浅析英语谚语在中学英语课堂中的应用 23页

湖南科技大学毕业设计（论文）题目英语谚语在高中英语课堂教学中的应用作者学院外国语学院专业英语学号指导教师 TheApplicationofEnglishProverbsinEnglishClassinSeniorMiddleSchoolAThesisSubmittedtoSchoolofForeignStudiesHunanUniversityofScienceandTechnologyInPartialFulfillmentofTheRequirementsforTheDegreeofBachelorofArtsUndertheSupervisionof 湖南科技大学毕业设计（论文）任务书外国语学院院英语一系（教研室）系（教研室）主任:（签名）年月日学生姓名:学号:专业:1设计（论文）题目及专题：英语谚语在高中英语课堂教学中的应用2学生设计（论文）时间：自2011年12月15日开始至2012年7月3日止3设计（论文）所用资源和参考资料：1）Sunjingli.2007.TheFunctionsofEnglishProverbsinEnglishLanguageTeaching[D].AnhuiVocationalCollegeofElectronics&InformationTechnology.2）IntrinsicallyMotivatedReinforcementLearningOnline..3）蒋明敏，2011，课堂趣味教学在中学英语教学中的运用初探[J].文学教育(08):3-5;18-19.4）马丽侠，2006，在英语课堂中应用谚语来激活教学[R].陕西省扶风高中5）杨利，2008，在英语教学中如何运用布鲁纳“认知-发现”学习理论[J].当代教育论坛（09）:2-3,7-8.4设计（论文）应完成的主要内容：中学英语教学中存在许多障碍与困难，导致学生们学习英语非常吃力，甚至失去对英语学习的兴趣与动力。本论文将主要探讨英语谚语在高中英语教学中的应用。5提交设计（论文）形式（设计说明与图纸或论文等）及要求：1）要求学生认真、独立完成毕业论文的写作。2）要求按照学校规定的论文格式撰写论文。3）要求及时同指导老师进行沟通，按步骤完成论文的写作和答辩工作。6发题时间：2011年12月27日指导教师：（签名）学生：（签名） AcknowledgmentsIwouldliketoextendmysinceregratitudetoallthosewhohelpedmealotduringmycompositionofthethesisandthepastfouryearsofstudyintheuniversity.AspecialappreciationshouldbeshowntoassociateProf.HeChao-lan,mysupervisor,whoseguidance,patienceandencouragementhavebeengreatlyhelpfulinthewritingofthethesis.MythanksalsogototheSchoolofForeignStudies,HunanUniversityofScienceandTechnology,whereIhadgreatopportunitiestoattendclassesandimprovemyselfinknowledgeaswellasmycharacterformation.Mygratitudewillalsoextendtomyclassmatesandfriendswhohavehelpedmeallalongthepastfouryearsandwhohavegivenmegoodadviceinmystudy.Lastbutnottheleast,I’dliketoexpressmythankstomyparents.Theirloveandconcernformegivesmeendlessstrengthandcourageonthewaytograduation.iii AbstractTherearemanybarriersanddifficultiesinEnglishteachinginmiddleschool,whichresultstostudents’inefficientlearningofEnglish,eventheyloseinterestandmotivationinEnglishlearning.InEnglishclass,teachersteachEnglishproverbscaneffectivelystimulatestudents’interestandmotivationtoEnglish.ThisthesisfirstintroducesthedefinitionandthefeaturesofEnglishproverbsandgivesabriefanalysisofIntrinsicLearningMotivation.TheeffectsofEnglishproverbsonEnglishlearningwillbediscussednext.Finally,thisthesiswillmakeaverydetailedanalysisoftheapplicationofEnglishproverbsinEnglishteachinginseniormiddleschool.Englishproverbsaremainlyusedinvocabularyteaching,sentencepatternteaching,grammarteachingandwritingteaching.KeyWords:Englishproverbs;Englishlearning;interest;motivationiii 中文摘要中学英语教学中存在许多障碍与困难，导致学生们学习英语非常吃力，甚至失去对英语学习的兴趣与动力。在英语课堂上，老师教授英语谚语能激发学生学习英语的兴趣和学习动力。本论文首先介绍了英语谚语的定义和特性，简要分析了内部学习动机，讨论了谚语对英语学习的效果，最后，文章详细探讨了英语谚语在高中英语教学中的应用，主要是在英语词汇，句子，语法和写作中的应用。关键词：英语谚语；英语学习；兴趣；动机iii ContentsAcknowledgments…………………………………………………………………iAbstract……………………….……..………………………………………….…ii中文摘要………...…………………………………….……………………..…….iiiIntroduction…………………………………………………………………………1I.ABriefIntroductionofEnglishProverbs………………………………………...21.1TheDefinitionofEnglishProverbs……………………………………...………21.2TheFeaturesofEnglishProverbs………………………………………………..31.2.1SimpleinFormbutProfoundinMeaning…...............…….………….…...31.2.2SymmetricalSentencePattern……………………………………..……....31.2.3RichandVariedRhetoric……………………………………..……….......4II.RelevantTheory:IntrinsicLearningMotivationTheory...……................……5III.TheEffectsofUsingEnglishProverbsonEnglishTeaching………..……….73.1ActivatingtheEnglishClass……………………………………………..........73.1.1CreatingaRelaxingEnvironmentofLearning……………………….....83.1.2ArousingStudents’InterestandDesireforLearning…………………....83.2SpreadingIdeologicalEducationtoStudents……………………………........93.3HelpingStudentsMastertheKnowledgeofEnglishEffectively……………..93.4ImprovingStudents’ConsciousnessofEnglishCulture…………………......10IV.TheApplicationofEnglishProverbsinEnglishClass………………………114.1UsingEnglishProverbstoTeachVocabulary………………………………..114.2UsingEnglishProverbstoTeachSentencePattern………………………….114.3UsingEnglishProverbstoTeachGrammar……………………………….....124.4UsingEnglishProverbstoTeachWriting……………………………………13Conclusion………………………………………………………………………….14Bibliography…………….……………………….………………………..….........15 IntroductionEnglishteachingisnotapieceofeasywork.Especially,manyseniorhighschoolstudentsarelosingtheirinterestandshowingnegativeattitudetowardsEnglishlearning.Teachersarealwayscomplainingthatitishardtoimprovestudents’scoresandthestudentsaretoolazytolearnthewords,recitethedialoguesandfinishtheexercises.Tosomedegree,theeffectivewaytomaketheEnglishteachingandlearninggosmoothlyistoimprovestudent’sinterestinEnglishlearning.Einsteinoncesaid“Interestisthebestteacher.”Interestisakindofdirectmotivationtopushstudents’studies.ThatmeansinterestplaysanimportantpartinEnglishlearning.ThefamouspsychologistBruneroncesaid“Thebestcatalyzeroflearningistheinterestforthelearningmaterials”.ChenRuialsosaidthatitwillkillstudents’spiritofpursuingthetruthiftheyareforcedtolearnEnglishwithoutmotivation(杨利2008).Soteachers,aswellasstudentsshouldutilizesomegoodmaterialsasteachingmaterialstomotivatestudents’interest.Englishproverbs,thereflectionandessenceofEnglishculture,areperfectmaterialsforstudentstolearnEnglish.Ontheonehand,proverbsspreadEnglishculture,withwhichstudentscanunderstandEnglishbetter;ontheotherhand,proverbsaretheessenceofwisdom,thusstudents’moralqualitiescanbeshapedbyacquiringthem;what’smore,proverbsarefullofrichsentencepatternsandvocabularieswhichareworthlearning.Thethesisconsistsoffourchapters.AftertheIntroduction,chapteronegivesabriefintroductionofEnglishproverbsandchaptertwointroducestherelevanttheory.Chapterthreedescribestheeffectsofusingproverbsinclassandchapterfourputsforwardthewaysofapplyingproverbsinseniormiddleschoolteaching.Thenitcomestothelastpart,conclusion.-16- I.ABriefIntroductionofEnglishProverbsProverbs,acolorfulandvividlanguagereflection,reflectimportanttypicalculturalvaluesofeveryculture.Simpleandpopular,conciseandpithy,theyarepassedonfromgenerationtogenerationinthereadableoralformandhavegraduallybecomeacomponentindispensabletothedominantcultureofthatnation.AstheessenceofEnglishcultureandEnglishpeople’slifeandexperience,proverbsplayanimportantroleinstudents’learningandunderstandingofEnglish.Theycanarousestudents’interestinEnglishstudyandcanstimulatetheirlearning.1.1TheDefinitionofEnglishProverbsAccordingtotheModernLongmanDictionary,aproverbisabrieffamiliarmaximoffolkwisdom,usuallycompressedinform,thatisspreadamongpeopleandreflectstheprofoundmeaningsbysimpleandpopularexpressions(林玉蓉2008).Proverbshavealonghistory.Theyarebriefandwell-polishedexpressionsembeddedinphilosophicalideasconcerningdifferentaspectsoflife.Theyarethesummaryofpeople’sexperiencesineverydaylife,sotheyareoriginatedfrompeople’sdailylifeandexperience.Tobespecific,theycomefromfolklife,religion,mythology,literaryworks,otherlanguages,famouswriters’wisdom,anation’shistoryandsoon.Inotherwords,proverbsareshortsayingsoffolkwisdomofwell-knownfactsortruthscompendiousexpressedandinawaythatmakesthemeasytoremember.Becausetheproverbsaresobrief,theyhaveuniversalappeal.Mostproverbsreflectthepracticalexperienceofworkingpeople’slifeandaregenerallypasseddownorally.(http://baike.baidu.com/view/23790.htm,2010).Itismostlyspokeninthecolloquialformofphrasesorrhymeseasytounderstand.Andproverbsaretosomeextentsimilartoidioms,buttherearesomedifferencesbetweenthem.XuGuangliang(2008)saidthedifferencesbetweenproverbsandidiomsasfollows.(1)Proverbsaremainlyoral,whileidiomsaremainlywritten.(2)Thestructureofproverbsarehardertobecomesetthanthoseofidioms.-16- (1)Themajorityofproverbsisindependentsentencesorbecomeindependentofsentences,whileidiomsareusedaswordsinpracticalspeech.(2)Proverbsmainlygivejudgmentsandinference,whileidiomsusuallyexpressgeneralideas.InDengYancangandLiuRunqing’slanguageandculture，proverbsaresaidtobesortsayingoffolkwisdom,ofwell-knownfactsortruth-expressedsuccinctlyandinawaythatmakesthemeasytoremember.Becausethesayingsaresopithy,theyhaveuniversalappeal.1.1TheFeaturesofEnglishProverbsEnglishproverbshavemanyfeaturesthatareworthwhiletoanalyzeandlearnsuchastheircolorfulsentencepatternsandcontents,theirprofoundmeaningandtheirrichrhetoricaldevices.Bylearningthesefeatures,studentswillfinditmoreeasiertoresiteandutilizetheproverbstheyhavelearned.What’smore,theywillfallinlovewithlearningandspeakingEnglishaftertheyhavefoundthatitisinterestingandeasytolearnEnglish.OnlywhenstudentshavebeenmotivatedandenlightenedwilltheycometobeactiveinEnglishclass.1.1.1SimpleinFormbutProfoundinMeaningAsoldandcommonsayings,especiallysentenceswhichbrieflyandforciblyexpresssomepracticaltruthortheresultofexperienceandobservation,proverbsaresimpleinformandsentencestructure.Theyareverysuccinctandterse.Sostudentscantakeverylittletimetoacknowledgethem.Meanwhile,theimpliedmeaningissuchprofoundthatstudentsrealizeitnecessarytomastersomeproverbs.Englishproverbshaveprofoundmeaning.Theyguidestudentsandpeoplehowtobehavethemselvesandteachthemwhattodo.Forinstance,nopains,nogains;graspall,loseall;sosaid,sodone（徐竹生2003）.1.1.2SymmetricalSentencePatternIntermsofcollocationofsentencepatterns,Englishproverbsalsohaveaspecialandobviousfeature---thesymmetryofsentencepatterns.Thebalancedisplayedbythesymmetrybringsunifiedandharmoniousbeautyfromnotonlyinvisualsensebut-16- alsoaninstinctivefeelingforthelanguage.Antithesiscanfullyillustratethebeautyofthebalanceofthelanguageconveyedbysymmetry.Forinstance,easycome,easygo;allshallbewell,JackshallhaveJill;Artislong,lifeisshort;outsight,outofmind.Alltheseproverbscanbedividedintotwoparts,whichhavesymmetricalsentencepatterns,thesamepartsofspeech,aswellasthesamenumberofsyllables.1.1.1RichandVariedRhetoricAnothernotablefeatureofEnglishproverbsisthattherearerichandvariedrhetoricdevicessuchasrepetition,antithesis,andmetaphorandsoon.RepetitioncanmakeEnglishproverbsterseandconcise.HuZuoyou(2002)pointedoutthathebenefitofusingrhetoricdevicesistoexpressthecomplicatedtruthbywayofsimplewordssothatit"seasytospread.Andtherepeatedwordconveysmuchmoremeaningthanthewordappearedfirst,anditstressesthetoneanddeepenstheimpression,justlikestheseinfollowingproverbs:(1)Soonripesoonrotten,(2)outofdebt,outofdanger,(3)diamondcutdiamond,crookcutcrook.MetaphoroftenusedinEnglishproverbsthatmakesthelanguagevivid,livelyandclear.Forexample,loveme,lovemydog;Neveroffertoteachfishhowtoswim.OnthebasisofthefeaturesofEnglishproverbs,itiseasyforstudentstolearnthembyheart.TheycaneasilymemorizethemsoastoovercomethepsychologicalfearoflearningEnglish.-16- IIRelevantTheory:IntrinsicLearningMotivationIntrinsicmotivationisakindofmotivationthatiscausedbytheindividual`sneedsinside.Itincludestheattitudes,interestanddesireforlearning,etc.Intrinsicmotivationseekstoengagestudentsandgivethemgreatercontrol.Thismeansfosteringaninterestinthesubjectathand,andmakingthesubjectrelevanttothestudent.Inthecaseofalearningsituation,itcancomefromakeeninterestinthesubject,oritmaycomefromaloveoflearningingeneral.Ineithercase,astudentwillmakehisorherbesteffortifintrinsicallymotivated.Intrinsicallymotivatedstudentstryharderatalearningtask,usemoreself-directedstrategiestolearn,andwillretaintheinformationlongerthantheirextrinsicallymotivatedcounterparts.Theindividualhasthedesiretoperformaspecifictaskinordertofulfilladesire.Intrinsicmotivationcanfacilitatestudents’learningandfulfillstudents’desireforself-learning.Thosewhohaveintrinsiclearningmotivationliketolearnknowledgefromthelearnedknowledgeandexperiences.Nomatterwhetheranintrinsicmotivationstartsfromtheinterestorexperienceornot,itgiveastrongandpermanentsupporttolearning.Studentsarelikelytobeintrinsicallymotivatedifthey:(1)attributetheireducationalresultsfactorsthattheycancontrol(e.g.theamountofefforttheyputin)(2)believetheycanbeeffectiveagentsinreachingdesiredgoals(i.e.theresultsarenotdeterminedbyluck)(3)areinterestedinmasteringatopic,ratherthanjustrote-learningtoachievegoodgrades.ThebenefitofintrinsicmotivationisthatIntrinsicmotivationhelpsstudentstolearnforthesakeoflearning,andhassignificantlong-termimpactsonacademicachievement.Bruner(1966)emphasizedonthefunctionofintrinsiclearningmotivationtostudy.Hepointedoutthatalmosteverystudenthasadesiretoacquirenewknowledge.Studentsarecuriousaboutfreshthingsandtheywillhaveasenseof-16- satisfactionofmasteringanewknowledge.BasedonIntrinsicLearningtheory,wecandrawaconclusionthatstudents’learningmustbeguidedandmotivatedinsteadofbeingforced.WhentheydiscoverthatlearningEnglishisaninterestingthing,theywillbelikelytolearnandlearneffectively.Englishproverbsaresimpleinformandprofoundinmeaning.Theycontainrichandvariedrhetoricaldevicesandcolorfulculture,andtheyaredifferentfromChineseproverbs.LearningEnglishproverbscanactivatestudents’learningmotivation.Tosomeextent,Englishproverbsarenewmaterialsforthem,butwiththeirexistingexperienceandknowledgeofEnglish,theyaresuretoassimilatethem.Traditionalteachingisboring.SoteacherscanteachEnglishproverbsinEnglishclass.Withtheeffectivecognitiveprocesses,learningwillbesuretobeeasier.-16- IIITheEffectsofUsingEnglishProverbsonEnglishTeachingEnglishproverbshavethefunctionsofadvisingandspreadingexperienceandknowledge.Inpeople’sdailylife,proverbsareusedtopersuadepeoplewhatshouldtodoandwhatshouldnottodo.Peoplecanimprovetheirabilityofexpressingthemselvesbyusingproverbs.AsEnglishproverbsareeasytobememorized,andhaverichsentencespattern,sentencestructuresandvariedrhetoricaldevices,theycanbeusedinEnglishclasstoteachEnglishandalsobeatoolforstudentstolearnEnglish.IntheprocessoflearningEnglishproverbs,studentswillfindthemveryinterestingbecauseoftheirprofoundmeaning,richsentencepatternsandharmoniousrhyme.UsingEnglishproverbsinEnglishteachinghassomeeffectsonstudents’Englishlearning.3.1ActivatingtheEnglishClassIntraditionalEnglishteaching,teachersaretheprincipalpartoftheclass.Itisalwaysthecasethatteachersexplainthesentencestructures,grammarandparaphrasethetext,whilestudentsjustlistentotheteachersandwritedownwhattheteacherstoldthemto.Studentsaretoldtolearn,sometimesevenforcedtolearnEnglish.Thereforetheclassesareoftenverylifeless,andstudentsfeelsoboringtohaveEnglishclass,whichfinallywillimpedetheirprogressofstudy.Fortunately,asteachershaverealizedthesituation,theybringinEnglishproverbsasteachingmaterialstoteachEnglish.Choosingsomerelevantproverbstoteachstudentscaninspirestudents"desireforlearningandactivatetheclassatmosphere（马丽侠2006）.Forinstance,whenteachingEnglish,teacherscanteachsomeproverbssuchas"Foreignlanguageisausefulweaponinthestruggleoflife.";"Successis1%inspirationand99%perspiration.";"practicemakesperfect"toencouragethemtostudyhard,becauselifeisnoteasyforanyofus,wemustwork,andaboveallwemust-16- believeinourselves.MadameCurieoncesaidthatwemustbelievethateachoneofusisabletodosomethingwell,andthat,whenwediscoverwhatthissomethingis,wemustworkhardatituntilwesucceed(刘玲2010).Bythisway,studentswillbeinspiredandtheywillfeelveryfreshtolearnproverbs.Proverbscanmakelearningeasier.3.1.1CreatingaRelaxedEnvironmentofLearningWhenteachersteachproverbsinEnglishclass,theynotonlytellstudentsthemeaning,butalsoteachthemhowtomemorizeandusetheproverbstheyhavelearned.Forexample,studentscanusetheproverb"Romeisnotbuiltinaday"topersuadethosewhoareeagertosucceedwithouthardwork.Becauseproverbsareoriginatedinpeople"lifeandexperience,theycanbebacktothedailylife.Studentscanusesomeproverbssuchas"Nevertoolatetoturn,nevertooldtolearn"toadmonishthemselvesthatstudyisalifetimeprocess.Suchproverbsmaketheclassatmosphererelaxingbecausestudentscaneasilyunderstandthemandusethemintheirdailylife.Whentheyfeeltheyhaveacquiredsomethingthatisspecial,theywillbeveryhappy.Whenstudentsgetasenseofaccomplishmentwhichcanbringtheminterestandhappiness,theywillbemorelikelytolearnproverbsandEnglish(蒋明敏2011).3.1.2ArousingStudents’InterestandDesireforLearningStudentsareverysensitivetoandcuriousaboutnewthingsaroundthem.Inordertomotivatestudents"interestinstudy,teachersshouldprovideforthemwithsomeadditionalinformationaboutwhattheylikeandarecrazyabout（蒋明敏2011）.Proverbs,originatedfromlife,areoneoftheperfectthingsthatcanarousestudents"interestanddesireforlearning.Asweallknow,proverbsaresimpleinstructureandpatternbutareprofoundinmeaning,studentscaneasilylearnthemwellandusethemtoexpresstheirideaoropinion.Whentheygetsatisfactionfromtheirstudy,theywillbemorelikelytostudyEnglishactively.Studentswholearnaforeignlanguagehavedeepinterestinthiskindofspeciallanguageformandarevery-16- sensitivetoproverbs"structuresandthemeaningthatproverbsconvey(孙净丽2007).Therefore,teachproverbsinEnglishclasscanmotivatestudents"interestanddesireforlearningEnglish.3.2SpreadingIdeologicalEducationtoStudentsInteaching,theteachershouldpositivelyandeffectivelyseepstheguidanceforthinkingandcharacters,thisisoneofthebasicrequestsofEnglishprogram.ManyEnglishproverbshavemoremeaningthantheliteralone.Themeaningofthemcanbeextendedtofurtherprofoundanduniversallivingtruthandphilosophy.Itteacheshumantovaluetime,bekindandseekfacts.Itadviceshumantoleadasimplelifewithoutearthlydesires,havehighaspirationanddaretokeepforgingahead.IfstudentsoftencomeintocontactwithencouragingEnglishproverbsthatarefullofcorrectthoughts,andtheyareimperceptiblyinfluenced,itcanhelpthemcorrecttheirformerunsoundpsychology,improvetheirmorality,andcultivategoodhabits.SoletourteachersmakefulluseofEnglishproverbsinEnglishteaching.3.3HelpingStudentsMastertheKnowledgeofEnglishEffectivelyThecoreofknowledgeaboutlanguageisvocabulariesandsentencestructure,whichareessentialtostudyalanguagewell(罗洪英2011).Ifwedon"tknowsentencestructure,evenifwecanrecitethousandsofEnglishvocabularies,wecan"tsayacompleteandcorrectEnglishsentence.Whileinturnifweknowsentencestructurebutwelackenoughvocabularies,wewillfallintodirestraitsthat"Onecan"tmakebrickswithoutstraw."itisprovedthatoneoftheeffectivewaystohaveagoodcommandofknowledgeaboutlanguagesistostudywordsorvocabulariesinsentences.Apartfromourtextbooks,proverbsaregoodstudyingmaterialsforincreasingvocabulariesandunderstandingfullythesentencestructure.Becauseproverbsareregardedascompletesentencesbutnotwords.Andtheyareterseandsuccinct.Itiseasyforstudentstounderstandthemeaningofproverbs.Soitisverygoodforstudentstostudyandconsolidatevocabularies.Intermsofgrammatical-16- structure,Englishproverbsareaccurate,normalandwell-knitted.Ifteacherscanteachstudentsseveralproverbseverydaythatarecarefullychosenaccordingtothegrammaronthetextbook,itcanhelpstudentsconsolidatetheknowledgewhichtheyhavelearned.Ifstudentsarepersistenttomemorizetwoorthreeproverbseveryday,theywillbenefitalotinlearningEnglishinthiswayastimegoeson.3.4ImprovingStudents’ConsciousnessofEnglishCultureLanguagesarethecarrierofculture（胡壮麟2006）.TounderstandtheEnglishcultureandabsorbitsessenceisateachinggoalinmiddleschool.Besidestheproverbscreatedbyunknownpersonsoracceptedgeneralpeople,theEnglishproverbsaremainlyoriginatedfromHolyBibleandtheworkofgreatliteraturemaster,Shakespeare.SomeproverbscomefromEnglishidiomsandwidelyknownsentencesthathadbeenwidelyhandeddownandgraduallyimprovedassotobecometheessenceofEnglishandcrystallizationofthewesternculture.Forinstance,proverbslike"Toomuchcuriositylostparadise","Forbiddenfruitisthesweetest",stemfromtheAdamandEve"storyinHolyBible:thetwopersons,AdamandEve,stoletheforbiddenfruitduetotheircuriosity.Asaresult,theywereexpelledfromtheGardenofEden.Throughstudyingmassiveproverbs,studentsarepromotedtounderstandandabsorbthewesterncultures,enhancetheiraccomplishmentinEnglishandtheabilitiesofreadingandcomprehending,andreduceoreliminatecommunicationbarrierscausedbyculturaldifferences.Moreover,itlaysperfectfoundationofEnglishfurtherstudying.-16- IVTheApplicationofEnglishProverbsinEnglishClassThroughtheaboveanalysis,wecanmakeaconclusionthatitisfeasibleandusefultomakeuseofproverbsinEnglishclasstoimproveEnglishteaching.Asproverbsaresimpleinformandmeaningfulinmeaning,theycaneasilyattractstudents"interest,alleviatestudents"learningburdenandactivatetheclassatmosphere.Thereby,learningseveralproverbsintheEnglishclasscanpromotestudents"learningofEnglish.Teacherscanuseproverbstoteachvocabulary,sentencestructure,grammarandwritingofEnglishlanguage.4.1UsingEnglishProverbstoTeachVocabularyEnglishlanguagelearners,oftenstrugglingwithalimitedvocabulary,findthesememorableproverbseasytolearnandfuntouse.ProverbsaddfamiliarityandcomforttoanoftenstrangeandstressfulsituationforolderEnglishlearners.IntraditionalEnglishteaching,manyChinesestudentsfeelthatvocabularyisthemostdifficultpartforthemtotriumphover.StudentscannotfullymasterEnglishiftheydonothaveenoughEnglishvocabulary.Itisanalyzedthatlearnerscanlearnnewwordsinthesentenceeasily.Asproverbsaresentencesthataremadeupofwords,teacherscanteachvocabularyfromproverbs.Forexample,studentsmaynotknowthemeaningof"blacksheep","royalroad",and"earlybird"beforetheylearntheproverbs"thereisablacksheepineveryflock","thereisnoroyalroadtolearning",and"theearlybirdscatchtheworm".Themeaningof"blacksheep","royalroad"and"earlybird"arehardtounderstandiftheyexistalone,buttheycanbeeasilymemorizedandunderstoodintheproverbs.-16- 4.2UsingEnglishProverbstoTeachSentencePatternBrunerconsideredthattheessenceoflearningisthatonecanconnectthesimilarthingsandorganizethemintothestructureswhichgivethemsignificance.Learningistoconstructtherecognitionstructureandreconstructlearning(杨利2008).InEnglishlanguage,thebasicsentencepatternsareSV,SVP,SVO,SVID,SVOC.ThepremiseofmasteringEnglishistoknowhowtousethesesentencepatterns.IntraditionalEnglishteaching,teachersteachthesentencepatternsbyexplaininganddecomposingtheelementsofeachsentencepattern.Whatstudentscandoistorecitethem.Itistruethatsomestudentscanlearnsentencepatternswellbymemorizing,butmanyotherstudentssaythattheyfeeltiredofreciting.Whatifstudentsknowhowtolearnsentencepatternsandknowhowtousethem?HomllinsfromtheFormerSovietUniononcesaidthatthereisaninherentneedineveryone"sdeephearttoregardhimselforherselfasadiscoverer,researcherandinquirer（蒋明敏2011）.SotheultimategoalofusingproverbstoteachEnglishistoinjectvigortotheclassandactivatestudents"thought.Studentscanaccumulatesentencepatternsbylearningproverbs.Forexample,teacherscanteachstudentsthestructure“too…to…”byteachingtheproverb“nevertoolatetoturn,nevertoooldtolearn.”;whenteachingthestructure“not…until…”,teacherscanteachtheproverb“wedon’tknowtheworthofwateruntilthewellisdry.”,etc.4.3UsingEnglishProverbstoTeachGrammarInmiddleschoolEnglishteaching,grammaristhemostdifficultandlifelesspart.Soitisreallyhardtoteachgrammarwell.Ingrammarclass,theteachershouldbringinsomefreshthingslikeproverbstomakestudentsfeelfreshinlearningthegrammar.Theteachercanutilizesomerelevantproverbstoteachgrammar.Asweallknow,proverbsareinterestingandinspiring,sothebring-inofproverbstoteachgrammarcanlowerthedifficulty,enhancestudents"understandingandhelpstudentsmemorizethegrammar.Forexample,whenteachingtheSubjectClause,theteachercanquotetheproverb"whatisworthdoingisworthdoingwell";whenteachingAttributive-16- Clause,theteachercantaketheproverb"Allthatglittersisnotgold"forexample.Byanalyzingthetwoproverbs,studentscaneasilyunderstandtheSubjectClauseandAttributiveClause.Theteachercanteachmoresuchkindofproverbstoenhancestudents"learning.4.4UsingEnglishProverbstoTeachWritingEnglishwritingisalsoadifficultpartforstudents"Englishlearning.AccordingtoBruner"DiscoveryLearningTheory,studentscanlearnnewthingsviawhattheyhavelearned(乐刚2010).Studentscanaccumulatevocabulary,mastersentencepatternsandlearngrammarbylearningproverbs.Meanwhile,studentscanalsousetheproverbsintheirwritingwhichcanmaketheircompositionmoreexcellent.Inaddition,studentscanimitatetheproverbstheyhavelearnedtocreateothercorrectsentencesinthewriting.Inthewritingarea,teacherscanmakeuseoftheproverbstoimprovestudents"writingskills,fromthemechanicalacknowledgetotheflexibleuse.Forinstance,whenwritingacompositionof"ValueTime",studentscanusetheproverbs"timeismoney.";"Timeandtidewaitfornoman.";"Itisnousecryingoverwastedtime.".Suchproverbsaresuretomakethecompositionaperfectone.-16- ConclusionInthethesis,wehavemadeacarefulanalysistothebasicknowledgeofEnglishproverbssuchasthefeatures,thefunctionsofEnglishproverbs,theeffectsofEnglishproverbsonEnglishteachingandtheapplicationofEnglishproverbsinEnglishclassinseniorhighschool.Throughtheanalysis,aconclusioncanbemadethattheeffectiveuseofproverbsinEnglishclasscanimproveEnglishteachingandlearning.Asweallknow,toacquireanewlanguage,onecan’tbeforcedtolearn.Thelearningatmosphereandenvironmentshouldberelaxingandarouselearners’interestandmotivationforlearning.Interestandmotivationarethetwoveryimportantfactsforlearning.Realizingthisfact,teacherscanteachEnglishbyteachingsomerelevantproverbsintheclasstoactivatestudents’sinterestforlearningEnglish.Theuseofproverbsasteachingandlearningmaterialswillhelpnotonlyteachersbutalsostudents.ByusingproverbsasteachingandlearningmaterialsinEnglishclass,studentswillfindthatitisnotthatdifficulttolearnEnglish.Onthecontrary,theirinterestoflearningwillbearousedandmotivated.OncetheyhavegainedalotknowledgeofEnglish,theywillbemoreconfidentandmorewillingtoopentheirmouthtospeak,whichistheexactlyaimoflearningEnglish.AlltheseworkmainlymeanstoimprovetheefficiencyofEnglishteachingandenhancestudents’Englishlearning.-16- 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