情景法在初中英语词汇教学中的实证研究

发布时间：2018-03-09 02:19

本文选题：情景　切入点：词汇学习　出处：《渤海大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着经济的发展和社会的进步,英语教学受到了高度的重视。然而,作为语言三大基本要素之一的词汇教学却没受到应有的重视。在初中英语的教学过程中,教师机械地教授词汇,学生把大量的时间花费在词汇学习上,这导致了大量学生失去了英语词汇学习的兴趣,也不能掌握词汇的意义和用法。随着新课程标准的实施,教学重心发生了转变,由强调教者转变为重视学习者。为了提高英语词汇教学效果,初中许多学校提出了许多词汇教学方法。在这些方法中,情景法受到了关注。但是有关这种方法是否适用于初中英语词汇教学的研究还比较少。所以此篇论文的作者实施了一个为期十七周的实验,研究关于情景法在初中英语词汇教学中的效果。为了探索情景法对初中学生进行词汇教学的可行性和有效性,作者进行了从2014年九月到2015年一月的为期十七周的教学实验。实验对象是116名初中二年的两个班级的学生,三班为实验班,四班为控制班。研究手段采用问卷调查和词汇测试。本研究主要围绕两个问题:(1)基于情景法的词汇教学能够激发学生的词汇学习兴趣吗?(2)基于情景法的词汇教学有助于提高学生的词汇学习水平吗?在实验实施前的第一个星期,两个班将接受问卷调查和词汇前测。前问卷的目的是弄清楚学生对于词汇教学的态度和词汇学习情况。随后,学生将接受前词汇测试,分析前测试的目的是为了看两个班的英语水平是不是一样。从第二周到第十七周,实验班采用情景法进行教学,控制班采用传统的教学方法。最后一个星期,两个班分别进行词汇后测和后问卷调查,并通过统计软件SPSS17.0对比分析相关数据。实验结果发现:1.基于情景法的词汇教学能够激发学生的词汇学习兴趣。2.基于情景法的词汇教学有助于提高学生的词汇学习水平。实验结果表明,在词汇教学中创设一系列的情景,使学生在真实的英语环境中运用英语进行思考和交际,可以提高学生词汇的记忆效率并能激发学生学习单词的兴趣。本研究对于探索科学的英语词汇教学模式,提高教师教学水平以及改变学生的词汇学习模式有重要意义。本论文将为进一步的研究提高借鉴,并且有助于初中英语教师找到更加有效的英语词汇教学方法。
[Abstract]:With the development of economy and society, English teaching has received great attention. However, as one of the three basic elements of language, vocabulary teaching has not received due attention. Teachers teach vocabulary mechanically and students spend a lot of time on vocabulary learning, which results in a large number of students losing interest in English vocabulary learning and unable to master the meaning and usage of vocabulary. The emphasis of teaching has changed from emphasizing teachers to emphasizing learners. In order to improve the effectiveness of English vocabulary teaching, many junior high schools have put forward a lot of vocabulary teaching methods. The situational approach has attracted much attention. However, there have been few studies on the applicability of this method to junior high school English vocabulary teaching. So the author of this paper conducted an experiment for 17 weeks. In order to explore the feasibility and effectiveness of situational approach in vocabulary teaching for junior middle school students, this paper studies the effect of situational approach in junior high school English vocabulary teaching. The author conducted a teaching experiment for 17 weeks from September 2014 to January 2015. The subjects of the experiment were 116 students in two classes in junior middle school and three classes in the experimental class. Class 4 is the control class. Questionnaire and vocabulary test are used in this study. This study focuses on two questions: 1) can situation-based vocabulary teaching stimulate students' interest in vocabulary learning? Can situation-based vocabulary teaching help students improve their vocabulary learning? In the first week before the experiment, the two classes will receive a questionnaire and a pre-vocabulary test. The purpose of the pre-questionnaire is to find out the students' attitude towards vocabulary teaching and vocabulary learning. The purpose of the pre-analysis test was to see if the two classes' English proficiency was the same. From the second week to 17th weeks, the experimental class used the situational method to teach, while the control class adopted the traditional teaching method. The two classes carried out vocabulary post-test and post-questionnaire survey respectively. The experimental results show that: 1. The situation-based vocabulary teaching can stimulate students' interest in vocabulary learning. 2. Situational approach based vocabulary teaching is helpful to improve students' vocabulary learning. Level. Experimental results show that. Creating a series of situations in vocabulary teaching to enable students to use English to think and communicate in a real English environment. This study can improve students' vocabulary memory efficiency and stimulate students' interest in learning words. It is of great significance to improve the teachers' teaching level and to change the students' vocabulary learning model. This thesis will be helpful to the further study and help the English teachers to find more effective English vocabulary teaching methods.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】