hear.If there is a picture with the listening passage, the students can be asked to predict what the passage will contain before they listen. If there is no picture, perhaps the teacher can find or draw a picture that fits the text. Visual aids are immensely helpful in aiding students’ comprehension. “They attract students’ attention and help encourage them to focus on the subject in hand.”Another type of pre-reading activity is to set the students. As we have said before, listening to passages in the classroom can be more difficult than listening in real life, because of the lack of context. So the teacher can help provide the background information to activate learners’ schema, so they will be better prepared to understand what they hear.Whether the teacher can effectively set the scene depends on what he or she knows about the topic in question, what he or she has in hand, and also how well he or she knows about the language level of the students he or she is teaching. In the task above, if the teacher himself does not know much about Michael Jackson, he or she will have to relay on what is provided in the textbook. Or if the teacher has collected some photos or albums of the singer, they will be a great aid to set the scene. In addition, the teacher can always ask the students to help set the scene.The third type of pre-listening activity is listening for the gist. It is very important to give students practice in the area, because in real life, they will be not able to listen to something several times. Therefore, it will be impossible for them to catch all the details, so they need to be comfortable with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. Listening for the gist is similar to the concept of skimming a passage in reading. The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage. Notice that students can answer the gist questions even thought they do not understand every word or phrase in the passage. If the passage is recorded well, students will be able to guess the answer simply from the tone of voice of the speakers.While-listening activities:The while-listening stage is the most difficult for the teacher to control, because this is where the students need to pay attention and process the information actively. However, if the teacher provides a reason, goal, or task for the learner, this can encourage and helpthe listener to focus. There are many different kinds of task for students to do while they are listening to a passage. Below are just a few examples:Recent research has shown that by not given students any task the first time they listen to a passage, it can take any anxiety out of listening. This can work well with any kind of material that is interesting, humourous, or dramatic, because learners are likely to pay attention and try to understand in order to enjoy it.A large part of what makes a listening task easy or difficult is what the teacher asks the students to do with the material. If all the students need to do is tick items as they hear them, the task will be much easier.Listen and sequence:There are many different tasks of this type. The students find out the order of things based on what they hear. Students can successfully complete this type of task even when they do not understand every word they hear. This builds up their confidence and helps prepare them for the real word where they certainly will not be able to understand everything they hear.Listening and act:There is a whole method of teaching called Total Physical Response, which concentrates on learning language by listening and response physically to commands or directions. There are many variations of how this can be carried out in a classroom. With beginners, it is easy to start with simple commands such as “Stand up.” “Sit down .” etc. At intermediate levels, the commands can become more complex. Foe example, “ Pretend you are washing through mud.” “ Pretend you are walking through sand.” “ Pretend you are trying your shoes.”。

英语教学法论文10篇

英语教学法论文10篇无论是在学习还是在工作中，大家都接触过论文吧，借助论文可以有效训练我们运用理论和技能解决实际问题的的能力。

写起论文来就毫无头绪？下面是书包范文为您带来的英语教学法论文10篇，希望能够给朋友们的写作带来一定的启发。

【摘要】随着社会文化学科的不断发展和进步，针对社会文化学的相关研究也不断增多，在社会学领域内的文化学科强调在社会和文化环境下以语言和社会活动作为中介来实现人们对知识的学习，可以看到，英语教学在一定程度上也是社会文化学领域内的一部分，因而本文通过研究英语教学和社会文化学的相关要点明确如何应用社会文化学在实现英语教学。

【关键词】社会文化学；英语教学引言近年来，随着国际间教育领域合作的加强，针对英语语言教学的全新看法颠覆了传统教育学视阙下英语教学作为单一语言教学的观点，而将社会文化属性加诸于英语语言教学。

因而在此一现实环境下，通过全新的教学方法与教学实例来促进英语教学在社会文化要素方面的累积可谓十分重要，社会文化学强调对语言体系的学习过程，同时加重了任务型教学的比例。

这些变化都催生了英语教学的现实进展，同时也为社会文化学视角下的英语教学的研究提供了更多的可能性。

一、英语教学的社会文化学属性二、社会文化学在英语教学中的应用维果斯基的社会文化学在英语教学中的研究与应用已屡见不鲜，比如英国学者Lantolf等人便认为学习者在交际情景中所进行的大部分交际活动都与其自身的需求密切相关，他们使用语言来处理其相应的事务和遭遇。

在国内类似的应用也早有研究可查，主要体现在对我国英语教学体制和英语教学方法的方面，比如修订的英语教学大纲就针对英语教学实际提出了应该完善以英语培养为核心、加强英语语言的应用和基本技能的培养，侧重于学生通过英语的学习可以达成的解决问题的能力而不仅仅是英语学习相关的知识性技能。

近年来，英语教学在英语学习大纲的变化之下也相应的产生了较多变化，比如在实际教学中更加注重结合本土社会文化以及英语语言文化进行教学，注重教学环节的自由、平等，减少填鸭式教学方式的应用，在尊重学生自我学习习惯和自我实践方式的基础上引导性的进行英语教学，在这一过程中减轻了英语教学的固有负担，注重学生的综合能力培养。

关于大学英语课堂问题教学法论文

关于大学英语课堂问题教学法的探讨摘要:本文旨在探讨目前大学英语教师在课堂提问时存在的问题，并探索如何把问题教学法有效应用于大学英语课堂。

关键词：课堂教学问题教学法有效应用一、引言提问，是教师教学的重要手段和教学活动的有机组成部分。

很多教师都把提问当作他们教学环节中的主要部分，课堂提问在每天的教学中都是大量的，其有效性直接决定着教师的教学质量水平。

问题教学法就是以问题为教学主线，让学生在发现问题、解决问题的思维活动中，逐渐养成自主学习的习惯，提高自主学习能力的一种教学方法。

教师提问的艺术越高，对激发学生的求知欲和创造欲的效果就越好。

二、目前大学英语教学中问题教学法的运用及存在的问题大学英语教学是高等教育的一个有机组成部分，大学英语作为大学生的一门必修课程，其教学现状并不是那么令人满意的。

首先，很多学校的英语课都是大班课，学生人数过多不利于师生间课堂操练及互动；其次，不少教师不善于提问，不善于启发学生思考；再次，学生对老师提出的问题感到乏味，提不起学习兴趣，课堂气氛沉闷，学习效果大打折扣；最后，很多学生以通过大学英语四、六级考试为学习英语的目的，老师也侧重于给学生讲授应是技巧，忽视了课堂提问对学生能力发展的意义。

下面从教师的主观原因上指出大学英语教学中课堂提问存在的几个问题：1. 在提问内容上，难易程度把握不准确。

教师在课堂上的提问往往带有明确的目的，或为了锻炼学生的英语口语，或为了导入某一篇章的教学材料，或为了活跃课堂气氛、启发学生思考等，这就导致教师的提问内容很多样化。

学生英语水平的个体差异会直接影响教师的提问质量，这就要求教师在提问内容上涉及全面。

对英语水平低的学生来说，他们在课堂上不愿意回答教师提问很大程度上是由于有限的英语知识和词汇量无法理解提问，从而形成缺乏自信甚至消极抵触的状态。

2. 提问的方法、顺序和节奏都会影响教师的提问效果。

一般情况下，考试成绩较好和较差的学生比较容易引起教师的重视，而教师在课堂提问时也往往更加侧重这两部分学生，这就导致很多成绩处于班级中等水平的学生被忽视。

英语教育研究与教学法论文写作

英语教育研究与教学法论文写作
• 并列式：将各个分论点平行并列排开，分别从不同角度、不同侧面，多管齐下、齐头并进地论证中心论点。
– 例：“改进英语教学，培养思维能力” – 根据文章的题目和内容可以看出，此文的中心论点就
是文章的题目。即：教师应该改进英语教学，以便培养学生的思维能力。 – 作者将此中心论点分解以下五个分论点：
英语教育研究与教学法论文写作
• （2）从小处着眼 “小题大做” – 大题目的论文并非不能写，但题目过大，往往要说的东西太多，结果是什么也讲不深道不透，三、五千字无法包容其内涵。从小处着眼，把题域缩小一些，使题目变得具体、实在，有利于作者更集中、深入地搜集材料、出示论据，写起来得心应手，做到“小题大作”，从而给读者更多有益的东西。
• 1．撰写正文
– 正文，也称本论，它与引论（即引言）和结论（即结束语）一起，被统称为论文的“三论”，是论文的主体。
– 正文是论证论点、完成论文写作宗旨的主要部分，也是展示作者研究成果和学术水平的主要平台。
– 正文部分包括论点、论据和论证过程。具体地说，包括：提出问题—论点，分析问题—论据和论证，解决问题— 论证方法与步骤。
英语教育研究与教学法论文写作
• （一）方法型教学论文 – 介绍具体教学方法和经验。这种论文的标题，通常是用“……的尝试/做法/应用/实践/探索”，或者是一个具有操作性的句子。 • 1. 阐述运用方法的依据 • 2. 介绍方法的实施过程 • 3. 陈述方法实施的效果 • 4. 陈述应注意的若干事项
• 1）改进词汇教学，培养联想思维能力。 • 2）改进句型教学，培养多向思维能力。 • 3）改进语法教学，培养归纳演绎思维能力。 • 4）进行语义对比分析，培养发散聚敛思维能力。 • 5）进行歧义现象分析，培养创造思维能力。

英语教学方法论文(优秀6篇)

英语教学方法论文（优秀6篇）在各领域中，大家肯定对论文都不陌生吧，论文的类型很多，包括学年论文、毕业论文、学位论文、科技论文、成果论文等。

那么，怎么去写论文呢？山草香分享了6篇英语教学方法论文，希望对于您更好的写作英语教学法论文有一定的参考作用。

英语教学方法学科论文篇一一、当前小学英语教学中德育现状分析1.传统教育的功利性与道德理念相悖“素质教育”的口号喊了很多年，然而大部分学校和教师仍以成绩作为评定学生学习好坏的标准，仅仅将“素质教育”作为表面工作来应付，走形式主义路线。

学校只关注书本知识，忽视德育环节的考核。

传统教学的功利性使得德育教学的地位一再下滑，教师的职责也趋向单一，只传授课本知识，忽视了学生人格的培养，不利于正确道德观念的树立。

2.消极的网络信息影响正确的道德观21世纪是网络的时代，然而由于缺乏完善的网络规范体制，各类信息充斥其中，良莠不齐，很难进行分辨。

现在的学生从小就接触网络，极易被其中传达的信息引导，做出一些违背道德规范的事情。

尤其是在小学阶段，如果学校没有对学生进行正确引导，让学生树立正确的人生观、道德观和价值观，一旦他们被网络中充斥的暴力、黄色信息误导，就会造成人格的堕落，同时也不利于社会的稳定，增加未成年人犯罪率。

因此，维护绿色网络，加强对学生正确使用互联网的引导，帮助学生树立强烈的网络文明意识是学校义不容辞的责任。

二、小学英语教学中德育理念渗透的途径1.创设适宜的教学情境英语作为外来文化的载体，教育学生学习优秀的国外文化知识，要将德育贯穿始终。

方法之一就是创设相应的情境，注重情感的渲染，让学生从主观上感受到德育的魅力，从而积极主动地接受德育教学。

课堂作为英语教学的主要阵地，教师要充分利用这一优势，根据课本内容创设适宜的情境，激发学生的参与热情，让学生在互动中形成正确的道德观念。

例如，在学习餐厅礼仪时，教师可以将课堂布置成类似于餐厅的样子，随机挑选学生扮演顾客和服务员，教导学生学会运用敬语询问顾客的需求，如“WhatcanIdoforyou?”同时顾客也要礼貌地回答问题，同时表达对服务的感谢，以“Thankyou.”作为结束语。

英语教学法学论文

英语教学法学论文一、法学专业法律英语教学的现状法律英语教师的来源：一种是专业的英语教师,他们对法律专业知识没有深刻的研究,当遇到专业性法律问题时往往无法很好地解答；另一种是法学专业教师中的英语水平较高者。

这类教师对于法律知识的掌握很牢固,对法律英语中的法律问题体会更为深刻,但他们的英语水平往往有限。

二、改进法学专业法律英语教学的思考1.明确教学目标,量化考核标准当前,应树立法律英语学习服务于司法实践的目标。

学生通过法律英语学习,应具备读懂英语语境下的法律问题以及用英语表达法律意见的基本能力。

实现这一教学目标：一是法律英语教学要以学生日常的专业课程学习内容为依托,让法律英语教学与法律专业知识学习实现相长的效果；二是教学内容可以按照课程分门别类地安排,让学生了解每门课程的法律英语应用；三是可以通过英语案例教学、法律英语公文写作、法律英语辩论式教学等,使法律英语教学内容贴切实践运用。

随着教学目标的确立,教学的考核标准设定也就有了方向性。

考核的标准设定应当以法律英语的应用能力为中心。

考核标准应与教学目标相一致,要引导教学目标的实现。

具体的考核标准包括：法律文书的英文写作水平、英文案例的中文翻译水平、对英文表述法律问题的理解能力、部门法中专业术语的应用能力等。

这些考核标准的设立与学生法律专业知识密切联系,能够激发法律专业学生英语学习的热情,同时也能体现法律英语的应用价值。

2.改进教学内容,推动教材改革一是法律英语教材的编排应当遵从由浅入深的一般学习规律。

法律英语这门课程有其自身的特点,该课程学习既不同于大学英语课程,也不同于法学专业课程,具有相当的专业性。

第一次接触该课程的学生,都存在一个由浅入深的学习过程。

因此,在教材的编排上,也应当首先了解法律英语的学习内容及其重要性,掌握法律英语的学习方法,进而逐渐由专业单词学习到常用句式掌握再到对文章的理解。

二是法律英语教学的开展应当尊重从已知到未知的认识规律,应当依托于法学专业知识。

英语教学法论文：论文学教学法应用于大学英语读写课堂的必要性

英语教学法论文：论文学教学法应用于大学英语读写课堂的必要性-英语论文英语教学法论文：论文学教学法应用于大学英语读写课堂的必要性摘要：本文从基于文学的教学法具有的应用真实经典目的语文本和提供更多互动机会的特点等方面，论证在我国大学英语读写课堂中应用此教学法的必要性。

以读者回应理论（Reader-Response Theory）为理论基础的基于文学的教学法改革了传统以教师为中心的读写课堂，将学生置于主导地位，让学生在真实的语境中感受语言的魅力，自主学习，改变对阅读的态度，在与同学和老师的积极互动中深入理解所读文本，强化语言技能，并培养辩证思维能力，成为符合素质教育要求的终身学习者。

关键词：文学教学法读者回应理论文学文本课堂互动基于文学的教学法（literature-based approach）就是使用高质量文学作品作为教学核心素材提供真实的学习体验和活动，以此教授和强化读写能力。

指导原则就是读写能力是在阅读书籍的前提下，通过大量有社交目的的交流逐步获得的[1]。

基于文学的教学法在为学生提供有意义的真实阅读文本的同时，让学生成为课堂的主导，使他们在教师辅助下自主学习，充分参与到学习活动中，从而体会阅读的乐趣并学习目的语在实际生活中的应用。

1.真实经典的目的语文本文学作品种类多样，包括图画书、世界名著、民间故事、寓言、神话、科幻小说、诗歌、当代现实主义小说、历史小说、科普读物和人物传记等。

丰富的阅读素材为学生营造了多姿多彩的目的语世界。

全语言理论（whole languagetheory）的研究者认为语言学习不论口头还是书面，都应在真实环境中进行，学习那些现实生活中为了满足特定需要而使用的语言。

因此课文里的语言是真实的并具有韵律美，文章内容应该是可预知的，写作顺序应该有助于读者对文章的理解。

同时通过阅读和赏析经典目的语文本，让学生产生写的欲望，有助于学生写作水平提高。

美国学者Shanahan和Lomax在对读写相关性的实验研究中发现不论通过阅读影响写作的模型，还是写作影响阅读的模型，都能最好地概述主要相互关系，也就是说，阅读和写作是相互影响的，从阅读或写作中概括获得的知识可以扩大到另一过程中[2]。

课题研究论文：大学英语教学中教学法的综合运用

学科教育论文大学英语教学中教学法的综合运用一、引言2007年9月，国家教育部颁布了《大学英语课程教学要求》，明确指出“大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。

”长期以来，传统的语法翻译法模式在我国的外语教学中一直占主导地位，然而，大学英语是一门实践性很强的课程，英语各项技能，尤其是说和写的技能的提高只有通过学习者的主动参与才能实现。

近年来，在课堂教学中，许多英语教师开始采用交际法，力图提高学生的口头交际能力，但效果并不很理想。

本文将对在我国英语教学中一直占据着主导地位的语法翻译教学法和交际教学法加以探讨，研究两大流派各自的特点、它们之间的关系，以及它们在英语教学中如何互相结合、互相补充，以求能够有助于改进我们的大学英语教学。

二、语法翻译教学法语法翻译法（Grammar Translation Method）是外语教学中历史最长，使用最广的方法之一。

它以讲解语法为核心，以翻译为手段。

翻译离不开母语，翻译既是教学手段又是教学目的。

因此，语法翻译法强调学生的母语在教学过程中的重要作用，强调母语和目标语言的共同使用。

通过对两种语言的比较和分析，学生可了解到其共性和差异。

这种方法能够使学生更明确地理解目标语言的含义。

语法翻译法经过长期的发展，在某些方面已经呈现出诸多的变化，并且已逐步成熟起来。

它在一定的程度上摒弃了母语与目标语之间的机械的比较和逐字逐句的翻译，对母语在外语教学中的作用做了新的、更加公正的评价。

它抛弃了将语言三要素割裂开来教授的作法，实行以课文为中心的语音、词汇、语法综合教授的新的教学方法。

它抛弃了“为语法而语法”的观点，强调语法为阅读服务，每篇课文都体现几个语法项目，例句和练习都是配合语法项目的练习而编写的，课文的讲解在很大程度上围绕着语法难点来进行。

英语专业教学法方向论文写作指导

8. The Exploration of the Cultivation of meta-Linguistic Awareness in English Teaching in the Primary School 培养元语言意识在小学英语教学的探究
9. Application of Scaffolding Instruction in Senior Middle School English Writing Teaching 在高中英语阅读教学中培养学生的直觉思维
5
如《国内英语教学法研究的方向与趋势》《英语教学法研究流派评述》《国外外语教学改革趋势──语言与内容相结合》等。
这个层次的论文研究方法主要是通过大量的文献研究进行。
6
第二层次：从理论到实践，即在一个重要的教学法理论指导下，在英语教学实践中进行研究。
如《非智力因素开发与中学英语教学》、《基于建构主义学习理论的英语视听说教学研究》、《跨文化交际与中学英语教学》、《“输入假设”和“情感过滤假设”在英语听力教学中的运用》、《语言习得规律与英语教学》《论交际法语言教学在高中阶段的应用》等。
10. Application of Scaffolding Instruction in Senior Middle School English
Writing Teaching
在高中英语阅读教学中培养学生的直觉思维
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11. Application of Crazy English into Junior Middle School English Teaching 疯狂英语在初中英语教学中的应用 12. Reflective Planning for Primary School Teachers 小学英语教师的反思性教学 13. the advantages of multimedia-aided english reading 多媒体辅助英语阅读教学的优点 14. Solving the problems in english learning of high school background students through the three-dimensional teaching approach 通过立体式教学解决高中后进生在英语学习中的问题 15. On Cultivating Students’ Ability of Oral English Through Retelling in Junior Middle School 如何通过复述培养中学生的英语口语能力

英语教学方法论文（4篇）（共7350字）.doc

英语教学方法论文（4篇）(共7350字) 第一篇：创新英语教学方法一、采用动静结合，活跃课堂气氛动静结合的英语教学方式是非常适合初中英语教学的，因为这是符合学生的天性和英语学习特质的。

在师范学校里，教师一直强调的一个问题就是构建一个有趣而有效的课堂，其实这是难以做到的。

因为很多时候，这两个词是相冲突的，因为有趣的事物往往会吸引学生大部分的注意力，将学习的有效性降低。

但与此同时，这也是非常好的一个创新点，如果能够加以利用，一定会取得不一样的教学效果。

动静结合是指的动态教学和静态教学，一般动态教学能够放松学生的心情，让学生对知识的理解力大大提高，而静态教学则是主要符合学生的记忆力，让学生对知识点的熟悉程度大大提高。

在初中英语教学中，静态教学就是让学生自己去阅读文章和记忆单词，将基础知识打牢固。

同时，可以用动态教学的方法去检验学生的掌握情况，如趣味的单词接力方式：由教师说出第一个单词的汉语意思，然后第一个学生回答，并说出第三个单词的汉语意思，交给第二个学生回答，依此类推。

二、主攻兴趣教学，提高学习主动性兴趣是最好的学习动力，这一点是从人性的方面总结的，所以无论教学精神再怎么改变，这一点也是会一直值得肯定的。

而新时代要求的初中英语教学就不能够再像之前那样，只是用一些多彩的图画或是小游戏来吸引学生的目光，其实学生需要的往往是更大的舞台。

特别是现在的孩子们，他们在父母的栽培下往往有自己的一技之长，或是唱歌跳舞，或是书法画画，或是体育乐器，或是手工制作。

如果英语教学能够和他们本身的兴趣爱好结合起来，那么其学习效果是不可估量的。

因为学习英语就成了他们日常生活的一部分，并且是在非常愉快和不自觉的状态下完成的。

音乐的话可以是英语歌曲，体育的话可以是国外的一些比赛，甚至手工制作教师都可以给他们提供一些外国的制作步骤。

当然，教师也可以让他们自己去发现自己兴趣和英语之间存在的微妙的关系，并且作为课堂作业向其他同学展示。

三、结合时代气息，采用科技教学时代发展迅速，教育也在发生着日新月异的变化，初中英语教学就应该乘着这股东风“扶摇直上”，采用与时代科技相结合的方式去进行创新教学。

外语教学法论文2500字

外语教学法论文2500字1在教堂教学中引入案例教学法的必要性现在各院校的教学方法仍然多限于“一本书、一支笔、满堂灌”的单向型灌输模式，教师在课堂上照本宣科，较少涉及法律文化背景介绍或是语言能力的拓展训练，更是缺乏情景、交际、案例等实践教学法。

案例，作为英美法系的主要法律渊源，大陆法系的重要参考材料，在法律专业学习与应用中有着举足轻重的地位。

既然法律英语是一种法律语言，在学习的过程中就不可能也不应该将案例排除在外。

案例教学法，即将案例作为教学中的核心及承载物，在案例学习、讨论、归纳、结论中实现法律知识及语言技能的习得。

案例教学法着重的并不是结论，而是在得出结论的过程中资料搜集、分析归纳、深化理解及思维方式，在语言传授的过程中加强对学生创新能力的培养，充分调动学生的主观能动性，不断提高学生的分析能力及思辨能力，完善思维模式，加强各种知识的综合运用能力。

同时，案例教学法大大逆转了传统的由教师“一言堂”的枯燥氛围，案例的引入无疑将是课堂变得生动，学生的积极参与才能获得良好的教学效果，因此在法律英语课堂教学中引入案例教学法是极为必要的。

2案例教学法的特点与传统教授型的教学方法不同，案例教学法不仅专注于“教”，更强调“学”，这就要求教学双方角色的转换，真正做到由学生做主体，教师退回到辅助的角色。

(1)案例的主导地位。

案例教学法中强调案例的主导地位，一切教学内容均是以案例为中心而展开。

师生在课前均需对案例的相关内容有充分的准备，包括资料搜集，案例阅读，初步思考等;教学过程中就案例中涉及核心问题教师应做出适当的引导，提供学生充分讨论的空间;课后鼓励学生自主学习，做出结论，由教师做出点评。

由此可见，在整个教学过程中，从案例的准备、引入、讲解、分析、结论，都要求师生双方的积极参与，每个教学环节都是通过案例实现了某个教学目标。

(2)启发性及实践性。

在案例教学中，教师不会给出唯一的或是确定的答案，只在恰当的时候给出适当的启发，这就给了学生充分思考大胆假设的空间，其根本目的在于激发学生独立思考和探究该问题。

英语教学法毕业论文.doc

The Application of Task-based Language Teaching in English Oral ClassAbstract: With the development of educational reform, the using of T ask-based Language Teaching i n college English Teaching is ascendant. Based on the task-based language teaching theory, the basic content and design requirements of the task, the text analyses and rethinks the spoken English’s design of the University Teaching, and then discuss what should follow and attention in using of task-based language teaching.Keywords: Task-based language teaching task design case study1. IntroductionWith the development of educational reform, the task-based language teaching which developed on the basis of communicative teaching respected by the majority of foreign language teachers once again in the college English teaching. Task-based language teaching has evolved in response to a better understanding of the languages are learnt. It is through teachers and students together to complete the language teaching task, and make the foreign language learners to complete the task, also to promote foreign language learning progress. Task-based language provides learners with an interactive opportunity to tap into the ability of using language learners, and stimulate their creative use of language vitality.2.Theoretical basisTask-based language teaching is suggested by the former Soviet Union Psycholinguists Vygotsky’s (1962) theory of language and learning. Vygotsky emphasized the social nature of language learning as well as the important role of individual learning that teachers and learners promoted. The acquisition of cultural knowledge is the result of the interaction of people, then into their own knowledge. The right foreign language teaching consists of three processes. First, making students learn the theoretical knowledge about language, then the language of practice, last, the speech training. These three processes are mutually independent and mutual penetration. The theory of language knowledge mainly explains in the classroom by teachers. Linguistic practice is a mechanical imitation of standardized language learning materials. This exercise allows students to develop correct language habits, but language habits are not enough to achieve the goal of using the language for communication purposes, it also need to conduct linguistic practice. Practice is a training which is based on the actual requirement of conducting active language skills. Task-based language teaching provides more opportunities of exercising for training learners to practice the output capabilities. The mid-1980s, linguists regard learning tasks as a tool of studying second language, and promotethem immersed in the task.3. The statue of Oral English TeachingFor now, most college’s oral English teaching situation is not encouraging. Usually, in the universities, spoken English course is just open for students. For non-English speaking students, they often use English class to train and improve English speaking ability. Therefore, in College English curriculum, there are very few colleges and universities set English spoken as a separate course.Then from the current college English listening, the leading role of the teacher and re-light the active participation of students still exist. Since most teachers believe that the current test is still a test that tests students’ reading and writing, and even in CET4 and CET6, the oral exam is not included in the official syllabus, so the current teaching of English is spoken in class awkward position in non-essential. Of course, it’s not realistic to solve all the above problems, but it does not mean that we can not do anything, we can apply task-based teaching speaking to the university classroom, and try our best to mobilize students to participate in classroom activities, enthusiasm, so as to improve most of the students the purpose of oral English.4.The design of Task-based Language Teaching in university oral English classroomIn this paper, an Oral English class topic "Stress’’of instructional design as an example, and through analysis and reflection in this case to discuss how to implement task-based oral classroom teaching.Teaching objectives:1. In order to enable students to correctly understand and learning the pressure oflife, also guidance on how to face their own pressures.2. Through the oral teaching of the lesson to improve their ability about around atopic for discussion.Specific teaching procedures:1. The pre-mission stage: though the big screen to show different pictures of socialscenes under heavy pressure for students, to import the module topic, and then teachers provide a detailed description of specific mission and goals about this oral teaching.2. Task phases: after a clear understanding of the lesson’s oral teaching of thespecific tasks and objectives, students are divided into two groups, and ask questions each other, then teachers will detect their questions and answers. The question asked as follows:1)Do you think the people living in the modern society have more stresses than ever before? Whatcauses their stresses in your opinion?2)Have you felt the pressure in your daily life? What do they come from?After the end of this session , students will enter Task II of the implementation phase about the oral teaching of the lesson, the students before class divided by a good four-member team around the following topics for discussion.1) What negative influence does the stress have on all of us from your point of view?2) Do you think having some stress is a good thing for improving yourself in your daily life? Please give your reasons.3) As a college student in the twenty-first century, what should we do in face of many different kinds of stresses in our daily life?End of the discussion is to enter the reporting period, a representative of each group will be appointed to report to the class about their discussions. In this process students should avoid described their views and forget the rest of the team summary view of the situation.3. Task stages: after students’summary, teacher would make a conclusion abouteach group, and make appropriate evaluation.In addition, to enhance the students' enthusiasm to speak, I will reward the good group.Due to many reasons, there are still some undesirable places in the current English-language University, the University of oral English teaching reform is still in its infancy, but it just provides a an unprecedented opportunity for each college English teacher to express their creativity, and engaged in spoken English teaching. As long as we emancipate the mind, forge ahead, and continue to be a bold attempt to review and improve, we will be able to make a good performance in Oral English teaching reform,.References: Vygotsky，L.Thought & language [M].Cambridge，MA:MIT Press.1962.周晓蓉.新课型模式下大学英语口语教学初探[J]. 西南科技大学《高教研究》,2006(4).林榕.任务型教学在大学英语教学中的实践与探索[J]. 教育探究,2007(12).[李秋芳.任务型教学法在大学英语听说教学中的应用[J].中国西部科技,2008(4)。

英语专业教学法毕业论文

英语专业教学法毕业论文本科生毕业论文（设计）题目Application of Scaffolding Theory in High School English Writing Teaching 支架理论在高中英语写作教学中的运用研究专业英语院部外国语学院学号姓名指导教师答辩时间二○一五年五月论文工作时间：2014年9 月至2015 年5 月Contents1.Introduction (1)1.1 The National English Curriculum Standards and High School English (1)1.2 The significance of High School English writing teaching(2)1.3 Impact of Scaffold Theory on English writing teaching (2)1.4 Current situation of High School English writing teaching (3)2. Literature Review (4)2.1 An introduction to Scaffolding Theory (4)2.2 Meanings of Scaffolding Theory in education (4)2.3 Estimate of teachers and students on Scaffolding Theory (5)2.4 Current situation of Scaffolding Theory applying on High School writing teaching (5)3. Theory evidence (6)3.1 The origin of Scaffolding Theory (6)3.1.1 Scaffolding Theory and Zone of Proximal Development (7)3.1.2 Scaffolding Theory and Socio-constructivist Theory (7)3.2 The definition and connotation of Scaffolding Theory (8)3.3 The guiding principle of Scaffolding teaching (8)3.4 The structure of Scaffolding teaching (9)4.Research (10)4.1 Research description (10)4.2 Research procedure (11)4.2.1 The applying strategies of Scaffolding theory in High School English writing lesson (11)4.2.2 High School English writing teaching samples guided by Scaffolding Theory (12)4.3 Research aids (12)4.3.1 The test before and after research (13)4.3.2 Questionnaire before and after research (14)5.Data collection and analysis (14)5.1 Test results analysis before and after research (14)5.1.1 Test results analysis before research (15)5.1.2 Test results analysis after research (15)5.1.3 The contrast of Students composition achievement before and after test (16)5.2 The analysis of questionnaire (16)5.2.1 The questionnaire about attitude towards students English writing (17)5.2.2 The questionnaire about reflection English writing teaching guided by Scaffolding Theory (17)6. Conclusion (18)6.1 The advantages of Scaffolding Theory applying in English writing teaching (18)6.2 The limitation and enlightenment of Scaffolding Theory applying in English writing teaching (19)Bibliography (20)Acknowledgments (21)支架理论在高中英语写作教学中的运用研究学生姓名:指导教师:摘要:写作是学生综合技能的重要体现，所以写作教学在英语教学中占有不容忽视的地位。

英语教学方法论文

英语教学方法论文随着经济全球化的发展和国际交往的日益频繁,语言成为人们互相交流的重要桥梁。

下面是店铺为大家整理的英语教学方法论文，供大家参考。

英语教学方法论文范文一：高英语教学方法刍议摘要：课堂教学结构实质上就是教学步骤。

它是由教学思想、教学目的所决定并为之服务的。

课堂教学结构安排不当就很难完成教学任务。

关键词：教学;英语一、加强说、写训练，培养学生运用语言的能力英语是一门实践性很强的课程，课堂上除了讲必要的语音、词汇、语法等基础知识外，更重要的是指导学生进行说、写训练，以培养学生运用语言的能力。

那么，如何做到这一点呢?1.用学过的知识进行有情景的对话，表演节目，做游戏。

如教师说一个单词，学生以单词的最后一个字母为第一个字母说一个单词，其余学生以此类推。

这叫“首尾相接记词法”。

还可以是教师做动作或让学生互相做。

总之，要多采用形象直观的教学手段，使学生学得轻松愉快。

这种寓知识于娱乐之中的做法，把学生的注意力吸引到教学中，活跃了课堂气氛，有利于提高英语课堂教学效果。

2.每学期在同年级或同班举行一次班与班、组与组的课外活动，举办一次英语学习园地，让学生用英语写谜语，缩写课文，介绍家庭情况、班级情况，介绍学习经验，抄写幽默、笑话等。

培养学生的运用能力最关键的是培养学生的“开口”能力，要求学生多说英语，不仅在课堂而且在课外都要说，营造学英语的环境和氛围。

在英语教学中，听、说、读、写这四个环节是相辅相成的，忽视哪一方面都不利于提高英语教学质量，要坚决纠正不动口、不动手的坏习惯。

二、教学生一本两用，培养学生的综合能力要求学生备一个较厚的笔记本，从前往后记教师讲的要点及纠正经常出现的错误等。

从后往前记词语，每上完一节课要求学生把重要的词语记下来，把不懂的内容记下来，把难理解的词汇记下来。

这样既可以培养学生自觉整理知识的能力，又方便复习之用。

三年坚持下来，效果非常显著。

三、改革课堂结构课堂教学结构实质上就是教学步骤。

英语教学法论文

关于英语教学法论文【摘要】大学英语作为大学课程体系不可或缺的组成部分，几经改革创新取得了显著的教学成果，但仍然存在着对大学生思辨能力培养重视度不足的问题。

而思辨能力的培养是大学生熟练使用英语进行交流并成为高素质人才的关键，基于此，本文从阐述思辨能力的概念入手，深入分析了目前大学英语教学过程中学生思辨能力培养现状，最后提出了构建大学英语教学思辨能力培养模式的具体对策，旨在为切实提高大学生的思辨能力，全面提升大学英语教学效果提供参考借鉴。

【关键词】英语教学;思辨能力;培养模式;现状;对策引言随着我国素质教育的逐步推进和高等教育改革的稳步实施，思辨能力培养已经成为教育界、心理学界普遍关注的热点。

它作为高等教育培养的基本目标，是重要的教育任务和教学关键。

我国作为一个发展中国家，自上世纪八十年代才引入思辨能力这一概念，才开始注重对思辨能力的培养，由于起步较晚，对思辨能力培养的重视度不足，尚未建立完善的教学培养模式，致使我国大学生的思辨能力培养受到制约，使大学生个人能力的提升和综合素质的全面发展受到影响，因此，在大学英语教学中构建思辨能力培养模式意义十分重大。

一、思辨能力的概念阐述思辨能力作为技能概念的一种自20世纪60年代产生，80年代开始被引入我国。

一直以来，专家和学者们对思辨能力的概念界定观点不一，未形成明确的定义。

但是将思辨能力概括为一种反思性的核心能力，通过利用相关的技能和知识来判断事情[1]上形成了共识。

在大学英语教学中培养思辨能力，可从认知和精神两方面入手，通过对思辨能力理论知识的培养，使大学生具备理论品质。

二、大学英语教学思辨能力培养现状分析随着我国大学英语教学改革的深入推进，大学英语教学虽取得了一定成果，但其在教学过程和教学成果中暴露出的问题也不容忽视，特别是大学生英语思辨能力的培养仍明显重视度不足，培养模式也存在一些问题，集中表现在以下几个方面：一是对大学生逻辑思维能力培养的重视度不够。