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<h1 class="pgc-h-arrow-right" data-track="1" > experience of using English-Chinese contrast methods to teach the verbization of English nouns</h1>
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Abstract: At the secondary school level, students receive knowledge in various disciplines, while the knowledge granted by teachers is in this discipline. Due to the limitations of teachers' knowledge and ability, their teaching usually fails to open up the knowledge connection between students' various disciplines, making the original simple things isolated and complex, resulting in inefficient teaching and learning. The practice of using the English-Chinese contrast method to teach noun verbs proves that once across disciplines and taking advantage of the positive transfer of the knowledge that students have learned, students will have a strong interest and motivation to learn, and receive extraordinary teaching effects. The English-Chinese comparative teaching method can be used for both English teaching and Chinese teaching, but it is still difficult to fully implement it. To promote the widespread use of English-Chinese contrast pedagogy, efforts should be made to improve the quality of teachers and integrate interdisciplinary teaching materials.
Keywords: English-Chinese contrast pedagogy; noun verb; textbook integration
1. Teaching background
Not long ago, I listened to a high school English class, which was about Grammar 1 - Nouns used as verbs in the first lesson of the new English compulsory 2. The teacher first asked the students to do two exercises in the textbook, and then checked the answers, and the teacher completed the explanation in only 8 minutes. However, when I asked a few students how to understand and translate these few sentences, several students answered inaccurately, and they could not appreciate the refinement and vividness of the sentences brought about by the verbization of English nouns. The author inadvertently looked at the "Gao Chinese Translation and Appreciation" on a student's desk, and found that there were many examples of noun verbs in the texts they had just learned, such as "Candle Martial Retreat Qin Master", "Jing Ke Thorn Qin King", "Hongmen Feast" and "YouZhuo Zen Mountain". This has led to the author's teaching idea of using the language knowledge learned by students to deepen the understanding and mastery of the verb usage of nouns through comparison. After class, this idea was exchanged with the teaching teacher, and the teacher's approval was obtained, but the teacher's teaching experience was insufficient and he did not dare to try. As a teaching and research staff, I am responsible for the responsibility of teaching demonstration guidance, so after careful preparation, a few days later, the author conducted a lesson using the English-Chinese contrast method to teach the verbization of English nouns, and the effect was ideal.
Second, the teaching process
Step 1: First, ask the students to prepare and try out the two related exercises in the textbook, and say their understanding of these sentences. The aim is to identify students' doubts about this knowledge point. As a result, students generally do not accurately understand and translate the B sentence of question 1 and example sentence 2. Since this lesson requires "to find out the exact meaning of the noun after it is used as a verb and to learn its usage", the author asks students to consult the relevant materials, show the complete form and exact meaning of these sentences, and check the answers.
Step 2: Guide students to learn the verbized usage of English nouns that appear in this lesson. The first is to conceptually recognize the phenomenon of verbization of English nouns. Tell students that the so-called noun verbization refers to the lexical phenomenon in which nouns are used as verbs to make the language vivid, concise and concise. After the verbization of a noun, it often indicates an action with the activity characteristics or nature characteristics of the noun. The second is to organize students to verify and discuss, classify the words in the text from the perspective of ideographic function, expand the same kind of words as much as possible, and combine the learned Chinese knowledge (do not emphasize the English translation of Chinese example sentences), and deepen the understanding and consolidation of the verb usage of nouns in English-Chinese comparison. The students summarized five types of nouns, three of which have the same usage in Chinese, and found corresponding example sentences in the language textbooks they learned, which are:
1. Nouns for human body parts, such as head, eye, finger, hand, face, elbow, leg, shoulder, thumb, etc., are used as verbs to indicate the movements performed by the part. For example:
（1）When Zhou Kai’s mother saw him heading towards the front door without a jacket on, she eyed him anxiously. Zhou Kai's mother saw him without a jacket and walked toward the front door, staring at him worriedly.
（2）She fingers the silk gently. She gently touched the silk with her fingers.
（3）Can you hand me those papers? Can you hand me those documents?
Examples of human part nouns used as verbs in ancient Chinese include:
(4) The donkey is overwhelmed with rage, and the hooves are hooves. (Liu Zongyuan, "The Donkey of Qian")
The donkey lost its temper and hoofed it （the tiger）.
(5) Fan Zeng counted the number of kings, and cited the three who were pei yujue to show it. (Sima Qian's "Feast at the Hongmen Gate")
Fanzeng gave a wink to King Xiang several times with his jade jue.
2. Status nouns, such as master, father, mother, nurse, partner, pioneer, volunteer, etc., are used as verbs to indicate the identity of such people or the characteristics of the work they are engaged in. For example:
（1）Stop mothering me! I’m not a child. Please don't take care of me anymore, I'm no longer a little kid.
（2）He insisted on staying up to nurse the child. He persevered in caring for the child.
Examples of nouns denoting identity positions used as verbs in ancient Chinese are:
(3) The people of Li are not hungry or cold, but those who are not kings have not yet. (Anon. "The Widow in the Country")
I’ve never heard that no one wants to king it (be a king) when the people are of well-being.
3. Place nouns, such as house, corner, ground, shelter, room, etc., when used as verbs, indicate the act of using it as a place of activity. For example:
（1）This apartment houses six people and a dog. This apartment can accommodate six people and a dog.
（2） The escaped prisoner was cornered at last. The fugitive finally fell into a desperate situation.
● In Old Chinese, examples of place nouns used as verbs are:
(3) Tang Futu Hui was born at its site. (Wang Anshi's "Journey to the Zen Mountains")
In Tang Dynasty，a monk named Huibao began to build the house and live on the very site.
● Place nouns in modern Chinese are also used as verbs. For example:
(4) He was always at school every day. He always stays at school.
Step 3: Help students expand their learning of verb usage of nouns outside of this lesson. The author first provides students with a typologized classification diagram of English noun verbs, and lets them go to the text according to the illustrations, looking for verbized examples such as unspecified salutations, animal names, time seasons, natural phenomena, communication and transportation, supplies and objects, and material nouns. Among them, the same usage in Chinese is found in "article object nouns": such as: glass, gun, machine, pen, pencil, book, pocket, coat, etc., these words are converted into verbs, indicating behavioral verbs that use them as tools or have their image characteristics. For example:
（1）Did you book a seat on a plane yesterday? Did you reserve your seat yesterday?
（2）The pill is coated with sugar. The pill is sugar-coated.
●Examples of the use of object nouns as verbs in Old Chinese are:
(3) Buy the heads of five people and write them. (Zhang Pu's "Tombstone of the Five")
A kind-hearted man bought the five men’s heads and put them in a coffin.
(4) The left and right want to blade each other, just like Zhang Mu Lingzhi, left and right are all beautiful. (Sima Qian's "Lian Po Lin Xiang Ru Lie Biography")
The guards of Qin wanted to kill Lin Xiangru, but Lin’s berating undauntedly with angry eyes，made them stand down.
3. Teaching experience
(1) It is very effective to teach noun verbization using the English-Chinese contrast method
To some extent, this lesson was forced out. Although I am a little unfamiliar with the classroom, due to the use of the English-Chinese comparison method, the Chinese knowledge that students have learned is connected, which stimulates their interest in learning, and the classroom teaching effect is very good. Students learned easily, not only mastered the phenomenon of verbization of English and Chinese nouns, but also deepened their understanding of ancient Chinese words and sentences.
(2) It is completely feasible for the English-Chinese contrast method to be applied to high school English classroom teaching
First, the English-Chinese comparative teaching method is based on the theory of learning transfer. In teaching activities, students receive knowledge from various disciplines, while knowledge granted by teachers is from this discipline. Due to the limitations of teachers' knowledge and ability, their teaching usually fails to open up the knowledge connection between students' various disciplines, making what was originally simple become isolated and complex. Once across disciplines, taking advantage of the positive transfer of students' learned knowledge, students will have a strong interest and motivation to learn. The practical success of the English-Chinese contrast teaching method is precisely because it conforms to the laws of learning. Second, the imitation and application of other teachers have also been verified to be effective. After the author's lecture, two young teachers imitated the content of the textbook to carry out English-Chinese comparative teaching, and the teaching effect has been greatly improved. First of all, students immediately become respectful and even admired by teachers; secondly, students' autonomy and inquiry in pre-class preparation, in-class and after-class learning have increased, and the real thing has been learned in class. Students believe that in the past, the understanding of Old Chinese words was not in place, but now with the help of English explanations, the understanding is more accurate. In fact, as long as we teachers combine the teaching content, rely on collective lesson preparation, consult language teachers and even their own students, the English-Chinese comparative teaching method can be fully implemented in English teaching, and it will certainly have an effect.
(3) The large-scale promotion and application of the English-Chinese comparative teaching method is facing certain difficulties
First, it is limited by the knowledge ability of teachers. English teachers have poor knowledge of ancient Chinese; Chinese teachers have poor knowledge of English, especially old teachers. Even if some teachers know the similarities between ancient Chinese and modern English in many ways, because they do not know that English is a morphological language, the characteristics of The Chinese Ideographic Language, or because their English level is too low, they cannot accurately translate or interpret Ancient Chinese in English, and they cannot successfully build a bridge between the two languages, and can only teach in isolation. Second, the interdisciplinary integration of current textbooks is not high. At present, the English and Chinese textbooks for middle and high schools do not have corresponding English-Chinese comparative knowledge and comparative learning methods. Even if some teachers want to try the English-Chinese comparative teaching method, they will encounter the inconvenience of selecting lesson preparation materials and the difficulty of comparing the content appropriately and appropriately. Third, the inconsistencies in the arrangement of basic knowledge of language in English and Chinese textbooks in primary and secondary schools have brought difficulties to the implementation of English-Chinese comparative teaching. Realistically speaking, no matter how the English textbook is changed, it is impossible to avoid grammar teaching, but in recent years, primary and secondary school Language textbooks have not been able to teach grammar, which has brought great difficulties to English teachers to teach grammar. The lag in the teaching of Chinese grammar not only brings great difficulties to English teaching, but also creates obstacles to the exploration and application of English-Chinese comparative teaching methods.
(4) To promote the implementation and application of the English-Chinese comparative teaching method, we should increase the improvement of teacher quality and the integration of interdisciplinary teaching materials
First, it is necessary to add English-Chinese contrast teaching courses to the Chinese and English professional courses of teachers' colleges and universities, requiring language students to master the similarities and differences in the expression form, cultural thinking and philosophical foundation of the two languages, as well as the places where the two languages are common and mutually beneficial, so as to lay a knowledge foundation for their future language teaching work and open up a way for them to improve the efficiency of English (Chinese) language teaching. Second, it is necessary to strengthen the construction of English and Chinese teaching materials for primary and secondary schools. First of all, the primary and secondary school Language teaching materials should appropriately arrange some grammar knowledge, which can be synchronized with the English grammar knowledge as the best, and it is necessary to change the current situation of language teaching dragging english teaching; secondly, some English and Chinese comparative knowledge should be added to the English and Chinese teaching materials in primary and secondary schools. Third, we must strengthen teaching and research, teaching and research personnel should take more "sewage lessons", and should combine different teaching contents to explore English-Chinese comparative teaching, provide useful learning reference for the majority of English teachers, and urge the majority of English teachers to base themselves on reality, strengthen learning, and strive to enrich their Knowledge of English and Chinese Subjects and Interdisciplinary Comparison.
IV. Conclusion
In fact, English-Chinese contrast teaching can be used for both English and Chinese teaching. The first use of the English-Chinese comparative method to teach English knowledge has yielded obvious results, and there is no reason why we should not continue in this regard. Here, the author also hopes that the majority of language teachers will join this exploration team and use the English-Chinese contrast method to harvest the success of language teaching. Integrating interdisciplinary knowledge and implementing holistic teaching is a real need in students' learning, an inevitable trend of new curriculum reform, and a fundamental way to improve the effectiveness of teaching and learning.
bibliography
Lu Gusun. English-Chinese Dictionary (Part 1 and Part 2)[M]. Shanghai:Shanghai Translation Publishing House,1991.]
Wu Tongyun. Translation and appreciation of Gao Chinese's speech[M]. Changchun:Changchun Publishing House,2010.]
ZHANG Daozhen. Dictionary of Modern English Usage (volumes 1-5)[M]. Shanghai:Shanghai Translation Publishing House,1983.]
<h1 class="pgc-h-arrow-right" data-track="56">Experience of Teaching “Nouns Used as Verbs” with the English-Chinese Contrastive Method</h1>
Zhu Chuanfa
Abstract: In middle school, due to the limitation of teachers’ knowledge and ability, they often fail to integrate students’ interdisciplinary knowledge and make something simple become isolated and complex, this brings about low efficiency of teaching and learning. My teaching “nouns used as verbs” with the English-Chinese contrastive method proves that once taking advantage of the positive transferability of students’ interdisciplinary knowledge, their interest and motivation can be strongly aroused. The contrastive teaching method can be applied either to English teaching or to Chinese teaching. However, there are still some difficulties. Promoting the wide application of the contrastive teaching method depends on teachers’ quality and interdisciplinary integration on the textbook.
Key words: English-Chinese contrastive teaching method; nouns used as verbs; textbook integration
(This article was first published in Research on Foreign Language Teaching in Basic Education, No. 9, 2014)