英语影视欣赏选修课中的词汇附带习得

2014-02-20 14:49胡海燕
中学课程辅导·教学研究 2014年2期
关键词:习得理论依据内化

胡海燕

摘要:词汇学习贯穿英语学习的始终,如何提高词汇学习的效率是语言教育工作者一直关注的焦点,而词汇附带习得是当前研究的一个热点。本文把英语影视欣赏选修课程和词汇的附带习得有机结合起来,重点探讨了如何引导学生进行词汇附带习得。

关键词:影视欣赏选修课程;词汇附带习得;背景;理论依据;原则;习得;内化

中图分类号:G632.0 文献标识码:A 文章编号:1992-7711(2014)01-0020

一、词汇附带习得提出的背景

根据《英语课程标准》,语言知识目标中的八级要求是:学会使用3300个左右的单词和400-500个习惯用语或固定搭配。而九级的要求则更高。生词量的急剧增大,使学生和教师的压力倍增,传统的机械性记忆单词的方法已无法让学生达到《英语课程标准》要求。近年来,随着多媒体和网络技术在语言教学中的广泛应用,英文影视教学逐渐受到重视,是促进词汇学习的一种新途径。

二、英文影视欣赏课程和词汇附带习得的理论依据

1. 英文影视欣赏课程

英文影视欣赏课程是通过对经典英文影视的赏析,介绍相关背景,讲解重点词汇和句型,模仿经典台词和剖析影片所表现的主题,旨在培养学生审美情趣,开拓学生视野,提高在真实语境中的听说能力和交际能力,加深他们对英美文化社会的了解。

2. 词汇附带习

该理论是由Nagy and Herman (1985)提出,是近20年来出现在应用语言学研究领域的新名词。词汇附带性习得(IVA)是指学习者在完成其他学习任务时同时出现的认知活动,在词汇学习过程中,学习者可以通过听、说、读、写等活动附带地习得词汇。

在本文中,笔者想结合本校开展的英语选修课——经典英文影视欣赏,来谈谈在英文电影的观看中如何关注词汇的附带习得并指导学生运用及进行相关的评价。

三、英文影视欣赏中词汇附带习得的原则

1. 材料选取

电影中的台词对白常常出现英语为本族语者日常生活中经常使用的句型、词汇以及新的流行语,所以往往比现成的教科书更能够及时、准确地传播以英语为母语的人群的表达习惯。因此,教师应根据学生的实际情况,选择发音较为清晰、语言难度适中、符合学生学习兴趣和教学要求的影视作品。

2. 教学方式

传统的词汇教学是孤立的。学生只有死记硬背这一种习得方式,使他们感觉非常困难,而且总是背了就忘,积极性大大受挫。而在英文影视欣赏课程,具有下列优势:“一是词汇习得是在语境中进行的,能够使学习者对词汇的用法和意义理解得更深刻;二是词汇习得效率会更高;三是词汇学习个性化,因为习得的词汇取决于学习者所选择的语言材料。”

四、英文影视欣赏中词汇习得、内化

以下笔者以本校英语选修课程《Forrest Gump经典赏析与模仿》为例来讲讲词汇附带习得、内化。

1. 英文影视欣赏中词汇的习得

(1)利用语境猜测词义

在影片(00:01:40-00:09:00)中,Mrs.Gump和小学校长有一段关于Forrest Gump是否是一名正常孩子的讨论(材料1)。在欣赏这一段对话时,学生的讲义上会重点加粗一些课标词汇,让他们利用上下的语境进行语义的猜测。

材料1:

Forrest: We lived about a quarter mile off Route 17, about a half mile from the town of Greenbow, Alabama. Thats in the county of Greenbow. Our house had been in Mamas family since her grandpas grandpas grandpa had come across the ocean about a thousand years ago. Since it was just me and Mama and we had all these empty rooms, Mama decided to those rooms , mostly to people passing through, like form Mobile, Montgomery, places like that. Thats how I and Mama got money. Mama was a real lady.

Mrs. Gump: Remember what I told you, Forrest. Youre no different than anybody else is.

Mrs. Gump: Did you hear what I said, Forrest? Youre the same as everybody else. (Principals office)

Principal: Your boys... different, Mrs. Gump. Now, his I.Q. is

.

Mrs. Gump: Well, we're all different, Mr. Hancock.

Principal: I want to show you something, Mrs. Gump. Now, this is

. Forrest is right here. The state a

I.Q. of eighty to attend public school, Mrs. Gump. Hes gonna have to go to . Now, hell be just fine.

Mrs. Gump: What does normal mean, ? He might be a bit , but my boy Forrest is going to get the same opportunities as everyone else. He's not going to some special school to learn to how to re-tread . Were talking about five little points here. There must be something can be done.

Principal: Were a progressive school system. We dont want to see anybody .

Principal: Is there a Mr. Gump, Mrs. Gump?

Mrs. Gump: Hes .

Vocabulary:

route n. 常规路线;航线;渠道,途径

minimum adj. & n. 最低限度;最小量

gonna: going to (AE) 将要,用在口语中

opportunity n. 机会,时机

progressive adj. 排名次的;进步的

(2)根据对白捕捉词汇

在材料1的语段中,让学生连续欣赏两遍后,把语段补充完整。即时的捕捉对白有利于加深学生对这些英语词汇的记忆。

(3)通过修辞理解语言

在本段视频中,有一些具有深层意义的句子,可以请学生结合内容来理解以下划线部分的内容,加深对短语和句子的理解,为运用奠定基础。

①Principal: Hes going to have to go to a special school. (a school for the low-IQ children)

②Mrs. Gump: He might be a bit on the slow side. (He might not be quick-witted.)

让学生感受到这些句子都运用了一种语言现象——委婉语,接着介绍委婉语的定义和分类,扩大词汇。

Definition: A euphemism is a kind of expressing method which aims at making people feel less embarrassed by using some agreeable words instead of those which may make people feel unpleasant and not respected. Euphemisms can mainly be grouped into three categories:For taboo(避讳);For cover(掩饰);For politeness (礼貌)。

2. 英文影视欣赏中词汇的内化

一个单词要在不同的语境下出现5~16次,学习者才有可能记住。为了提高学生在影视教学中的词汇学习效果,教师可根据影视材料构建问题情境,并且设计多种形式的活动,反复出现课标词汇,加深学生的印象。

(1)词汇的复现

复述影片内容、根据关键词汇、词组和有用的表达方式,让学生来复述影片内容;角色扮演、多次观看同一片段后进行对白模仿、角色扮演,既可以提高学生的理解能力,也能锻炼口语表达能力;佳句欣赏背诵、选取美文佳句,让学生欣赏理解、背诵,做到脱口而出。

(2)词汇的创造性使用

①一词多义

在这一语段中主要关注的是委婉语,这既是一种语言现象,更是一种文化现象。学生在学了这一修辞后,能更了解西方的文化现象,也能扩大同一意义表达的词汇量。

翻译: I used to think I was poor, then they told me I wasnt poor; I was needy. Then they said it was self-defeating to think of myself as needy, that I was culturally deprived. Then they told me deprived was a bad image, that I was underprivileged. Then they told me that underprivileged was overused, that I was disadvantaged. I still dont have a dime-but I have a great vocabulary!

②迁移使用

根据以上对委婉语的讲解,让学生用英语来解释以下划线部分内容。

You are putting on weight.(becoming fat)

Now she is eating for two. (pregnant)

The old man lay taking his rest after a life of bitter hardship.(dead)

The young lady has married that bookseller who has one foot in the grave.

(is very old/ is dying/ at the point of death)

③情景活用

把委婉语放到语境中,根据它的定义和用法,教师给出一定场景,让学生来运用。

In the middle of the dinner, you have drunk too much water and want to go to the toilet.

总之,词汇附带习得是通过听、说、读、写等活动,有意识地引导学生注意词频较高或大纲内提出具体学习要求的词汇,从而达到增大词汇量的效果。而英文影视教学能够创建真实的语言学习环境,对促进学生词汇学习兴趣和学习效果有着积极的作用。

参考文献:

[1] 教育部.英语课程标准(实验稿)[S].北京:人民教育出版社,2003.

(作者单位:浙江省绍兴市稽山中学 312000)

猜你喜欢
习得理论依据内化
激活中队活力,内化少先队员组织归属感
激活中队活力,内化少先队员组织归属感
德鲁大叔内化营销胜过广告
大连市体育中心场馆现状调查研究
浅谈高中英语阅读课学生质疑能力的培养
受控主体合法预期保护的理论依据研究
文化认知对日语习得的影响及策略研究
英语专业学习者音段习得状况跟踪调查研究
儿童英语口语习得研究
海外华语教材的文化“内化”