任务后对比性形式聚焦在高中英语词汇教学中的应用研究

发布时间：2018-01-03 05:30

本文关键词：任务后对比性形式聚焦在高中英语词汇教学中的应用研究　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：本文主要研究对比性形式聚焦在高中英语词汇教学中的应用。流行的以意义为目的的课堂教学方法强调在没有对语言形式具体解释的条件下通过尽可能多地使用语言来学习语言。然而,二语学习者在二语词汇习得方面仍然存在问题。由于学习者不理解具体和恰当的二语形式用法,他们在使用二语交流时表现欠佳。其次,他们更倾向于跟随一语的思考方式来使用二语。因此,语言形式和跨语言知识在学习二语时占据很重要的地位。本文主要基于注意假说、形式聚焦理论和投入量假说,研究问题如下：1)学习者对在词汇教学中应用任务后对比性形式聚焦的态度如何?2)以下三种教学方法：任务后对比性形式聚焦、以意义为中心的教学法以及以形式为中心的教学法对高中英语词汇习得即时和延时的影响差异是什么?本实验以湖南省祁东县二中高一年级三个平行班作为实验组和对照组,主要采取教学实验和问卷调查进行研究,通过词汇测试收集数据,实验数据通过单因素方差分析进行分析。本文研究发现：1)学习者对在词汇学习中应用任务后对比性形式聚焦持积极态度,他们认为任务后对比性形式聚焦能够提高他们的学习兴趣,口语表达能力,书面写作能力,延长词汇记忆效果,以及跨文化交际能力,这表明在词汇教学中应用任务后对比性形式聚焦是可行的2)上述三种教学方法对高中英语词汇习得的影响存在差异。而且,采取任务后对比性形式聚焦的实验组在即时和延时词汇测试中成绩明显高于其他两组。作者希望通过本研究能够帮助中学英语教师认识到任务后对比性形式聚焦的重要性,从而为其教学提供一些借鉴,使英语课堂教学更加有效。本文也存在很多局限性：首先,词汇知识还存在其他的方面,比如要求学习者提供一个他们是否熟悉词汇的自我评价。尽管在此研究中词汇最难部分积极回忆进行了测试,但是词汇知识的其他方面应该有进一步的研究；第二,研究者也应研究和比较其他类型形式聚焦的效果。
[Abstract]:This paper mainly studies the comparative form focused on English Vocabulary Teaching in senior high school. The popular meaning of classroom teaching methods to emphasize in no specific interpretation of language forms under the condition of the use of language to learn the language as much as possible. However, there are still two language learners in two language vocabulary acquisition. Because learners do not understand the two language specific and appropriate usage, their poor performance in the use of two language communication. Secondly, they tend to follow the way of thinking to use two languages. Therefore, language form and cross language knowledge plays a very important role in learning a two language. This paper is mainly based on the noticing hypothesis focus on form, theory and the input hypothesis, the research questions are as follows: 1) learners on how to contrast form focused attitude application tasks in vocabulary teaching? 2) the following three kinds of teaching methods After the comparative form: task focus, what is the effect of teaching method to the meaning as the center and focus on form teaching method in senior high school English vocabulary acquisition of immediate and delayed differences? This experiment in Qidong County of Hunan province No.2 high school the first grade three classes as the experimental group and the control group, mainly adopt the teaching experiment and the questionnaire, collecting data through a vocabulary test, the analysis of the experimental data by single factor variance analysis. This study found that: 1) study on Application of task in vocabulary learning after the contrastive focus on form a positive attitude, they think that the task of contrastive focus on form can improve their interest in learning, oral expression ability writing, writing ability, extend vocabulary memorization, and intercultural communicative competence, which indicates that the application of task in vocabulary teaching after the contrastive focus on form 2) above is feasible Effect of three kinds of teaching methods in senior high school English vocabulary acquisition differences. Moreover, to take the task of experimental group after contrast form focusing on the immediate and delayed vocabulary test scores were significantly higher than the other two groups. The author hopes that this study can help English teachers recognize the importance of comparative form focused tasks, so as to provide some the reference for the teaching, make classroom teaching more effective. This paper also has many limitations: first, there are other aspects of vocabulary knowledge, learners such as whether they were asked to provide a familiar word self evaluation. Although in this study, the most difficult part of active vocabulary memory was tested, but other aspects of vocabulary knowledge there should be further research; second, researchers should also study and compare to other types of focusing effect.

【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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