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世界英语观在英语课堂教学中的形成与发展
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作者 周华 《辽宁行政学院学报》 2008年第7期123-124,共2页
近年来,英语已被越来越多的学术界人士称为世界英语或者国际英语。这种现象与英语国家地位的攀升、跨文化交际活动的增强以及英语变体的客观存在密不可分。文章以英语课堂教学实践为基点,着重阐述了世界英语观在英语课堂教学中的形成与... 近年来,英语已被越来越多的学术界人士称为世界英语或者国际英语。这种现象与英语国家地位的攀升、跨文化交际活动的增强以及英语变体的客观存在密不可分。文章以英语课堂教学实践为基点,着重阐述了世界英语观在英语课堂教学中的形成与发展,并提出了形成世界英语观的重要途径。通过这些途径,教师便可以有的放矢地进行英语语言教学,从而达到预期的教学目标。 展开更多
关键词 世界英语观 发展 课堂教学
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Translational Techniques as a Teaching Tool Using Culture-Specific Units: The Case of French-English Proverbs
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作者 Priye Enemi lyalla-Amadi 《Sino-US English Teaching》 2014年第2期111-118,共8页
Given the fact that cultures are a distinct way of identifying the mores and customs of a people, culture-specific units such as proverbs could serve as veritable teaching tools to pass on otherwise difficult language... Given the fact that cultures are a distinct way of identifying the mores and customs of a people, culture-specific units such as proverbs could serve as veritable teaching tools to pass on otherwise difficult language concepts to students, especially in the context of acquiring a foreign language. Proverbs can actually be viewed as succinct sayings that convey semantically-laden units expressing a people's worldview. In this paper, an attempt is made to illustrate the effectiveness of using culture-specific units like French proverbs to teach challenging grammatical features to English-speaking students in a French class. For example, grammatical aspects like verb conjugation French syntax, etc., can be effectively tackled. Translational techniques could then serve as pedagogical tools to bring about a better grasp of the foreign language being acquired, and in the process, exposure to a larger world culture would be achieved 展开更多
关键词 culture-specific units foreign language acquisition grammatical features world culture translational techniques pedagogical tools
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