论初中英语课堂中词汇教学文化渗透

词汇教学在外语教学中扮演着重要的角色。词汇教学的效果直接影响到外语教学的目标能否顺利实现。作为文化的载体,文化与词汇有着密不可分的关系。因此,我们可以说,词汇教学就是文化教学。但是,在外语教学研究和探索的道路上,词汇没有得到应有的重视。因此,这导致词汇教学一直停留在发音、拼写、字面意义等浅显的层次上面,对词汇的文化因素更是缺乏足够的重视和关注。随着中西文化交流的逐渐发展以及学术界对词汇教学熟悉的逐渐加深,越来越多的学者和教师已经意识到了文化渗透对词汇教学的重要性。然而,词汇与文化的研究还主要停留在理论层面,缺少词汇教学实践当中具体教学方式、方法的指导,以及深入系统的研究。这就使词汇教学中的文化导入往往流于形式,缺乏系统性,从而大大影响了国内外语教学的整体教学质量。本文通过调查问卷,我们发现初中生普遍对词汇的文化内涵掌握不够,熟悉不清。初中英语教师对词汇教学的文化渗透不够重视,词汇的文化内涵知识不够全面。鉴于此,本文在阐述了文化对词汇教学渗透的重要性以及调查词汇教学和文化现状的基础上,提出了如何有效结合文化进行词汇教学的方式、方法,以提高词汇教学的效果,外语教学的整体质量以及外语学习者跨文化交际能力。【关键词】：词汇教学文化渗透跨文化交际
【论文提纲】：摘要4-5Abstract5-6TableofContents6-10ChapterOneIntroduction10-131.1TheBackgroundandSignificanceoftheStudy10-111.2TheStructureoftheThesis11-13ChapterTwoAHistoricalOverviewofLanguageandVocabularyTeachingbothintheWestandChina13-222.1AHistoricalOverviewofLanguageandVocabularyTeachingintheWest13-192.1.1TheSecondCenturyB.C132.1.2IntheMedievalPeriod13-142.1.3TheEighteenthandNineteenthCentury14-152.1.4TheGrammarTranslationMethod152.1.5TheDirectMethod15-162.1.6TheAudiolinguali16-172.1.7TheCognitiveApproach172.1.8TheSituationalApproach172.1.9TheCommunicativeApproach17-182.1.10TheLexicalApproach182.1.11TheContent-basedInstruction18-192.2AHistoricalOverviewofLanguageandVocabularyTeachinginChina19-22ChapterThreeATheoreticalConsiderationofLanguageandCulture22-323.1TheCharacteristicsofLanguage223.2TheSignificanceofEnglishLanguage22-233.3TheConceptofCulture23-263.4TheRelationshipbetweenLanguageandCulture26-283.5TheRelationshipofLanguage,CultureandThought28-32ChapterFourTheSignificanceofEnglishVocabularyandCultureInfluencesonForeignLanguageTeaching32-394.1TheCentralImportanceofEnglishVocabulary32-334.2TheCultureInfluencesonForeignLanguageTeaching33-394.2.1CultureInfluenceonVocabulary33-344.2.2CultureInfluenceonListening34-354.2.3CultureInfluenceonSpeaking35-364.2.4CultureInfluenceonReading36-374.2.5CultureInfluenceonTranslating37-39ChapterFiveAnInvestigationofVocabularyTeachinginChineseSecondarySchoolfromtheCulturalPerspective39-475.1Methodology39-415.1.1Subject395.1.2Instrument395.1.rocedure395.1.4TheDesignoftheQuestionnaires39-405.1.5Reliability40-415.1.6Limitation415.2ResultsandDiscussion41-465.2.1Results41-435.2.1.1QuestionnaireOne415.2.1.2QuestionnaireTwoandQuestionnaireThree41-435.2.2Discussion43-465.2.2.1QuestionnaireOne445.2.2.2QuestionnaireTwoandQuestionnaireThree44-465.3ConclusionandImplication46-47ChapterSixThePrinciplesandMethodsofIntegratingCultureintoEnglishVocabularyTeaching47-566.1ThePurposeofCulturalIntegrationintoVocabularyTeaching47-486.1.1ToFacilitateStudentsUseProperVocabularyinDailyCommunication476.1.2ToNurtureStudents'abilityofBeingSensitivetotheCulturebothHomeandAbroad47-486.1.3ToImproveStudents'personalDevelopment486.2SeveralPrinciplesofVocabularyTeaching48-496.2.1TheThemePrinciple486.2.2ThePrincipleofRelevance486.2.3TheDevelopmentPrinciple48-496.2.4TheStudents-centeredPrinciple496.3MethodsofCulturalIntegrationintoVocabularyTeaching49-526.3.1DirectExplanation496.3.2AssociativeMethod496.3.3DemonstrationMethod49-506.3.4ContrastiveMethod50-516.3.5Testing516.3.6ErrorAnalysis51-526.4SomeSuggestionstoTeachers52-566.4.1TheUseofWesternHumortoImproveVocabularyTeaching526.4.2TheUseofNewlyEmergedCulturetoUpdateVocabularyTeaching526.4.3ExploringExistingMaterials'EnlighteningPointsabouttheCulturalKnowledge52-536.4.4PhotoDisplay53-546.4.5PlayingEnglishSong546.4.6UsingAuthenticMaterial546.4.7After-classActivity54-56ChapterSevenConclusion56-57Bibliography57-61AppendixⅠ61-63AppendixⅡ63-65AppendixⅢ65-67攻读硕士学位期间取得的科研成果67-68Acknowledgements68-69