The Research on Audio—Visual—Oral Instructional theory in Foreign Language.doc

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1、1The Research on AudioVisualOral Instructional theory in Foreign LanguageAbstract. The paper is researched how to use advanced teaching equipment to improve teaching method in the foreign language form the angle of language teaching. The paper is discussed the process of cognition based on physiolog

2、ical and psychological foundation, the process of adults foreign learning, the language environment of foreign learning, the process of audio-visual teaching in foreign language, teachers trainings and students practices, the difference between language and speech form multi-view, such as, audio-vis

3、ual-oral instruction of foreign language, psychology and linguistics. Consequently, the teacher realize that audio-visual-oral Instruction plays an important role in language learning and also make full of advanced teaching equipment in order to achieve the effect that belongs to yield twice the res

4、ult with half the effort. Key words: psychology, linguistics, audio-visual instruction Introduction 2The colleges and universities develop rapidly electrochemical teaching with the speeding process in modernization of higher education. These teaching equipment plays an important role in each stage o

5、f modern foreign language teaching from common electronic facilities, such as, the beginning of the slide projector, motion-picture machine, tape recorders and projectors to language laboratory of analogue type, closed-circuit television system, videocorders as advanced teaching equipment. In modern

6、 times, the most advanced electronic equipment is digital multimedia language laboratory. By comparision, the teachers, foreign language teaching, need to further research, exploration and practice about how to use fully of advanced teaching equipment, to play efficiently electronic equipment for im

7、prove the quality of foreign language teaching. The paper is put forward several theoretical questions in English audio-visual-oral instruction form different angles in physiology, psychology, linguistics and electrochemical teaching for teachers who are engaged in the English audio-visual-oral inst

8、ruction discuss them. 1.The Process of Human Cognition Humans cognitive organs are composed of the central nervous system (brain and spinal cord) , peripheral nervous 3system (sensory nerve and motor nerve) and the receptor (visual, hearing, touch and smell receptor, etc.). People will feel outside

9、stimulation when the outside stimulus stimulates receptor, such as, visual. The definition of perceptual representation is that human brain cognate the object in form of overall understanding under composite stimulus. Perceptual representation can make people to realize object shape, size and sport,

10、 etc. However, people can see the image of the object when they are not stimulated by object. Thats why the previous image is left in the brain as memory. People not only can reappear the appearance of the object in the previous memory but also can use the memory representation that people can image

11、 do not exist in real world. This kind of memory representation and imaginative image are call imago. Humans cognitive process does not come to end. Because people need to use concept understanding more and more wide and profound nature and society, cognitive process become further. People cognition

12、 not only depends on the image but also the word. The understanding of new concept can use the known words concept to achieve. In a word, the combination of word and image that word can replace the objective world and stay in mind to express through 4speech organs make people to understand the same

13、objective world with each other, which is special form. People are impossible to communicate without this special form. Therefore, it is also the important conditions between the combination of the word and image, sound language and written, the new word and old word so called cognitive equilibrium

14、condition. 2. The Process of Adult learning Foreign Language Adult is how to know the foreign language and master the foreign language. It is assumed that a people learn the language in foreign country and are not the object with native language. At this time, the process of learning the foreign lan

15、guage needs to be done each concept and each discourse in actual communication process and learn naturally in actual objective object and phenomenon of the specific relationship. Adult pronounce with native language features because adult master native language by themselves and their pronunciation

16、organ mechanism has finalized the design. At the same time, adult naturally associate native languages when they meet new concepts or phenomenon because adult have a good command of native language. And then they put the foreign language words connecting with concept and native words. They also use

17、native 5languages thinking in the course of such communication, and then use the foreign language to express. However this natural relation is essential difference between the two kinds of language contact that is compared in foreign language teaching. The former is subjective connection, while the

18、latter is to strengthen the contact. This kind of subjective contact is easy to be interrupted due to forced by language circumstances. Although adults thinking ability is strong, the language environment does not require contact native language. On the contrary, image and voice are combined so the

19、new and old word has provided with equilibrium conditions except native language. As a result, it leads to contradict with limited foreign language level. Therefore, the adult can relatively easy understanding but they express in difficulty. However, adult may naturally correct mistakes due to the l

20、anguage environment, and master gradually the real foreign language in actual communication. 3. Language Environment Anyone who has studied foreign language pays attention to the language environment because the improvement of language skill has the close relation with the language environment. Lang

21、uage is a social phenomenon but not a physiological phenomenon. Language can not produce if there is no society or 6desocialization and the individual also can not learn the language well. The wolf child in India is such example. The language area of cerebral cortex is gradual development and mature

22、 after birth so it does not become mature after birth. So it is the important to language environment for the objective factors, generally speaking, language environment refers to the situation and context. Situation refers to the objective environment to speak language and context refers to the spe

23、cific context. But foreign language environment not only refers the situation and context, but also contains the objective environment in the process of learning the foreign language. Foreign language environment can be divided into two categories: natural language environment and creating language

24、environment. Natural language environment includes language environment of natural grasp and natural language environment of intentional learning such as overseas study. Natural language environment is the most ideal environment. However, domestic condition is less than this so it is created the tea

25、ching environment of foreign language at home. Creating foreign environment can be roughly divided into three types. The first is the language environment of inevitable self-study, namely necessary language environment. Conscientious 7also need the teacher but the book can not instead of the teacher

26、 because language teaching equipment is also as the teacher. This is the lowest environment for learning the foreign language and the worst on effect. But the total foreign language level is not the worst because the student master the foreign language plays an important role by themselves. The seco

27、nd is plenty language environment, namely the foreign language of learning environment to accept education at school. This is superior to the first one. However, sufficient language environment also have difference. One the one hand it is the teachers factors. There are greatly differences between n

28、ative language teacher and foreign teacher. Generally speaking, the native language teacher is not equal to foreign teacher unless the native language teacher has stayed for living and study at abroad. Similarly, the native language teachers level is different between each other. On the other hand i

29、t is the factor about audio-visual equipment. There are the essential differences between foreign teaching in forms and actual reality in the society. Classroom teaching is activities that require teacher and students cooperate together. The teacher plays a leading role one side but students just re

30、peat teachers language. And social actual language is multiway 8activities. It can create language environment that is similar social if there is audio-visual equipment. The third is completely language environment that is a kind of simulation language environment. Foreign language is set up trainin

31、g a sort of special talents established specially foreign language city that the conditions is the same as foreign. 4. Audio-visual Teaching Process in Foreign Language 4.1 Audio-visual Teaching Process in Foreign Language conforming necessarily the Cognitive Process Teaching is a bilateral activity

32、. Teachers task imparts knowledge training students skill. The teacher is also framer who is in teaching contents and plan and also the organizers of teaching. Therefore, the teacher plays a leading role in the entire teaching activity. It is the decisive role in the level of teacher, teachers organ

33、ization ability and lectures art for teaching. Students task is to accept knowledge and master skills. For this reason, the students are in a dominant position but this is not to say that the students accept negatively knowledge and need to master the skills and techniques. This is students thinking

34、 process rather than teachers thinking activity from the understanding to the grasp. Because of this, the students initiative and 9creativity play a key role in understanding and mastering. Only the teacher and students both sides give play to the initiative and creativity achieving the expected tea

35、ching effect. 4.2 The Mental Process of Teachers teaching and students understanding The teacher presents new words that in fact are pronunciation and written language and shows image that actually are material object and screenage. The students produce the brain visual perception presentation and l

36、istening perception presentation, which conforms to the stimulant representation forming a temporary contact in the brain. At this time, it may appear much associated process such as memory presentation, etc. and thinking process such as analysis and comprehension, comparation, judgement and reasoni

37、ng, etc, which they form a kind of concept, namely, word, concept. The word, concept is preserved as independent form in the cerebral cortex. The teacher explains new words through recalling learned words as another form for teaching. This is a kind of special audio-visual teaching form. Teacher pre

38、sents the new word, pronunciation or write, using learned words to illustrate the new words. There are new words and known words presentation in the students brain when the 10students associate the learned words screenage. It appears the new word and old word with temporary contact of screenage in t

39、he cerebral cortex. The students image new presentation according to the learned words and form and also carry on a series of other association and thinking, which form the new words concept, namely, word and concept. But this concept also belongs to the semiaxis concept with screenage. The teacher

40、studies not only the content itself, but also to consider the art of lectures. One is timeliness of suggestion. Timeliness of suggestion refers to suggest teaching content according to the students characteristics of psychological activities so the teacher should choose the most appropriate time and

41、 way. For example, there are two methods to suggestion that is word and then screenage; screenage is as first and then word. What kind of specific method should be used according to the content itself and students psychological activities at that time. The second is purposeful connection. The purpos

42、eful connection refers to correct association that teacher guide students so as to correctly understand the new content and quickly memory new materials. It is considered the question that new materials and sentences connect, that is to understand new words in the whole sentences because words have

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