英语教师课堂教学语言石化现象浅析与对策探讨

语言石化现已成为二语学习者进一步提高语言能力的巨大障碍,而对于中国学习者来说更是如此。外语学习到一定程度后,就总是处于一种似乎停滞不前的徘徊状态,至少看不到明显的进步,无法像本族语者那样运用自如。所以,探讨中国英语习得过程的石化现象,找出合适的应对措施也就成为英语学术探讨的主要问题。大学英语课堂的中心是学生,而教师是课堂的组织者,起着主导作用,大学英语教师的课堂教学语言是承载知识,统领课堂的主要载体。因此,研究大学英语教师课堂语言石化现象就具有十分重要的意义。本文作者通过查阅大量文献资料,系统阐述了英语语石化理论的研究现状及发展方向,又通过对不同层次大学教师的课堂教学语言进行调查分析,提出了大学英语教师课堂教学语言石化问题。然后,作者又运用大量的实证研究揭示大学英语教师课堂教学语言石化现象的根源、属性和影响,从高校外语教师的角度对如何克服语言石化现象的对策进行了探索性研究,提出了个人的观点,其目的在于促进高校外语教师提高自身素质,推动高校外语教学不断向前发展。【关键词】：石化大学英语教师课堂教学语言
【论文提纲】：Abstract6-7摘要7-10ChapterⅠIntroduction10-151.1Currentstudyoffossilization10-121.2Purposeandsignificanceofthisresearch12-131.3Organizationofthisthesis13-15ChapterⅡTheoryofInterlanguageFossilization15-222.1DevelopmentandconnotationofInterlanguage15-172.2Descriptionoffossilization17-222.2.1Definitionoffossilization17-182.2.2Characteristicsoffossilization18-192.2.2.1Obstinacy182.2.2.2Process18-192.2.2.3Complexity192.2.3Classificationoffossilization19-222.2.3.1IndividualFossilizationandGroupFossilization19-202.2.3.2Temporaryfossilizationandpermanentfossilization20-22ChapterⅢInvestigationandAnalysisofFossilizationofCollegeEnglishTeacher'sClassroomTeachingLanguage22-383.1AnalysisofParticipants22-253.1.1AnalysisofcollegeEnglishnoviceteachers'languageproficiencyandteachinglevel22-243.1.2AnalysisofcollegeEnglishproficientteachers'languageproficiencyandteachinglevel243.1.3Contrastinganalysisbetweennoviceteacherandproficientteacher24-253.2Descriptionofinvestigationmethod25-283.2.1ContrastiveAnalysis25-263.2.2ErrorAnalysis26-273.2.3Questionnairemethod27-283.3Resultsoftheinvestigation28-383.3.1Investigationandanalysisonclassroomteachinglanguagefossilizationbetweennoviceteacherandproficientteacher28-323.3.2ExamplesandcomparativeanalysisofcollegeEnglishteachers'fossilizationinclassroomteachinglanguage32-38ChapterⅣTheCausesandInfluencesofFossilizationofCollegeEnglishTeacher'sClassroomTeachingLanguage38-504.1Subjectivecausesofforminglanguagefossilization38-434.1.1Individualdifferences38-404.1.2Resultsofhabitualuseoflearningstrategies40-424.1.3Communicativestrategy42-434.2Objectivecausesofforminglanguagefossilization43-474.2.1Nativelanguageinfluences43-444.2.2Tranerofinappropriatetraining44-454.2.3Lackofappropriatefeedback45-474.3InfluencesoffossilizationonEnglishteaching47-504.3.1InfluencesoffossilizationonEnglishteacher47-484.3.2Influencesoffossilizationonstudent48-494.3.3Influencesoffossilizationonteachingeffect49-50ChapterⅤStrategiesonFossilizationofCollegeEnglishTeacher'sClassroomTeachingLanguage50-595.1Improvementofteachingenvironmentandteachingmethods50-525.2Makingfulluseofaffectivefactor525.3Reducingmothertongueinterference52-545.4Increasingthequalityandquantityofsecondlanguageinput54-555.5ProvidingmoreprofessionaltrainingorcollegeEnglishteachers55-565.6Theneedofappropriatefeedback56-575.7Beingateacherandbeingaresearcher57-59ChapterⅥConclusion59-626.1Summaryofthefindings59-606.2Limitationsandrecommendationorfutureresearch60-616.edagogicalenlightenmentofthisresearch61-62Bibliography62-67Appendixes67-70Acknowledgements70