小学英语教学中的过度教学_英语论文

"Overteaching" in Primary School EFL Teaching

摘要

在国内英语教学课堂中，教师常作为课堂的掌控者。然而，我们却忽视了与此息息相关的“过度教学”问题。基于二语习得的基本理论，其应包括可理解性输入和交互性交流，考虑到处于小学阶段的语言学习者所具有的特点，在小学英语教学课堂中，过度教学会严重阻碍学习者的语言习得。本文将过度教学的表现形式分为过度教师话语，过度解释以及过度纠正，并指出其产生的潜在危害，提出三大教学原则供教师参考，即采用隐性教学，重视学生学习自主性和自动性，激发学生学习动力，从而为学生创作有利的学习条件以促进二语习得。

关键词：过度教学，习得，隐性

Abstract

The teacher’s role as a controller in EFL class is closely connected with the problem of overteaching in China, which is largely neglected in today’s EFL classroom. Based on the basic theory of second language acquisition which consists of comprehensible input and interaction, combined with the children’s features in primary schools, the overteaching in EFL class hinders the learners’ subconscious language acquisition. This issue is addressed by categorizing into three types, which is excessive teacher talk, redundant explanation and over correction, and pointing out the potential harm resulted from them, Teachers are suggested to deal with the problem of overteaching by referring to the principles of learners’ autonomy and automaticity, attaching great importance on subconscious learning and learners’ engagement, and thus creating an favorable learning condition to facilitate their language acquisition. 

Key words: overteaching; acquisition; implicit 

Contents

Introduction 1

1. Basic understanding of second language acquisition 2

1.1 Language acquisition 2

1.2 Input Hypothesis 2

1.3 Interaction 3

2.The major problem with EFL teaching in primary school 4

2.1Teachers’ expected role 4

2.2Teachers’ domination and overteaching 5

3. Focusing on overteaching 5

3.1Excessive teacher talk 5

3.1.1 Lack of interaction 6

3.1.2 Lack of information gap 7

3.1.3 Imbalanced allocation of TTT and STT 9

3.2 Redundant explanation 10

3.3 Over correction 12

4.Potential harm of overteaching in EFL teaching 15

4.1Students being deprived of the chance of self-discovery 15

4.2Teacher domination hindering the language development 16

4.3 Negative affective influence 16

5.Suggested principles to deal with overteaching 17

5.1 The principle of automaticity & autonomy 17

5.2 The principle of subconscious learning and implicit teaching 18

5.3 The principle of engaging and activating 18

Conclusion 19

References 21