暗示教学法在小学英语教学中的应用_英语论文.doc

中文摘要：暗示教学法是由保加利亚心理学教育学家乔治.洛扎诺夫在20世纪70年代提出来的。他不仅提出语言学理论，还“把重点放在目标语言和母语之间翻译的对词组的记忆中来，提倡词汇和词汇翻译为主，把握情景为辅的外语教学法”。暗示是暗示教学法的核心。暗示教学法认为学生的想象力的发挥有助于学习效率的提高，尤其是在放松、舒适的环境下学习。暗示教学法的一大目标就是减轻学生学习语言的压力，让学生自然而然地产出语言。

暗示教学法最突出的特征就是教室的装饰，设备和布局，音乐的运用，还有教师的权威。班级活动由外部设备的学习，形象化，角色扮演，还有听老师在音乐伴奏下读课文组成的。暗示教学法对部分学生还是成果显著的，但是也有明显的不足。首先，所有学生在课堂上基本上都说母语，教师要想运用好暗示，必须精通学生的母语和要学习的语言。其次，这种方法要求教师要有良好的心理素质和准确的预判能力。另外，暗示教学法训练出来的学生经常有语法错误或发音不准的情况，所以我们要扬长避短。本文就探讨了如何将暗示教学法正确地运用到小学英语教学中来。

关键词：暗示     暗示教学法     小学英语教学

Abstract：The Suggestive Teaching Method was proposed by George. Lozanov, a Bulgarian psychotherapist in the 1970s. He not only demonstrated linguistic theory, but also mentioned that we should focus on the memory of words translation between the targeting language and mother language. He also advocated the foreign language teaching method with the leading role of words translation and the supplementary role of creating environment. Suggestion is the core of the Suggestive Teaching Method. It holds that a comfortable environment can improve students’ imagination and efficiency. It’s just one purpose of the Suggestive Teaching Method to relieve students’ stress and learn English naturally. 

The most obvious characteristics of the Suggestive Teaching Method are class decorations, equipment and design, the application of music and the authority of teachers. It is remarkable to some students, but with some shortcomings. First, it requires teachers speaking both English and Chinese fluently due to the situation that students generally speak Chinese in the class. Second, teachers must have strong psychological qualities and accurate judgments. Third, with this method, students shall make some grammar mistakes and speak with substandard pronunciation, which is a situation we should avoid. In sum, this thesis discusses how to apply the Suggestive Teaching Method in primary school English teaching effectively.

Key Words: suggestion     the Suggestive Teaching Method     primary school English teaching

Contents

中文摘要

Abstract

Chapter One Introduction-1

1.1 Significance-1

1.2 Purpose-2

1.3 Analysis of the primary school English teaching in contemporary China-2

1.3.1 Characterisitics of the primary school English teaching in contemporary  China-2

1.3.2 Problems of the primary school English teaching in contemporary China-3

1.3.3 The relations between the Suggestive Teaching Method and the primary school English learning-4 

Chapter Two Literature Review-6

2.1 The Suggestive Teaching Method-6

2.1.1 Definition -6

2.1.2 Principle -6

Chapter Three Approaches of the Suggestive Teaching Method -8

3.1 Positive suggestive -8

3.2 Approaches-8

3.2.1 Authority-8

3.2.2 Infantilization-9

3.2.3 Double-planedness-10

3.2.4 Intonation and rhythm-10

3.2.4 Concert pseudo-passiveness-11

Chapter Four The application of the Suggestive Teaching Method in primary school      abcde English teaching -13

4.1 Learner, teacher and instructional materials roles-13

4.1.1 Learner roles-13

4.1.2 Teacher roles-14

4.1.3 The role of instructional materials-14

4.2 English teaching procedure -15

4.2.1 English teaching procedure of Lozanov-15

4.2.2 English teaching procedure in practice-16

Chapter Five Conclusion-19

5.1 Conclusion of study-19

5.2 Deficiency-20

5.3 Epilogue-20

References-22