筛选: 学年论文评语 语文教学论文投稿 高中英语教育教学论文 英语教学硕士论文 英语期刊论文 对外汉语教学论文题目 汉语言自考毕业论文 外国地质论文 小学语文拼音教学论文 优秀小学语文教学论文

【中专论文】有关有声思维在语言教授与学习方面的应用(论文范文题材)

星级: ★★★★ 期刊: 《语文学刊·外语教育与教学》作者:徐英慧浏览量:1764 论文级别:经典本章主题:思维和语言原创论文: 5156论文网更新时间:12-30审核稿件编辑:Aries本文版权归属:www.5156chinese.cn 分享次数:3702 评论次数: 1177

导读:思维和语言方面的论文怎么写。此篇有声思维在语言教授与学习方面的应用优秀范文供大学生们写作这类毕业论文参考阅读,希望文章中某论文大纲会对你的论文写作能有帮助。

The Application of Think-aloud in Foreign Language Teaching and Learning

○ Xu Yinghui

(Inner Mongolia Normal University, Hohhot, Inner Mongolia, 010022)

[Abstract]In recent years, as a qualitative research method, think-aloud is paid much attemption in language teaching and tests。 Think-aloud originates in psychological studies and is often used to study simple cognitive procedures and problem solvement strategy。 Think-aloud has its own characteristic, although the evaluations about think-aloud are different, the application of think-aloud is very extensive, and it has been applied to many fields, for example, language acquisition study, translation process study, listening teaching and so on。

[Key words]think-aloud,language teaching,language teaching and tests

[中图分类号] H319[文献标识码] A[文章编号] 1672\|8610(2013)09\|0175\|02

I。 Introduction

In recent years, as a qualitative research method, think-aloud is paid much attemPtion in language teaching and tests。 Think-aloud originates in psychological studies and is often used to study simple

优质思维中专论文写作技巧分享
预览次数:2539 评说人数:1182

cognitive procedures and problem solvement strategy。 Think-aloud is an effective verbal report method, as a technique of data collection, think-aloud has gained legitimate status since the 1980’s when cognitive research gained favor。 The definition of think-aloud, “Subjects report everything they are thinking”。 The disadvantage of think-aloud lies in its lasting the time of finishing the task。 In spite of that, many researchers incline to apply this method。 Compared with other methods, the information that offered by think-aloud is true and reliable。 Think-aloud requires the oral description about task memory。 In addition, it avoids the errors due to memory of tracing back。 Moreover, when the participants are thinking, they will not offer the information that is not conform to the thought。 Compared with the oral report, think-aloud has its own characteristic, although the evaluations about think-aloud are different, it is widely applied in many fields。 In the field of language teaching more and more researchers begin to study the thinking process in the process of teaching and learning, and the process involves reading comprehension, writing, translation and so on。

Ⅱ。 The Application of Think-aloud in Language Teaching

and Learning

Think-aloud can not only be applied to low level listening process, but also high level listening process。 In the process of low level listening, the researchers can test the students’ recognition of phones, phonemes, the phonetic regulations intonation and so on。 At the same time, the researchers can also offer the corresponding strategy according to the difficulties that commonly exist in the subjects’listening process。 For example, the researchers analyze whether the subjects can comprehend the phones or not。At the same time, the researchers can test whether the subjects can hear liaison and ellipsis clearly, and put forward corresponding training methods according to problems that are discovered。 Then the researchers can adopt different training methods according to the different level。In the process of high level listening, the subjects are tested to conduct pragmatic logic。 The subjects are required to understand locutionary act and illocutionary act, predict the future things according to the information heard, that is, perlocutionary act。 The subjects are required to understand the four maxims, then predict the unknown information according to the known information。 If something unreasonable takes place, the researchers should find out the reason, process the known information and find out the irrationality, that is, implicit cooperation。 The learners of different level can differ in pragmatic reasoning, and we should find out the reasons of differences。

The understanding process of listening comprehension material, the level of these material, the style of these material, all of the above can be reproduced by think-aloud, so we can take appropriate measures to help learners improve their English level。

The process of translating can be transfered to written record by think-aloud, so this method can help researchers discover the thinking activities, translating procedures, decision-making, cognitive translating strategy and so on, thus this method can help accumulate experiences about translation。 The interpreting process of professional interpreters is mainly unconscious in early days, the strategy of interpretation。 For

本篇有关有声思维在语言教授与学习方面的应用论文范文综合参考评定如下
有关论文范文主题研究:关于思维论文大纲大学生适用:学士论文
相关参考文献下载数量:1182写作解决问题:怎样写论文大纲
毕业论文开题报告:论文任务书怎么写职称论文适用:中级职称论文范本
所属大学生专业类别:思维方面论文大纲论文题目推荐度:优质题目
professional interpreters of the process is often mainly focused on this field。 Lorscher pointed out

此篇论文原创地址:http://www.5156chinese.cn/hanyuyanwenxue/227073.html

that translation strategy referred to the subconscious process of solving problems which a single translator

adopted。 When the fragments of text was translated。 Lorscher himself carried out a large amount of think-aloud research。 He selected 48 German learners of English as the subjects, and asked participants to conduct oral translation for the text and did not allow them to use the dictionary。 Think-aloud is expected to reflect the process of problem solving, Lorscher draw some conclusions。 Firstly, think-aloud method can provide reliable and effective data, and analysts can analyze the data more systematically。 Secondly, though there are individual differences and diversity in the translation process, but we can still set up the classification of translation strategies。 Thirdly, the learner’s ability to solve problems is improved due to the influence of think-aloud, which also reflect that think-aloud has some effects on teaching。 Think-aloud method stems from the cognitive field and is introduced translation research area。 The limitation of think-aloud lies in the lack of systematicness, thus it is short of theoretical support for some problems of methods, for example, research design, data analysis, survey report and so on。 The process of translation is the process of correctly understanding of the original and using another language to reappear the original creatively。 The final purpose of the translation research lies in improving the quality of translation。 Through the study of psychological linguistics the analysis of the translation process can help researchers understand the translator’strategy use in translating activities and cognitive state。

The application of think-aloud in English reading teaching and research。 In the process of reading, the English learners are required to be able to have many comprehensive abilities, such as vocabulary, grammar, meaning and logical ability。 All of theses aspects are deserved to be studied。

Some scholars proposed that English learners should abandon mother language thinking because they think that mother language thinking can engender negative transfer。 A large amount of Chinglish are produced because of negative transfer。 But when English learners read some foreign language articles, they usually can’t avoid depending on their mother language to think and reason, they will translate the articles by their mother tongue。 Some western scholars define it as mental translation。 We can know about the students’current learning level and the teaching content required, then we can make the appropriate choices。 So think-aloud can show us the problems that we meet when we read and then offer the practical help for teaching reform。

Ⅲ。 Conclusion

The application of think-aloud is very extensive, and it has been applied to many fields, for example, language acquisition study, translation process study and so on。

Think-aloud can be traced back to Buhler (1933) and Claparede (1934)。 And it can get the method of solving problems directly。 Through this method, the participants are required to speak out what he or she is thinking about when he or she is thinking。 And in the process of thinking about the record, we can get some ideas of solving problems。 The application of think-aloud have many aspects which are required to be paid attention to, before the application, we should choose the subjects correctly, after the experiment, we should record faithfully words literally and transcribe down the words as faithfully as possible。 Think-aloud can find out deep level operation pattern of language learners, and discover the deficiency of learners。 Think-aloud can help teachers find out the corresponding methods, thus contributes to improve their teaching level。 In terms of current cognitive psychological measure instruments, for example, questionnaire survey and interview。 Think-aloud is more effective and direct in investigating different aspects of learning。 But there are still some disadvantages, for example, thinking process can’t be displayed fully; the thinking speed of brain is faster than that of think-aloud, so sometimes think-aloud can not capture the thinking process wholly。 At the same time, that putforward higher requirement for the English teachers, the English teachers are required to be familiar with quantitative analysis, data collection, calculation, coefficient calculation and meaning and so on, thus they can make the experimental data more persuasive, avoiding subjective evaluation。

【 References 】

[1]毛荣贵。新世纪大学汉英翻译教程[M]。上海交通大学出版社,2002。

[2] Bell R。 T。 1991。 Translation and Translating: Theory and Practice[M]。London: Longman。

[3] 苗菊。翻译教学与翻译能力发展[M]。天津人民出版社,2006。

[4] 苗菊。有声思维——翻译内在过程探索[J]。外语与外语教学,2005。

[5] Krings, Hans-Peter。 1986。 Translation Problems and Translation Strategies of Advanced German Learners of French(L2)[C]//Shoshana Blum-Kulka。 Norwood, NJ: Julianne House。

[6] Gerloff, Pamela。 1986。 Second Language Learners’ Reports on the Interpretive process: Talk-aloud Protocols of Translation[M]。Norwood, NJ: House and Blum-Kulka。

[7] 贾冠杰。外语教育心理学[M]。广西教育出版社,1996。

[8] 姜伦智。提高学生英语阅读能力方法初探[J]。成才之路,2006(1)

有声思维在语言教授与学习方面的应用
思维和语言论文大纲

有声思维在语言教授与学习方面的应用

徐英慧

(内蒙古师范大学 外国语学院,内蒙古呼和浩特010022)

[摘要]近年来,有声思维作为一种研究方法,在语言教学与测试方面受到越来越多的关注.有声思维起源于心理学研究并经常被用于研究简单的意识过程和问题解决策略.有声思维有自己的特色,尽管对有声思维有不同的评价,但有声思维应用很广泛,它被运用到许多领域,如语言习得、翻译过程和听力教学等等.

[关键词]有声思维;语言教学;语言教学与测试

[作者简介]徐英慧,女,内蒙古师范大学外国语学院硕士研究生,研究方向:外国语言学及应用语言学.

[ 参考文献 ]

1、关于“学讲计划”和初中语文课堂教学探索语文课想必所有人都不会陌生,在九年义务教育中它一直伴随着我们,学好语文是我们学习好其他科目的基础,也是生活中学习讲话方式技巧的基础。一直以来,语文课堂都是统一模式的固化教学模式,在语文教学上一直没有什

2、体验式教学在高职旅游英语教学中的有效运用 随着课程改革的不断深化,教师探索出了多种高效并且简便的教学方法,体验式教学正是其中之一。体验式教学方法始终坚持学生的主体地位,发挥学生的主观能动性,促使学生积极参与到课堂教学中,提高学习效率。

3、景区标识语的中英文翻译策略——以河南人文景观为例 旅游翻译是外国游客认识了解中国旅游文化的重要窗口,怎样才能在保持中国文化底蕴的同时又易于让外国游客接受和理解是旅游翻译的最大任务。本文分析了河南景区旅游标识语的翻译现状,并提出了几点翻译策略,希望可以

以上文章阅读总结:通过浏览上面这篇有关思维和语言方面的论文大纲后,对学生们在撰写本科和硕士毕业论文研究生以及专科毕业生论文思维相关论文开题报告范文和论文格式以及文献综述模版时会起到帮助。

本篇有关思维和语言毕业论文范文免费供大学生阅读参考-点击更多481127篇思维和语言相关论文开题报告格式范文模版供阅读下载
延伸阅读: 计算机硬件英语论文论文英语格式初中英语教育论文英语研究生论文选题自考英语专业论文小班化英语教学论文本科英语毕业论文范文高中语文学科论文小学语文识字教学论文特殊教育语文论文
我国形势论文 表面化学论文 一篇论文有2700字 有关欧洲文化的论文 智能寻轨小车论文 毕业论文周计划 植物科技小论文 新疆大学论文 本科论文指导过程 关于青春的心理论文