英语谜语及其在教学中的运用  

English riddles and their application in teaching

作　　者：何颖[1] 

机构地区：[1]中国地质大学(武汉)外国语学院,湖北武汉430000

出　　处：《湖北师范学院学报（哲学社会科学版）》2010年第3期143-146,共4页Journal of Hubei Normal University（Philosophy and Social Science）

摘　　要：英语谜语发展历史悠久,内容丰富,形式多样。它不仅给人以文字上的美感,以精神上的欢悦,还充满机智诙谐,体现认知思维的魅力。教师将谜语引入英语教学,发挥谜语的教学效用,把握主体性原则、关联性原则、针对性原则、多样性原则和灵活性原则,学习者就能在轻松愉快的氛围中自然地进入语言习得过程,并收获更多的语言基础知识和文化背景知识,还能使认知思维得到挖掘和提升。English riddles, which have a long history, are rich in content and varied in form. Showing the beauty of language, they bring people great happiness. Full of wit and humor, they reflect the charm of cognitive thinking of human beings. English teachers can make full use of riddles in their teaching, and give full play to riddles＇teaching function by obeying the principles of subjectivity, relevance, pertinence, variety and flexibility. In this way, students can get into the process of language acquisition naturally in a relaxed atmosphere; they will obtain more basic language knowledge and cultural background information, and improve their cognitive thinking as well.

关 键 词：英语谜语 谜语类型 教学效用 运用原则 

分 类 号：H319.3[语言文字—英语]