基于建构主义理论的俄语语法教学 [俄语论文]

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语法是语言的灵魂。语法教学是外语教学中一个重要的组成部分。近年来,国外的相关探讨结果显示,语法教学对学生的外语学习具有积极的影响。Spada(1997)发现在交际语言学习过程中,对那些通过教师讲授而接触到的语法知识所形成的认知能够较为持久地保存在学习者的记忆中,而且在语言输出中使用这些相关语法知识的准确性也会有所提高:Ellis(2002)提出,广泛且长久的语法教学有利于隐性语言知识的发展,同时,语法教学也可以保证和提高使用起来较为困难的语言形式的准确性。Piennemann提出的语法“可教性假设”证明,语法教学可以加速学习者对某些语言结构的掌握。因此俄语教学应该探讨如何教语法。本探讨通过论述现阶段俄语语法教学的近况及存在的问题,提出基于建构主义理论的俄语语法教学准则和教学模式,以提高俄语语法教学的质量。本探讨提出的俄语语法教学模式使学生不仅掌握所学语法规则,而且还能产生学习语法的兴趣,培养学生独立思考问题、略论问题、解决问题的能力;锻炼其知识建构能力,总结概括能力;提高阅读能力、口语表述能力和写作能力,最终达到提高语言交际的能力。

Grammar is the soul of language. Grammar teaching is one of the most important parts in language teaching. Recently the researches both in China and aboard show that grammar teaching plays a positive role in language learning. Spada (1997) found that in the process of communication language learning, the cognitive concept of grammatical knowledge, taught by the teachers, can keep a long time in learners’ memory and the accuracy is high during the use of grammatical knowledge. Ellis (2002) proposed that extensive and long-term grammar teaching can facilitate the development of implicit language knowledge. Meanwhile grammar teaching can help the students use the difficult language forms more correctly. Piennemann’s hypothesis that grammar can be taught proved grammar teaching can accelerate learners’ mastery of language structures. Therefore, Russian teaching should take grammar teaching into consideration.This paper first claims the current situation and the problems, and then based on the constructivism; it proposes Russian grammar teaching principles and teaching models in order to improve the quality of Russian grammar teaching.The Russian grammar teaching models in this paper could make the students not only grasp the grammar principles but also improve the learning interest; develop learners$apos;$ abilities, such as independent thinking ability, analyzing ability, solving ability; practice students’ knowledge construction and generalization abilities; enhance the development of four language skills, which aims to improve learners’ language communicative competence.

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