淺析英語諺語在中學(xué)英語課堂中的應(yīng)用

湖南科技大學(xué)畢業(yè)設(shè)計(jì)（論文）題目英語諺語在高中英語課堂教學(xué)中的應(yīng)用作者學(xué)院外國語學(xué)院專業(yè)英語學(xué)號(hào)指導(dǎo)教師THEAPPLICATIONOFENGLISHPROVERBSINENGLISHCLASSINSENIORMIDDLESCHOOLATHESISSUBMITTEDTOSCHOOLOFFOREIGNSTUDIESHUNANUNIVERSITYOFSCIENCEANDTECHNOLOGYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFBACHELOROFARTSUNDERTHESUPERVISIONOF湖南科技大學(xué)畢業(yè)設(shè)計(jì)（論文）任務(wù)書外國語學(xué)院院英語一系（教研室）系（教研室）主任（簽名）年月日學(xué)生姓名學(xué)號(hào)專業(yè)1設(shè)計(jì)（論文）題目及專題英語諺語在高中英語課堂教學(xué)中的應(yīng)用2學(xué)生設(shè)計(jì)（論文）時(shí)間自2011年12月15日開始至2012年7月3日止3設(shè)計(jì)（論文）所用資源和參考資料1）SUNJINGLI2007THEFUNCTIONSOFENGLISHPROVERBSINENGLISHLANGUAGETEACHINGDANHUIVOCATIONALCOLLEGEOFELECTRONICS18194）馬麗俠，2006，在英語課堂中應(yīng)用諺語來激活教學(xué)R陜西省扶風(fēng)高中5）楊利，2008，在英語教學(xué)中如何運(yùn)用布魯納“認(rèn)知發(fā)現(xiàn)”學(xué)習(xí)理論J當(dāng)代教育論壇（09）23,784設(shè)計(jì)（論文）應(yīng)完成的主要內(nèi)容中學(xué)英語教學(xué)中存在許多障礙與困難，導(dǎo)致學(xué)生們學(xué)習(xí)英語非常吃力，甚至失去對(duì)英語學(xué)習(xí)的興趣與動(dòng)力。本論文將主要探討英語諺語在高中英語教學(xué)中的應(yīng)用。5提交設(shè)計(jì)（論文）形式（設(shè)計(jì)說明與圖紙或論文等）及要求1）要求學(xué)生認(rèn)真、獨(dú)立完成畢業(yè)論文的寫作。2）要求按照學(xué)校規(guī)定的論文格式撰寫論文。3）要求及時(shí)同指導(dǎo)老師進(jìn)行溝通，按步驟完成論文的寫作和答辯工作。6發(fā)題時(shí)間2011年12月27日指導(dǎo)教師（簽名）學(xué)生（簽名）ACKNOWLEDGMENTSIWOULDLIKETOEXTENDMYSINCEREGRATITUDETOALLTHOSEWHOHELPEDMEALOTDURINGMYCOMPOSITIONOFTHETHESISANDTHEPASTFOURYEARSOFSTUDYINTHEUNIVERSITYASPECIALAPPRECIATIONSHOULDBESHOWNTOASSOCIATEPROFHECHAOLAN,MYSUPERVISOR,WHOSEGUIDANCE,PATIENCEANDENCOURAGEMENTHAVEBEENGREATLYHELPFULINTHEWRITINGOFTHETHESISMYTHANKSALSOGOTOTHESCHOOLOFFOREIGNSTUDIES,HUNANUNIVERSITYOFSCIENCEANDTECHNOLOGY,WHEREIHADGREATOPPORTUNITIESTOATTENDCLASSESANDIMPROVEMYSELFINKNOWLEDGEASWELLASMYCHARACTERFORMATIONMYGRATITUDEWILLALSOEXTENDTOMYCLASSMATESANDFRIENDSWHOHAVEHELPEDMEALLALONGTHEPASTFOURYEARSANDWHOHAVEGIVENMEGOODADVICEINMYSTUDYLASTBUTNOTTHELEAST,IDLIKETOEXPRESSMYTHANKSTOMYPARENTSTHEIRLOVEANDCONCERNFORMEGIVESMEENDLESSSTRENGTHANDCOURAGEONTHEWAYTOGRADUATIONABSTRACTTHEREAREMANYBARRIERSANDDIFFICULTIESINENGLISHTEACHINGINMIDDLESCHOOL,WHICHRESULTSTOSTUDENTSINEFFICIENTLEARNINGOFENGLISH,EVENTHEYLOSEINTERESTANDMOTIVATIONINENGLISHLEARNINGINENGLISHCLASS,TEACHERSTEACHENGLISHPROVERBSCANEFFECTIVELYSTIMULATESTUDENTSINTERESTANDMOTIVATIONTOENGLISHTHISTHESISFIRSTINTRODUCESTHEDEFINITIONANDTHEFEATURESOFENGLISHPROVERBSANDGIVESABRIEFANALYSISOFINTRINSICLEARNINGMOTIVATIONTHEEFFECTSOFENGLISHPROVERBSONENGLISHLEARNINGWILLBEDISCUSSEDNEXTFINALLY,THISTHESISWILLMAKEAVERYDETAILEDANALYSISOFTHEAPPLICATIONOFENGLISHPROVERBSINENGLISHTEACHINGINSENIORMIDDLESCHOOLENGLISHPROVERBSAREMAINLYUSEDINVOCABULARYTEACHING,SENTENCEPATTERNTEACHING,GRAMMARTEACHINGANDWRITINGTEACHINGKEYWORDSENGLISHPROVERBSENGLISHLEARNINGINTERESTMOTIVATION中文摘要中學(xué)英語教學(xué)中存在許多障礙與困難，導(dǎo)致學(xué)生們學(xué)習(xí)英語非常吃力，甚至失去對(duì)英語學(xué)習(xí)的興趣與動(dòng)力。在英語課堂上，老師教授英語諺語能激發(fā)學(xué)生學(xué)習(xí)英語的興趣和學(xué)習(xí)動(dòng)力。本論文首先介紹了英語諺語的定義和特性，簡要分析了內(nèi)部學(xué)習(xí)動(dòng)機(jī)，討論了諺語對(duì)英語學(xué)習(xí)的效果，最后，文章詳細(xì)探討了英語諺語在高中英語教學(xué)中的應(yīng)用，主要是在英語詞匯，句子，語法和寫作中的應(yīng)用。關(guān)鍵詞英語諺語；英語學(xué)習(xí)；興趣；動(dòng)機(jī)CONTENTSACKNOWLEDGMENTSIABSTRACTII中文摘要IIIINTRODUCTION1IABRIEFINTRODUCTIONOFENGLISHPROVERBS211THEDEFINITIONOFENGLISHPROVERBS212THEFEATURESOFENGLISHPROVERBS3121SIMPLEINFORMBUTPROFOUNDINMEANING3122SYMMETRICALSENTENCEPATTERN3123RICHANDVARIEDRHETORIC4IIRELEVANTTHEORYINTRINSICLEARNINGMOTIVATIONTHEORY5IIITHEEFFECTSOFUSINGENGLISHPROVERBSONENGLISHTEACHING731ACTIVATINGTHEENGLISHCLASS7311CREATINGARELAXINGENVIRONMENTOFLEARNING8312AROUSINGSTUDENTSINTERESTANDDESIREFORLEARNING832SPREADINGIDEOLOGICALEDUCATIONTOSTUDENTS933HELPINGSTUDENTSMASTERTHEKNOWLEDGEOFENGLISHEFFECTIVELY934IMPROVINGSTUDENTSCONSCIOUSNESSOFENGLISHCULTURE10IVTHEAPPLICATIONOFENGLISHPROVERBSINENGLISHCLASS1141USINGENGLISHPROVERBSTOTEACHVOCABULARY1142USINGENGLISHPROVERBSTOTEACHSENTENCEPATTERN1143USINGENGLISHPROVERBSTOTEACHGRAMMAR1244USINGENGLISHPROVERBSTOTEACHWRITING13CONCLUSION14BIBLIOGRAPHY15INTRODUCTIONENGLISHTEACHINGISNOTAPIECEOFEASYWORKESPECIALLY,MANYSENIORHIGHSCHOOLSTUDENTSARELOSINGTHEIRINTERESTANDSHOWINGNEGATIVEATTITUDETOWARDSENGLISHLEARNINGTEACHERSAREALWAYSCOMPLAININGTHATITISHARDTOIMPROVESTUDENTSSCORESANDTHESTUDENTSARETOOLAZYTOLEARNTHEWORDS,RECITETHEDIALOGUESANDFINISHTHEEXERCISESTOSOMEDEGREE,THEEFFECTIVEWAYTOMAKETHEENGLISHTEACHINGANDLEARNINGGOSMOOTHLYISTOIMPROVESTUDENTSINTERESTINENGLISHLEARNINGEINSTEINONCESAID“INTERESTISTHEBESTTEACHER”INTERESTISAKINDOFDIRECTMOTIVATIONTOPUSHSTUDENTSSTUDIESTHATMEANSINTERESTPLAYSANIMPORTANTPARTINENGLISHLEARNINGTHEFAMOUSPSYCHOLOGISTBRUNERONCESAID“THEBESTCATALYZEROFLEARNINGISTHEINTERESTFORTHELEARNINGMATERIALS”CHENRUIALSOSAIDTHATITWILLKILLSTUDENTSSPIRITOFPURSUINGTHETRUTHIFTHEYAREFORCEDTOLEARNENGLISHWITHOUTMOTIVATION楊利2008SOTEACHERS,ASWELLASSTUDENTSSHOULDUTILIZESOMEGOODMATERIALSASTEACHINGMATERIALSTOMOTIVATESTUDENTSINTERESTENGLISHPROVERBS,THEREFLECTIONANDESSENCEOFENGLISHCULTURE,AREPERFECTMATERIALSFORSTUDENTSTOLEARNENGLISHONTHEONEHAND,PROVERBSSPREADENGLISHCULTURE,WITHWHICHSTUDENTSCANUNDERSTANDENGLISHBETTERONTHEOTHERHAND,PROVERBSARETHEESSENCEOFWISDOM,THUSSTUDEN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