从二语习得理论看小学英语作业_英语论文

Designing Effective Homework to Promote Acquisition in Primary School EFL Learners

摘  要

随着新课改的深入，当前小学英语教学中特别是课堂教学取得了一定的提高，但是同为教学重要环节的回家作业确没有得到足够的重视。在传统的回家作业设计中，教师作为设计主体，对于回家作业的定义和功能没有清楚的认识。本文以二语习得相关理论为基础对小学英语回家作业进行新的定义。此外采用文献研究法，访谈法和案例研究法的研究方法，对小学英语作业中存在的问题进行分类和分析。最后提出回家作业设计的原则：兴趣原则，拓展原则和多样化原则。笔者希望通过设计有效的回家作业来开创小学生英语“习得”的途径，同时提供以英语为媒介的观察世界的新途径。

关键词：二语习得；英语教学；小学；作业设计；原则

Abstract

With the curriculum reform developing in depth, improvements have been achieved in the primary school EFL classroom, but homework as a significant teaching link has not received enough attention. In traditional homework assignment, teachers often have a vague understanding of the definition and functions of homework. This paper intends to give a clearer definition of homework on the basis of second language acquisition (SLA) theories. Through literature review, interview and case study the typical problems with traditional homework are classified and analyzed. The paper ends with 3 suggested principles for homework design: the principle of interest, the principle of expansion and the principle of variety. It is hoped that these principles can help teachers design effective homework to promote acquisition for primary school EFL learners and at the same time, provides them with a new perspective to view the world.

Key words: SLA; EFL teaching; primary school; homework design; principles 

Contents

Introduction １

1. Reexamining Second Language Acquisition in the EFL teaching context ２

2. Promoting acquisition through effective homework design ３

2.1 Providing comprehensive input ３

2.2 Raising interest ４

2.3 Encouraging meaningful output ４

3. Typical problems with traditional English homework ５

3.1 Homework type lacking variety ５

3.2 Homework content neglecting individual differences ６

3.3 Homework content isolated form real life ７

3.4 Students’ misconception of English learning ７

4. Basic principles for homework design ８

4.1 The principle of interest ８

4.2 The principle of expansion ９

4.3 The principle of variety １０

4.3.1 Catering to individuality １０

4.3.2 Presenting good variety of homework types １２

4.3.3 Reforming homework correction １３

4.4 A case study of English homework design in primary school １４

Conclusion １５

References １７