论情景创设在初中英语课堂中的有效运用_英语论文

Situational Teaching through Movie Clips in Junior School English Classes

摘要

初中英语具有较强的应试教育特点，而大多数正直青春期的初中学生，对传统英语教学方式不免缺乏学习兴趣，出现学不好，不会用的情况，运用电影片段来教学很好地结合了英语知识性和生活性的特点，提高了学生英语学习的兴趣和主动性，在情景教学中教会学生英语的正确使用。本文论述了情景教学法的起源及发展，提出在初中课堂中有效引入外国影片片段进行情景教学的假设，运用课堂观察法和学生访谈法的研究方法，同时结合初中生学习的特点，分析使用影片进行情景教学能达到的效果，根据其中的优缺点提出如何更好地在听说课上使用影片教学，并且发现可能遇见的问题及其解决办法。

关键词：情景创设 初中英语 电影片段 情景教学法

Abstract

Students in the junior high school are under the period of puberty which is quite a crucial stage for them to study. When faced with the teaching methods aiming at the senior high school entrance examination, students may lack interest in studying English, and consequently, they do badly in English study. Using movie clips combines the knowledge characteristics with the practicability of English very well, which enhances the interest and initiative of students to study English and makes the students manage the proper use of English in situational teaching. This paper focuses on the origin, development, advantages and disadvantages of Situational Language Teaching, presuming that teachers can take advantage of foreign movie clips to initiate situational teaching, using classroom observation and interview method to analyze the effects with the learning characteristics of junior high school students. Meanwhile this paper will propose some methods and notes of using movie clips for situational teaching more efficiently in listening and speaking courses and find the possible problems and their solutions.     

Key words: creating situations; junior school; movie clips; Situational language teaching

Contents

Introduction 1

Chapter One Literature review 3

1.1 Constructivism 3

1.2 Input hypothesis 3

1.3 Affective filter hypothesis 4

1.4 The existing studies 5

Chapter Two Research methods 7

2.1 The Case Study 7

2.2 Classroom observation 7

2.3 Interview method 7

2.4 Data collection 8

Chapter Three Data analysis and findings 8

3.1 Data analysis 8

3.1.1 The analysis of movie types 8

3.1.2 The methods the teachers use 9

3.1.3 The contrast between the situations of the two classes 12

3.1.4 The interview of the students 12

3.2 Findings and discussion 13

3.2.1 Findings and discussion 13

3.2.2 Possible problems 16

Conclusion 16

Appendix 1 17

Appendix 2 18

Bibliography 19

Acknowledgments 21