On-learning-of-English-in-Chinese-environment英語畢業(yè)論文

OnlearningofEnglishinChineseenvironment

Abstract:ChinesestudentstolearnEnglishisalwayscarriedoutintheChinesecontext.Englishteachingshouldbestudied,attachimportancetoChineselanguageenvironmentcharacteristicsandpatternsofEnglishlanguagelearning;fortheteachingofthesefeaturescanbemoreinlinewithChinesestudentslearningEnglishthepracticalandmoreeffective.

Keywords::Chineseenvironment;Chineseimpact;teachingreform

Keywords::H31Abstract:A

Vice-PremierLipointedoutasearlyasin1996:‘China’scurrentlevelofforeignlanguageteaching,teachingmethodscommon’time-consumingandmore,theeffectisless’problem.‘Hesaid:’Chinainvariousstagesofeducation(basic,highereducation)onforeignlanguageteachinghasbeenvalued,whenitstartsearly,alotoflessonsfromtheschool(somefromthethirdgrade)tothesecond-yearuniversity,manystudentsthroughtheeightyearsor12yearsofforeignlanguagelearning,butmoststudentscannotreadamoreskilledforeignoriginalbooks,inparticular,didnotunderstand,lostfordifficultdirectinteractionwithforeigners,whichshowsthatourresultisnotsatisfactoryinforeignlanguageteaching,stillcannotmeetthecountry’seconomicandsocialdevelopment,especiallythereformandopeningupandexpandingforeignrelationsneeds.‘HeusedfourwordssummedupthecurrentissueofForeignLanguageTeaching:’time-consumingandmore,lesseffective.‘

Foralongtime,China’sforeignlanguageteachingprofession,theChinesepeoplehowtolearnaforeignlanguage(inthiscaserefersprimarilytoEnglishlanguage),howtolearnEnglishmoreeffectivelyinmanyareastoexplore,whichexplorehowtheChinesepeoplehowtolearnEnglishisnodoubtplayedatremendousimpetustoeffect.ButwealsoregrettoseethattheChinesepeoplelearningEnglishisstillpayingmoreandgainless,ChineseVicePremiersaidthe‘time-consumingandmore,lesseffective.‘Thephenomenonhasnotbeenafundamentalchangeinourforeignlanguageteachingisstilllesseffective.Whilereasonsforthisvaried,butoneimportantreasonisthatweignoretheparticularityoftheChinesepeoplelearningaforeignlanguagestudy.ThisspecificityistheChinesepeoplelearningEnglishisinthe‘Chinese-speakingenvironment’carriedout.CurriculumReforminEnglishforthepurposeof‘EnglishCurriculumStandard’forChinesestudentslearningEnglishmadeamorecomprehensivediscussion,sothatpeoplelearningEnglishhaveadeeperunderstanding,butunfortunately,thenewcurriculumstandardsalsoignoredtheChineseEnvironmentUndertheEnglishstudyonthisimportantproposition,inwhichtheyoutlinedthebasicconceptofthesixEnglishlanguageteachinginthispropositionarenotmentioned.Thispaperintendstoaddressthisissue-anEnglish-Chineseenvironmenttodoapreliminarytheoreticalstudy.

1,ChineseandEnglishlanguagelearningenvironment,themeaningof

Theso-calledChineseEnglishlearningenvironment,thatis,theprocessoftheChinesepeopletolearnEnglishisatoptheChineseenvironments,andaslongashecannotgoabroadtostudy,ornotinaparticularenvironmenttolearnEnglish(asinsealedIntensiveEnglishclasses),hisEnglishlanguagelearningiscarriedoutunderChineseenvironment.Chineseenvironment,suchmeanings:(a)theChinesepeoplelearningEnglishismasteredonlyafterthenativeChinese.WhenwewerejuniorhighschoolstartedtolearnEnglish,andlaterinthefifthgrade,thirdgrade,andnowbeganakindergartenlearningofEnglish.ButnomatterwhatstageinthestudyaretomastertheChineselanguageafterEnglishlanguagelearning,adultlearningEnglishevenmoreso.(B)intheentireEnglishlearningprocess,thelearner’scommunicationtools,thepeoplearoundhimandhisclassmates,familymembers,teachersexchangeterms,hissurvivalofthelanguage,areChinese.(3)EnglishlearnersintheEnglishlearningprocesscarriedoutbyrationalthinking,suchasEnglishknowledgeandskillsthroughouttheprocessofacceptanceisbasedonChineselanguageasthebasisforthe.

2,ChineseandEnglishlanguagelearningenvironment,severalfeaturesof

1.OurteachersandstudentsinteachingandlearningofthedisciplineofEnglishisthelanguageusedbytheChineseortheChinesewayofthinking

AlthoughweintheEnglishlearningprocesstopromotetheuseofEnglish,asfaraspossiblethecreationofEnglish-speakingenvironment,andourhighschoolEnglishcourses,universities,thebasicuseofEnglishlanguagecoursesarealsoconductedinEnglish;juniorhighschoolEnglishcoursesarealsoconductedinEnglish,teachersuseprimaryandsecondaryschoolteachersofEnglishcoursesarealsoconductedinEnglish.Butthesearesuperficial,aslongasamoment’sthought,wecancometothisconclusion:theteachingofEnglishfromprimaryschooltouniversityisconductedinChinese,ortheshellisEnglish,andthecontentsareinChinese.Forexample,weconducthighschoolcurriculum,classroomorganization,andsoisbasicallyinEnglish,andespeciallyintheopenclass.Butaslongasaclassroom,lookatEnglishclass,studentsisChinese,ourEnglishteachersandstudentsintheofficetalk,evenifastudentistoaskthequestioninEnglishisalsoavailableinChinese,especiallytheexchangesbetweenstudents,studentsBacktothehome,butweareusingChinese,thesituationinsidetheUniversityandsecondaryschoolssimilar.

2.China’sprocessoflearningtouseEnglishisatranslationfromChineseintoEnglish,theprocessof

WhilelearningEnglish,learningaforeignlanguageontheuseofMarx’sthinking,foreignlanguageshasbeenquotedwords,wehaveaverystrongcalltheEnglishmentality,butinfact,apartfromtheindividualhavebecomeveryproficientinEnglishEnglishlanguagelearners,fewChineseplacesEnglishlearnerscanreallythinkinginEnglish.Inotherwords,wehaveproposedisonlyagoalofthinkinginEnglish,ratherthantheactualChinesepeoplelearningEnglish.Therealityis,evenattheuniversity,ourEnglishlanguagelearningisatranslationfromChinesetoEnglishcourse,onlyincreasedthedifficultyofthelanguageonly,fromlearnedtoreadandwrite,coverexceptions.Theso-calledunderstand,istohearEnglishinwhichgoestranslatedintoChinese;calledtosayistosaythecontentsofthefirst,thencomeupwiththeChinesetranslationofEnglishtoexpressthepast;readingistoreadtheEnglishtexttranslatedintoChineseinordertounderstand;towriteistothinkagoodEnglishsentencetranslatedintoEnglish,writeitdown.Awareofthese,wecanunderstandwhysomanyChinglishappear.

3.ChinesestudentsofEnglishhasalwaysbeena‘classroomEnglish’

Englishlearningislearningtomasteratoolessentialfunctionofthistoolisusedandpeopleexchangeuseful.AstheChinesestudentssimplydonotuseobjectstocommunicateinEnglish,studentsintheEnglishclasscanonlyusethistool,thevastmajorityofChinesestudentsofEnglishinEnglishclasscompleted.SomepeoplemightsayinEnglishclassroomapplicationsarealsoapplied,infact,inEnglishclassinEnglishanduseEnglishinreallifearecompletelydifferent.First,aisthepsychologicalfactorisdifferentinEnglishclass,studentswillnaturallythinkoftheteachertocompletetheassignedtask,suchasEnglish,tocompleteacommunication,butcommunicationisapassiveuseoflanguage.AnotheristhatstudentsintheuseofEnglishwasdoneintheglareofthesurroundingpeoplehavethesamepsychologicalexpectations,thencommandofEnglish,notsomuchtheapplicationasitisperforming.ThethirdistheuseofEnglishinclass,eventhoughtheexchangeteachersandstudentsmayalsobesomeverynaturalflow,buttherightuseofEnglish,withthegoalpointisclear:studentsknowtheteacherwillaskquestionsonthoseissues,theteacherwillbeinaccordancewithacertaintheuseoflanguageinteachingcontent.Eventheso-calledfreetalk,studentteachersalsohaveacertainpsychologicalexpectations,awareofeachother’sgoingtodo,whattosay.Useoflanguageinarealenvironment,theabove-mentionedconditionsarenotmet,whichexplainstherathersurprisingthatourcommonEnglishlanguagelearning,insomecasesstudentsproficientinEnglishclassontheuseofEnglish,butineverydaylifebutcompaniesandforeigngueststothemostbasiccommunicationcannot,andsomestudentsthroughtheUniversity6test,andevenEnglish-speakingstudentsthatarenotpassedeightexamscanbeusedtocommunicateinEnglish,Thereasonisthatstudentsmasterthe‘classroomEnglish’.

4.ChinesestudentsofEnglishtousethelimitednatureof

ChinesestudentslearningEnglishstagethereisaveryimportantfeature,whichisthattheyonlytoalimitedextentinEnglish.Limitedscopeofthisvary,butthe‘limiteduse’itisacommonfeature.Atthisstage,evenifthestudentswereabletousefluentEnglish,abletoexpressthescopeofitsverylimited,thedifferenceonlyliesinthescopeoftheexpressionofsomepeopleismorebigger,thescopeoftheexpressionofsomepeopleismoresmaller.ThereisasayinginEnglishthishasdoneagooddescriptionofthephenomenon:‘WeuseEnglishonlytoexpresswhatwecansay,whileweuseournativelanguagetoexpresswhatwewanttosay.’(InEnglishcanonlybesaidtoexpress,buttheyexpresswouldliketosayinChinese).‘Expressionwillonlysay,’properdescriptionofEnglishexpressionof‘limitednature’,butusethenativelanguagetoexpressthere‘infinity’thisfeature.

TheaboveistalkingaboutthecharacteristicsofChinesestudentslearningEnglish,somestudentsintothehandsoftimeanduseofEnglishiscalledtheintermediatelanguage.Inadditiontotheabovelanguagetotalkaboutthemiddleofseveralfeatures,butalsomentionedistheuseoflanguageerrors.Thisstage,errorsintheEnglishlanguageinuseeverywhere,isverycommon,anddependingondifferentcharacteristicsoftheseerrorsarealsovaried,buttheerrorscomemainlyfromthreeaspects:First,theimpactofnativelanguage,andsecond,becauseofasecondlanguageunderstandingoftherulesoccurredinerror,3isdueforasecondlanguagetomasterunfamiliarwiththememoryerrorsthatoccur.Theseerrorsaretheuseofmothertonguecannothappen.Repostedelsewhereinthepaperforfreedownload

UnderstandtheChineselanguageformorethantalkingaboutthecharacteristicsofEnglishlanguagelearningenvironment,wecanseethatinChineselanguagelearningenvironmentinEnglish,Chineseinfluencethroughoutthewholeofthem.EvenifsomeChinesestudentsEnglishproficiencytoachieveahighlevel,suchasthroughtheUniversity6test,orTOEFL,vocabularymasterQiBaqian,buttheyalsofailtocompletelygetridoftheextentofChineselanguage,Chineseinfluenceandtheroleofstillremain.Forexample,inChina’sGREcandidates,theEnglishcanbedescribedasnotlow,butthereareafewbackintheEnglishwordstoexplainit,arenottheyallbackintheChineseinterpretationoftheword.

SincetheChineseinfluenceandroleofstudentsinChina,runsthroughthewholeprocessoflearningEnglish,weareintheprocessofteachinginEnglishisnecessarytoattachgreatimportancetotheroleandinfluenceofChinese,andonlysothatwecanlearnEnglishforChinesestudentstohaveacomprehensiveunderstandingof.ChineseinChinesestudentslearningEnglishintheirimpactonpositiveandnegative,wemusttrytoplayapositiveroleintheChineselanguagetoeliminatethenegativeeffectsoftheChineselanguage.Infact,ChinesestudentslearningEnglishinEnglishandChineseisalwaysabalanceofmutualprotest,Chinesestudentshavebeengoing,orpositiveornegativeeffects.EventhemasteryofEnglishisalreadyveryskilled,Chineseinfluencestillexists,itisourforeignlanguageteachingshouldbeaclearunderstandingofreality.Weemphasizethattheso-called‘Englishmind’,inChineseenvironment,theprocessoflearningtheEnglishlanguagedoesnotexist,itisjustwishfulthinkingthatweenvisageisamisunderstandingofMarx’spassage,Marxsaid,isthatlanguagelearningresults,orsaidtobetherealmoflanguagelearning,andwetreatitunderstoodforeignlanguagelearningprocess.Thisarticledoesnotintendinthisarticle,positiveornegativeimpactontheChinesetolearnEnglishtoconductadetailedanalysisoftheimpactonlyonthebasisofChinesestudentslearningEnglishinChinesethewholeprocessoftheChinesepeoplethefundamentalcharacteristicsoflearningEnglish,raisedintheEnglishlanguageteachingandresearchinItshouldbenotedinthepoints,whichispreciselyourEnglishteachingignored.

One,payattentiontoChinesepronunciationandintonationofEnglishlearning.ThevoicefortheEnglishwordsforEnglish-speakingcountriesofpeoplesayawordwhenawordisawordthattheyhadalmostnomonoconcept.TheChinesepeoplespeakEnglishwhenawordsoundsatonetosay,thelastoneandputittoformasoundword.Ifthatspeak,theChinesepeopleistofirstbreakdownthewordintoaonetone,andthensynthesisofawordspeak,whiletheEnglish-speakingcountrieswhosimplydidnothavesuchadecompositionprocess.AnotherexampleisthetoneoftheChinesepeopletolearnEnglishistoaddvoice-overintone,moreaprocess,amorecumbersome,whiletheEnglish-speakingcountrieswhopronunciationandintonationisanintegralwhole,istheco-existencething.

2,ChinesegrammarforEnglishlearningeffectsofdiscussiononthispointisveryrelevanttomany,thisarticleisnottosay,IjustwanttospeakChinesetoEnglishgrammarstudytheimpact,bothpositiveandnegative,weshouldmakefulluseoftheChineselanguageapositiveimpactonChinesetrytoavoidthenegativeimpactofourresearchisoftentoomuchattentiontoChineseonthenegativeimpactoflearningEnglish,andlessstudyofChineseonthepositiveimpactoflearningEnglish,saythatthisisashortcoming.Wearesofirmlycriticizedtherejectionoftheteachinginsidethegrammar-translationmethod,carefulstudy,grammar-translationmethodwhichcomplywiththelawoftheChinesepeopletolearnEnglishalotofthings.Contrary,heardthatlaw,sayingEnglishthoughttheChineseEnglishlearnerstakealotofdetours.

Third,attachimportancetoChinesethinkingandexpressiononEnglishlearning.ThehabitofthinkinginChineseandEnglishwayofthinkingisnotthesame,thesewordsinthesentenceintheorderofthedifferencebetweengrammar,communication,etc.,havetheuseofcleardistinction.ChinesestudentsintheuseofEnglishintheprocessisoftenthefirstpointwiththeChinese(inChinesethinking)intheformofre-useofEnglishoutofitssaid,sothattheexpressionofprogramtracestheinevitablewiththeChineselanguage.Weareinteachingandthere’salwaysthefeelingthattheChinesestudentsandChineseteachersofEnglishareeasiertoexchange,andforeignteacherswhilesomecanonlysuperficialexchanges,whichistheChineseandforeignershabitsofmindandofexpressionnotthesamereason.

4,takingintoaccounttheChinesestudentsinChineselanguageenvironmentforlearningEnglish,weshoulduseEnglishasmuchaspossiblethecreationofconditionssothatstudentsinthenaturalenvironmenttouseEnglish,notjustintheclassroomorinEnglish,onlytheuseofraceEnglish.ThisrequiresthatweshouldbeonstudentslearningEnglishoutsidetheclassroomtogivemoreattentiontoconcernforthestudentsinextra-curricularactivities,concernedwithourstudentsinextra-curricularwork,attentiontostudentlearningtouseEnglishinthewholeprocess,notjustconcernedabouttheEnglishclass.Therewasaslogancalled‘tothe45minutestoq