情景语言教学法在初中英语词汇教学中应用的实证研究

发布时间：2018-01-02 11:31

本文关键词：情景语言教学法在初中英语词汇教学中应用的实证研究　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：情景语言教学法作为一种教学方法,在目前初中英语课堂教学中使用的较为普遍。国内外的研究者和教师近年来对情景语言教学法在英语教学中的研究越来越多,国外侧重情景语言教学法教材的开发以及教师职责等方面,国内的研究集中在小学语文教学中对情景教学的运用。关于情景语言教学法在英语课堂中的研究主要包括如何在英语课堂中运用情景语言教学提升学生对语言技能或语言知识的掌控能力,如何把握创设教学情景的原则,方法与策略等。在英语课堂教学中通过创立一定的情景进行教学,这样有利于激发起学生的感情体验,提高学生对英语学习的兴趣,增强学生在课堂活动中互动的能动性,进而提高教师的英语教学效率。本文的重点旨在探讨在词汇教学中如何通过运用情景语言教学法激发学生的学习热情,提高学生的学习兴趣,最终达到提高初中英语教学效果的目的。本文以情景认知理论和建构主义理论为理论依据,在湖南新晃县鱼市初级中学所进行的为期四个月的教学研究。研究对象为初三年级150、152班的87位学生,其中一个班为对照班,另一个班为实验班。对照班采用传统的英语词汇教学方式,而实验班采用情景语言教学法进行词汇教学,通过实验拟对以下几个问题进行研究。1.情景语言教学法的应用对学生词汇学习的兴趣及态度有何影响?2.情景语言教学法的应用对学生学习词汇的能力有何影响?为解决以上研究问题,本研究采用一份调查问卷、一份教学实验前测试试卷、一份教学实验后英语测试试卷和十个访谈问题作为研究工具。笔者对实验班和对照班都进行了前侧和后侧并收集了数据,用SPSS20.0对其进行了分析。实验前对所有的参与者进行了问卷调查,并对实验班的学生进行了访谈,然后对所收集的数据和访谈记录进行了定性和定量分析,定量分析包括独立样本T检验和配对样本T检验。研究结果如下:1.情景语言教学法的应用有助于提高学生对词汇学习的兴趣并能对词汇学习持积极态度。2.情景语言教学法的应用提高了学生学习词汇的能力。实验结果给予我们启示,通过在词汇教学中创设一系列的情景活动,让学生在真实的环境运用英语进行思维、交际,这种方式会大大促进学生对词汇的记忆效率和运用能力,情景语言教学法也激发了学生学习英语单词的兴趣,所以在词汇教学中强调语言情景的重要性是值得进一步探讨的问题。最后本研究提出了对以后研究的建议,期待有所帮助。
[Abstract]:Situational language teaching as a teaching method. It is widely used in English classroom teaching in junior high school at present. Researchers and teachers at home and abroad have been studying situational language teaching in English teaching more and more in recent years. Foreign countries focus on the development of situational language teaching materials, as well as the responsibilities of teachers and so on. Domestic research focuses on the application of situational teaching in primary school Chinese teaching. The research on situational language teaching in English classroom mainly includes how to use situational language teaching in English classroom to improve students' language skills. The control of knowledge of language or language. How to grasp the principles, methods and strategies of creating teaching situations and so on. In English classroom teaching, it is helpful to stimulate students' emotional experience by creating certain situations. Enhance students' interest in English learning and enhance students' interaction in classroom activities. The focus of this paper is to explore how to use situational language teaching in vocabulary teaching to stimulate students' enthusiasm and improve their interest in English teaching. Finally, the purpose of improving the English teaching effect in junior high school is achieved. This thesis is based on situational cognitive theory and constructivism theory. A four-month teaching study was conducted in Yuyu City Junior Middle School in Xinhuang County, Hunan Province. The subjects were 87 students in Class 150,152 of Grade 3, one of which was a control class. The other class is the experimental class, the control class adopts the traditional English vocabulary teaching method, while the experimental class adopts the situational language teaching method to carry on the vocabulary teaching. This paper studies the following questions through experiments. 1. How does the application of situational language teaching method affect students' interest and attitude in vocabulary learning? 2. What effect does the application of situational language teaching have on students' ability to learn vocabulary? In order to solve the above problems, this study adopts a questionnaire and a pre-experiment test paper. After a teaching experiment, the English test papers and ten interview questions were used as the research tools. The author collected the data from the front and back sides of both the experimental class and the control class. Before the experiment, all the participants were investigated by questionnaire, and the students in the experimental class were interviewed. Then the collected data and interview records are qualitatively and quantitatively analyzed. Quantitative analysis includes independent sample T test and paired sample T test. The results are as follows:. 1. The application of situational language teaching method can improve students' interest in vocabulary learning and have a positive attitude towards vocabulary learning. 2. The application of situational language teaching method improves students' ability to learn vocabulary. Give us a revelation. By creating a series of situational activities in vocabulary teaching, students can use English to think and communicate in a real environment, which will greatly promote the students' memory efficiency and ability to use vocabulary. Situational language teaching has also aroused students' interest in learning English words, so it is worth further exploring to emphasize the importance of language situations in vocabulary teaching. Finally, this study puts forward some suggestions for further study. Look forward to helping.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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