“第三空间”视域下叙事教学法在英语习语教学中的应用研究

“第三空间”视域下叙事教学法在英语习语教学中的应用研究

来源:www.51fabiao.org作者:lgg发布时间:2018-08-30 18:58
本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好
本文是一篇英语硕士论文,英语专业学生主要学习英语语言、文学,英美等英语国家历史、政治、经济、外交、社会文化等方面基本理论和基本知识,受到英语听、说、读、写、译等方面的良好的技巧训练,掌握一定的科研方法,具有从事翻译、研究、教学、管理工作的业务水平及较好的素质与能力。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
 
Chapter One Introduction
 
1.1 Research Background
Vocabulary, as part and parcel of language, is the mainstay, supporting the wholesystem of language. Wilkins (1972), a famous British linguist, said: “Without grammar,very little can be conveyed; without vocabulary, nothing can be conveyed.” (p.111) Asone of the three prime elements of language, vocabulary is the most basic, and all thecharacteristics of both phonetics and grammar rely on vocabulary. Compared withphonetics and grammar, cultural distinctions are the most prominent and palpable invocabulary, among which idioms, as the most sensitive and active part of vocabulary,embody the change and development of culture comprehensively and directly. Whensociety is in a stable political situation, idioms develop slowly; when social life changerapidly and profoundly, idioms break into a sprint of progress. All this justify suchgenerally accepted theory that culture cannot exist on its own without language, and thatlanguage is shaped by culture and then reflects culture.In recent years, with the rapid development of economy in our country and growingdiplomatic needs, intercultural communication is becoming a hot topic and interculturalcommunicative competence (ICC) has taken the place of language proficiency andgeneral communicative competence to be the important objective of college English as aforeign language (EFL) teaching. ICC has been regarded as an essential ability forEnglish learners to achieve successful intercultural communication. More and moreresearchers bend themselves to the cultivation of intercultural communicator. Taking inthe cultural knowledge in language, especially those embodied in idioms, students areable to profoundly understand the relationship between language and culture, and givegreat benefit to the intercultural communication.
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1.2 Significance of the Research
The empirical research determines to explore application of NA to English idiomsteaching based on the third space theory. With the framework of the third space, itattempts to find out the effects of NA on vocabulary knowledge and ICS in Englishidioms teaching based on the third space theory. Such an empirical study bears certainsignificance theoretically and practically.In the theoretical sense, there are two research gaps that the present study willcontribute to fulfill.Firstly, the research of the third space between Chinese native culture and targetEnglish culture complemented the notion of cultural identity. According to Hall (1996),cultural identity is defined as follows:“A matter of ‘becoming’ as well as of ‘being’. It is not something already exists,transcending place, time, history and culture. Cultural identities come from somewhere,and have histories. But, like everything which is historical, they undergo constanttransformation.” ( p. 225)In other words, there are two kinds of identity. One is the identity of being, and theother one is the identity of becoming. For Chinese EFL learners, they own such twokinds of identities. The one is the identity of being in the third space; and the other oneis the identity of becoming by reconstructing the third space. In the process of identityseeking, bi-cultural Chinese EFL learners elaborate the self and initiate a new identity inthe third space, which is not of pure Chinese culture or of English native culture, oreven not the simple sum of Chinese culture and English culture, but an integrated anddynamic cultural identity.
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Chapter Two Literature Review
 
The literature review of the thesis is divided into three parts. The first part focuseson the concept of English idioms, the relationship between English idioms and cultureand previous research on English idioms. The second part concerns the theory of thethird space, introducing the development and application of the third space. Consideringthe research questions and purposes, this part puts forward a working definition of thethird space. The third part reviews the state of art that NA is applied to EFL teaching,illustrating the definition, the theoretical foundation and teaching model of NA. So as toserve the research questions and purposes, an adapted model of NA is given. Throughreviewing the related previous researches from these three aspects, the necessity and thesignificance to carry out the present study express themselves explicitly.
 
2.1 English Idioms
Creating culture and spreading culture, language reflects the development of humancivilization as the brand of national culture. The rich national culture has promoted thedevelopment of language, and made the language perfect and expressive. Language, asa communicative tool, is inseparable from human activities, circulating in human lifeand conveying the thoughts of human beings and their feelings. Universally accepted bythe members in different regions, different nations, and different social groups, languageis established by certain phonetic symbols and writing symbols with fixed rules andforms through long social practice, which reflects the regional characteristics, economicdevelopment, and local customs shared by the people using the language. In a word, therelationship between language and culture is very close.In previous researches on language and culture, there are two expressions loadingdifferent relationship between language and culture. The one is “language and culture”;the other one is “language in culture”. Obviously, the two expressions are different andeven contradictory. According to “language and culture”, language is juxtaposed withculture; while in view of “language in culture”, language is just a part of culture. Tofinish off the contradiction, it has been proposed by linguists that culture should bedivided into two categories: big culture and small culture (Bright W., 1976). It isbelieved that language is subordinate to big culture and juxtaposed with small culture.In other words, language is the carrier of social culture, and it is also a component of thesocial culture, which is shown in the following figure:
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2.2 Third Space
 
2.2.1 Brief Introduction to Third Space
Third space theory originates in the sociocultural tradition in psychology. The termthird place was firstly coined by an American sociologist Ray Oldenburg whoelaborated that the third place is the social surroundings separate from the two usualsocial environments of home and the workplace. In his view, home is the first place andthe workplace is the second place. In his influential book “The Great Good Place”, RayOldenburg (1991, pp. 681-688) explained that third places may be environments such aschurches, cafes, clubs, public libraries or parks, and he proposed that third places areimportant for civil society, democracy, civic engagement and establishing feelings of asense of place.Another contemporary construction of three spaces is that one space is the domesticsphere: the family and the home (Walsh, 2006, p. 125); a second space is the sphere ofcivic engagement including school, work and other forms of public participation; andwhat is against these is a third space where individual, sometimes professional, andsometimes transgressive acts are played out: Where people let their real selves show(Whitchurch, 2008, p. 377).
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Chapter Three Methodology........43
3.1 Research Questions........43
3.2 Participants......44
3.3 Instruments......45
3.3.1 Questionnaires...........45
3.3.2 Scale......46
3.3.3 Tests......47
3.4 Research Procedures......48
3.4.1 Preparations for the Teaching Experiment..........49
3.4.2 Implementation of the Teaching Experiment......51
3.4.3 DataAnalysis......53
3.5 Summary..........53
Chapter Four Results and Discussions.......55
4.1 Results of the Research.........55
4.2 Discussions......65
4.3 Summary..........70
Chapter Five Conclusion......71
5.1 Major Findings.......71
5.2 Pedagogical Implications......71
5.3 Limitations and Suggestions........73
 
Chapter Four Results and Discussions
 
In this chapter, these research data collected by the English idioms teachingexperiment which has been elaborately described in the previous chapter wereprocessed and analyzed with the application of SPSS 16.0, so as to find some tentativeand original answers to the two research questions of the present research respectively.All the quantitative and qualitative data gained from the experiment are clearlydescribed and profoundly discussed to account for the research.
 
4.1 Results of the Research
The first research question in this experimental study is like that “In perspectives ofthe third space, what are the differences between the effect of NA and that of TPP onlexical knowledge of English idioms?” Before the answers given, it was ensured that theexperimental class was equivalent to the contrasting class in both original Englishproficiency and L2 lexical competence.First of all, the English scores of the final examination last semester was analyzedby independent samples T test, which revealed that the two classes had no statisticaldifference on their English proficiency since the P value was .766, being much largerthan the critical value .05. The result is described in the Table 4.1 as follows.Further, an another independent samples T test was conducted on the results ofparticipants’ comprehension of the ninety sentences in the selection list of Englishidioms, which informed that the two classes were at the equal level of L2 lexicalcompetence, because the P value gained from the vocabulary quality test was .982,which was far larger than the pretesting P value .05. Accordingly, the date justified thatthe experimental class and the contrasting class shared relatively equal level of Englishproficiency and L2 lexical competence, which set an operable and reasonablefoundation to the present research.And the information of data are described as follows.
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conclusion
 
Firstly, because of the differences between Chinese and English, it is difficult forChinese EFL learners to interpret and use English idioms accurately. Teaching Englishidioms by NA based on the third space facilitates Chinese EFL learners’ profoundcomprehension and accurate application of English idioms.On the one hand, the application of NA based on third space to English idiomsteaching provides EFL learners more meaningful and more impressive information. Bystorytelling, English idioms are taught in an interesting way which facilitates EFLlearners’ information processing. By storytelling, the narrative information about time,place, background and plots facilitates the understanding and memory of those Englishidioms. Besides, NA guides EFL learners into a real or a possible world, which alsomakes English idioms easy to understand and impressive to remember.On the other hand, NA depends on stories being well organized, setting a goodcontext for accurate application of these English idioms. In accordance with humanisticpsychology, the subjectivity of EFL learners in English idioms teaching is placed anemphasis on. With considerate care of the subjectivity of EFL learners, they are toldstories behind English idioms to activate their existing knowledge related to the Englishidioms or the stories behind; being inspired by English idioms or stories, EFL learnersare encouraged to share what they knew about the English idioms or stories. In thewhole process of being told stories and telling stories, EFL learners are the center ofEnglish idioms teaching, being a designer and participator in class, instead of anoutsider or a passive follower in class.
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References (abbreviated)