文献综述范例教学法

The Literature Review of Teaching Spoken English through Movies More and more efforts have been made to enhance language abilities of college students than ever before since China joined the WTO. Language is the means for exchanging ideas between peoples. To improve spoken English of college students and find the new methods to teach are urgent tasks right now. This article discusses the strategies about teaching Chinese college students to learn spoken English through English movies and suggests a practical way that actually widens students’ communicative abilities. 1. Viewing the Western Movies (西方电影欣赏) Starting with providing some excerpts from the classical movies, this book gives us a detailed description of the process of teaching spoken English by films: 1) Cultural notes: providing the background and the music in the film. 2) Before viewing: asking some questions, to make students have an idea about this film. Before class, students must find some information about this film by themselves. 3) Viewing: after the watching, to ask students to analyze some classical sentences or parts of the film. 4) Role-play: choosing the most wonderful part of the film, to ask students to imitate. 5) Post-viewing: to ask students to think the topic and make a contract with the reality. Specifically, this book links the relationship among the various skills of learning, such as reading, listening, and writing. Each film in this book has its own features, emotions, and meanings. 2. The Positive Impact of Original English Movies on Oral English (英文原版电影对英语口语的正面影响) In this article, the author first analyzes the English status of Chinese students and emphasize that the lack of English environment is one of the difficulties in oral English for the Chinese English learners. Then the author presents that watching original English movies will have compensation to the learners for the lack of the environment. In the following, the author takes the American popular situational comedy Friends as an example, to expound how the films to help people learn oral English. This article interprets the positive parts: the first one is the pronunciation of the film, the second is the sentences and the vocabulary of the film, the third is the content and the theme of the film and the last one is the culture and the thought of the film. 3. Imitating English Speaking Through English Movies（英语电影口语模仿） It is widely accepted that imitating English speaking as an F/S language through movies achieves a better effect than through tapes. The author considers that the imitation is the basic way of learning oral English. This article shows that imitating movies achieves the same acoustic quality as through tapes. This proves that psychological factors play roles in achieving good imitating quality through English movies, proved by many experts such as Wilder Penfield, etc. Then the author makes a research of the situation: when foreigners communicating with Chinese people, who speak English, usually they cannot understand what their partners say. In the article, the author also distinguishes the imitation between movies and tapes. 4. Several Key Problems in College Oral English Teaching (大学英语口语教学中的几个关键问题) The author considers that in the college English teaching, the part of oral English teaching has not been paid much attention. This situation must change. We should realize the contacts among the oral English courses and other interrelated classes and they cannot be taken the place of each other. The teaching mode should have its core of the students. Teachers should try their best to arouse the interest and desire of students. To improve oral English, the precondition is the contacts between the train of English thought and oral English, and the basic way is to emphasize the connections between listening and speaking. 5. Original English Movies and English Teaching (原版英文电影与英语教学) In this article, the author emphasizes and introduces the features, and the advantages of movies: Firstly, the movies are more interesting than the books, tapes, and other materials, because a movie has a full scenario, and at the same time it contains the social activities. Secondly, proved by the film When Harry Met Sally, the language in movies is more true, vivid and brief. The language in the movies is the real and the essence word in the life. Lastly, there are vivid menus in the movies, which can supply the real language environment for the learners. Then the author states the principle of choosing the films----from easy to hard, and mentions how we should do in oral English courses by watching films and what we can gain from them. 6.The Present Situation of Oral English Classroom Instruction for English Majors (英语专业口语课堂教学的现状) In the light of years of spoken English teaching and tests, English-Major students’ English speaking competence fails to meet the requirements of the University Teaching Guidelines for English Majors. This paper has made an attempt to explore how to enhance English Majors’ English speaking competence. Teachers should meet the students’ needs and create a positive classroom atmosphere. Emphasis must be placed on teacher’s role, students’ self – access learning, communicative training, as well as cultural teaching. The author divides the teaching into four links: teachers in the oral English courses, the students, the materials and the way of teaching. And the author also makes a lot of suggestions to improve the affections of the courses. 7.Oral English Teaching and Students’ Communicative Competence Training (英语口语教学与学生交际能力培养) The author states the relationships between oral English teaching and training students’ communicative competence. At the beginning, the author introduces the definition of the communicative competence. He also points out the aim of oral English teaching – to develop students’ ability to communicate with foreigners, including the ability to speak and listen, the ability to master and use the language, the ability to think in an English cultural way. The author emphasizes that the oral English courses should serve as the students’ communicative competence. Teachers should make full use of every link to improve students’ communicative competence. They should not only choose the teaching context and the teaching way, but also consider the different roles the teachers and students play. 8. Oral English Teaching Reform through English Movies (通过英语电影改革口语教学) From three points of view, the author analyzes the situation and think of teaching through English movies: First, the view from teacher: many teachers do not pay enough attention to this kind of teaching. Secondly, the view from student: when watching films, students just consider it as a relax ion. They may give up, or just look the screen. Thirdly, the view from film itself: the speed of people’s talking may be too fast. And the slang and idioms used in the films are not easy for students to understand, even for the teachers. So in the following, the author suggests three ways: The first, this part contains the preparation of choosing the films, the principles --from easy to hard; the artistry and civilization; students’ interest and hobby, the explanation of the films. The second, the way of watching: full watching, just watching a part, watching repeatedly and speculating with a pause. 9. The Features and Cultural Meanings of Classical Dialogues in English Films (经典英文电影台词的语言特征和文化内涵) The actor lines are one of the most important parts of movies. At the beginning, the author mentions that the classical English lines have topical features, such as brief, easy to understand, vivid, and humor etc., taking the film The Wizard of OZ, The Adventures of Robin Hood, The Lion in Winter etc. as examples. In the second part, the author shifts his core to the cultural meanings in the films. He also uses different films to explain his opinion, the meanings of Brave Heart is protecting freedom, of Forrest Gump is living in happy life, of Saving Private Ryan is treasuring one’s life. 10. The Most Effective Way to Learn Oral English (学英语口语最有效的方法) This book is very classical among the books, which students use as the material for oral English. First, the book has a lot of dialogues, which may have something in common with our daily life. Secondly, the book has translated the context from English to Chinese, so that the editors think it is easy for the learners to understand. Thirdly, after the class, there is a lot of work for the learners, so they can go over what they have learned. The theme of this context is concerned about the common in the life, such as openings and closings, making a phone call, introductions and invitations, apologizing, getting information and so on. References: 参考文献不应少于1 0条 超市营销方案100条新疆维吾尔自治区教学常规60条中医养生知识100条工伤保险条例第30条感动服务100条 ，参考文献应按英文26个字母的顺序排列，先列外文文献后列中文文献，中文用宋体小四，外文用Times New Roman小四。期刊论文标记为[J]，专著为[M]，论文集为[C]，论文集收录的论文为[A]，博士论文为[D]，词典为[Z]。 参考文献例如： [1] Grbić, Nadja, & Pöllabauer, Sonja. (2008). Counting what counts: Research on community interpreting in German-speaking countries—A scientometric study. International Journal of Translation Studies 20 (2), 297-332. [2] Hadley, Alice Omaggio. (2004). Teaching Language in Context. Beijing: Foreign Language Teaching and Research Press. 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