初中英语词汇隐性和显性相结合教学方法的研究

发布时间：2018-03-08 15:48

  本文选题：英语词汇　切入点：显性教学　出处：《内蒙古师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：在英语教学过程中,英语词汇占据着重要的地位。只有把词汇掌握了,才能更加有效地促进听、说、读、写四方面的发展。对于如何教词汇,不同的学者持不同的观点,其中有两种代表性的方法:一种是词汇的显性教学方法,另一种是词汇的隐性教学方法。Sokmen(2002)认为单独的词汇应该受到注意和重视,教师应该对词汇本身进行讲解和操练,并支持显性词汇教学。Nagy(2002)支持隐性词汇教学,认为词汇教学应该依靠语境,倡导教师应该引导学生广泛阅读,并在了解文章大意的前提下猜测词汇。纵然两种方法都有优点,但是各自也存在缺点。Nation(2003)提出将两种方法结合起来的新的教学方法。关于显性和隐性相结合的教学方法是否对词汇学习有效的研究很多,但它们的研究对象主要是大学生。词汇在初中生英语学习中起着很重要的作用,所以做这项研究势在必行。基于接口说理论,本文通过对初二年级两个班为期三个月的实验研究,旨在对两个研究问题进行探讨:(1)显性的词汇教学方法对初中生词汇学习有什么影响?(2)显性和隐性相结合的词汇教学方法对初中生词汇学习有什么影响?本研究的研究对象是初中两个班的学生,每班40人。一班是控制班,通过显性教学方法教词汇,即教师直接对词汇进行讲解。二班是实验班,通过显性和隐性相结合的教学方法教词汇。在实验班中,教师不仅给学生提供语境,让学生在了解文章大意的前提下猜词,而且直接讲解词汇。在为期三个月的实验后,教师分别在控制班和实验班做了后测测试,并对实验班的六个学生进行了访谈。通过对数据的整理和分析,本研究得出以下结论:(1)显性词汇教学法的使用能够帮助初中生有效记忆词汇。(2)显性和隐性词汇教学法的使用,不仅能帮助初中生记忆词汇,更重要的是可以帮助初中生正确使用词汇。综上所述,显性和隐性相结合的词汇教学方法对初中生英语词汇学习非常有效,因此,教师在讲授词汇时,应该充分利用这一方法。
[Abstract]:In the process of English teaching, English vocabulary plays an important role. Only by mastering vocabulary can we promote the development of listening, speaking, reading and writing more effectively. Different scholars hold different views on how to teach vocabulary. There are two representative methods: one is the explicit teaching method of vocabulary, the other is the implicit teaching method of vocabulary. And supports explicit vocabulary teaching. Nagyn 2002) supports implicit vocabulary teaching, holds that vocabulary teaching should rely on context, advocates that teachers should guide students to read widely, and guess vocabulary on the premise of understanding the main idea of the article. Even the two methods have advantages. However, each has its own shortcomings. (Nations2003)) A new teaching method combining the two methods is proposed. There are many studies on whether the combination of explicit and implicit teaching methods is effective for vocabulary learning. But their research objects are mainly college students. Vocabulary plays an important role in junior high school students' English learning, so it is imperative to do this research. Based on a three-month experimental study of two classes in grade two of junior high school, this paper aims to explore the effects of the dominant vocabulary teaching methods on vocabulary learning of junior high school students. 2) how does the combination of explicit and implicit vocabulary teaching methods affect the vocabulary learning of junior high school students? The subjects of this study are 40 students in two classes of junior middle school. Class one is a controlled class, teaching vocabulary by explicit teaching method, that is, teachers explain vocabulary directly. Class two is an experimental class. In the experimental class, the teacher not only provides the context for students to guess words under the premise of understanding the general idea of the article, but also directly explains the vocabulary. After three months of experiment, The teachers conducted post-test tests in the control class and the experimental class, and interviewed six students in the experimental class. In this study, the following conclusions are drawn: the use of dominant vocabulary teaching method can help junior high school students to memorize effective vocabulary and implicit vocabulary teaching, not only to help junior high school students to remember vocabulary. More importantly, it can help junior high school students to use vocabulary correctly. In conclusion, the combination of explicit and implicit vocabulary teaching method is very effective for junior high school students. Therefore, teachers should make full use of this method when teaching vocabulary.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
，

本文编号：1584527