概要写作在高中词汇教学中的应用

发布时间：2018-01-25 00:23

本文关键词： 概要写作词汇教学语境提示高中生　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：近年来,词汇学习越来越受到英语学习者的重视。总所周知,词汇在英语学习中是很基础的一部分,拥有一定数量的词汇量能为英语的听说读写四方面打下坚实的基础。但在现实的学习中,学生却是很机械的记忆单词,很多人以为记住单词的中文意思就足矣,而缺乏在语境中去了解单词的意思。因此学生很容易就忘记单词的意思,并且不知该如何正确去使用单词。为了让学生能够有效地学习并在正确的语境下学习单词,本文致力于用概要写作来提高学生的英语词汇学习能力,并且提高学生在正确的语境下使用单词的正确率。概要写作是根据学生教科书上的阅读篇章来写。让学生对每个单元的阅读篇章进行认真研读,并且根据重要单词和词组的提示,来进行概要写作。在这个过程当中,学生要学会在正确的语境下来使用单词和词组,并且对单词和词组进行分析,并将正确的形式运用到概要篇章当中去。本研究的实验为期六个月,在温州泰顺育才高级中学高一年级的两个班级中展开,高一(1)班为实验班,高一(2)班为对照班。在实验班中,每个单元的阅读篇章学习完后,学生都被要求写一篇概要写作。而对照班则没有此项任务。试验阶段一共分为四个阶段,每个阶段都会有相应的两篇概要写作任务,并且是教师的指导下序渐进的进行。作者将两个班级的每次考试结果数据收集起来,在SPSS 16.0的班级下进行分析两个班级之间的不同点,在此基础上,本文研究的三个问题为:(1)概要写作在多大程度上能提高学生英语词汇学习?(2)概要写作在哪些方面能提高学生词汇能力?(3)在概要写作中,不同程度学生运用能力的不同点有什么?通过实验研究,本文得出了以下结论:概要写作在一定程度上有利于提高学生的词汇学习能力,能够提高学生在正确的语境下使用单词的能力。经过对学生的概要写作和考试结果分析,概要写作能够提高学生对单词的运用能力,使其在考试中能够考虑到改变单词的形式,在正确的语境中正确使用单词的变化形式。本文的研究对象被分成相应的三个层次,高级水平,中级水平和低级水平。通过对概要写作的分析得出,高级水平的学生能够很容易辨识出新单词和词组的意义,并能够在正确的语境下正确地使用单词和词组。中级水平的学生拥有辨识新单词和词组的能力,也能将单词运用到正确语境中,但是在一定程度上缺乏将单词进行正确的形式变化。低级水平的学生能够辨识出新单词的意义,但是无法在相应的语境下正确地使用新单词和词组。
[Abstract]:In recent years, vocabulary learning has been paid more and more attention by English learners. It is well known that vocabulary is a very basic part of English learning. Having a certain number of vocabularies can lay a solid foundation for the four aspects of English listening, speaking, reading and writing. But in practical learning, students memorize words mechanically, and many people think that memorizing the Chinese meaning of words is sufficient. And the lack of context to understand the meaning of words, so it is easy for students to forget the meaning of the word. I do not know how to use words correctly. In order to enable students to learn words effectively and in the right context, this paper aims to improve students' English vocabulary learning ability by using summary writing. And improve the correct rate of using words in the correct context. The summary writing is based on the reading text in the student textbook. Let the students carefully study the reading text of each unit. In this process, students should learn to use words and phrases in the correct context and analyze them. And the correct form will be applied to the summary text. The experiment of this study lasted for six months, in two classes in the first grade of Wenzhou Taishun Senior Middle School, Senior 1) class as the experimental class. In the experimental class, the students were asked to write a summary writing after each unit was finished. The control class did not have this task. The experimental phase was divided into four stages. At each stage, there will be two summary writing tasks, which will be carried out step by step under the guidance of the teacher. The author collects data from each examination result of the two classes. On the basis of analyzing the differences between the two classes under the SPSS 16.0 class. The three questions studied in this paper are: (1) to what extent can summary writing improve students' English vocabulary learning? 2) in what ways can outline writing improve students' vocabulary competence? What are the differences of students' ability to use in summary writing? Through the experimental study, this paper draws the following conclusions: summary writing is helpful to improve students' vocabulary learning ability to a certain extent. It can improve the students' ability to use words in the correct context. Through the analysis of the students' summary writing and test results, summary writing can improve the students' ability to use the words. So that it can take into account the change in the form of words in the examination, the correct use of words in the correct context. The object of this study is divided into the corresponding three levels, advanced level. Intermediate level and low level. Through the analysis of summary writing, it is easy for students at advanced level to recognize the meaning of new words and phrases. Students at the intermediate level have the ability to recognize new words and phrases and to apply the words in the correct context. However, to some extent, the students at the lower level can recognize the meaning of the new words, but they can not use the new words and phrases correctly in the corresponding context.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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