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基于跨文化意识的高中英语文化负载词教学研究

发布时间:2021-04-06 23:41
  英语教学的目标之一是让学生正确恰当地运用英语与不同文化背景的人进行跨文化交际。中学英语课程标准要求学生了解掌握多元文化,培养跨文化意识。文化负载词在传递文化方面起着重要作用。然而,本研究通过调查发现目前的高中英语词汇教学忽视文化负载词以及其蕴含的文化意义的传授,不注重学生跨文化意识的培养,导致学生因不了解文化负载词的含义而无法正确使用英语语言进行跨文化交际活动。基于此,本研究探究了通过高中英语文化负载词的教学培养学生跨文化意识的途径及方法,以期强化学生文化负载词的学习,进而提高其跨文化交际能力。本研究以文化语境理论和跨文化交际理论为理论基础,以信阳市高级中学98名高一年级学生为研究对象,对其展开为期四个月的教学实验,使用问卷调查法及测试法,旨在研究以下问题:(1)英语文化负载词的教学与学生跨文化意识的提高间具有怎样的相关性?(2)英语教师如何进行文化负载词的教学,从而既能提高学生的跨文化意识又能强化学生文化负载词的学习?教学实验结束后,通过SPSS22.0对数据进行分析,得出了以下结论:(1)英语文化负载词的教学与学生跨文化意识的提高间具有正相关性。(2)基于学生跨文化意识培养的英语文... 

【文章来源】:信阳师范学院河南省

【文章页数】:98 页

【学位级别】:硕士

【文章目录】:
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Culturally-loaded Words
        2.1.1 Definition of Culturally-loaded Words
        2.1.2 Classification of Culturally-loaded Words
    2.2 Foreign Study on Culturally-loaded Words Teaching
    2.3 Domestic Study on Culturally-loaded Words Teaching
Chapter Three Theoretical Framework
    3.1 Cultural Context
    3.2 Intercultural Communicative Competence
        3.2.1 Intercultural Awareness
        3.2.2 Intercultural Sensitivity
        3.2.3 Intercultural Effectiveness
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Test
    4.4 Research Hypothesis
    4.5 Research Procedure
        4.5.1 Preparation Period
        4.5.2 Experimental Period
        4.5.3 Post-experiment Period
    4.6 The Teaching Methods of English Culturally-loaded Words
        4.6.1 Contextual Analysis
        4.6.2 Contrastive Analysis
        4.6.3 Contextual Creation
        4.6.4 Task Communication
    4.7 Teaching Cases
        4.7.1 Culturally-loaded Words Teaching in the Control Class
        4.7.2 Culturally-loaded Words Teaching in the Experimental Class
Chapter Five Data Analysis and Discussion
    5.1 Analysis and Discussion of Students Pre and Post Questionnaires
        5.1.1 Analysis and Discussion of Students Pre-questionnaire
        5.1.2 Analysis and Discussion of Students Post-questionnaire
    5.2 Analysis and Discussion of Teachers Questionnaire
    5.3 Analysis and Discussion of Pre and Post Tests
        5.3.1 Analysis and Discussion of Pre-test
        5.3.2 Analysis and Discussion of Post-test
Chapter Six Conclusions of the Research
    6.1 Major Findings
    6.2 Limitations and Suggestions for Future Study
        6.2.1 Limitations
        6.2.2 Suggestions for Future Study
Bibliography
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
攻读学位期间获得与学位论文相关的科研成果目录
Acknowledgements



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