英文歌曲对于高中生词汇记忆的影响研究

发布时间：2018-07-31 19:43

【摘要】：根据2013年高中英语教学大纲及新课程标准规定,高中英语课程采取必修课与选修课相结合的课程设置模式。在语言知识目标七级至九级中,学生要求学会使用2400-4500个单词和一定数量的习惯用语或固定搭配。在英语语言教学的操练中,往往教师在词汇教学上投入了很多的时间和精力,收到的效果却很不理想。由于大量词汇具有复杂结构的特性,词汇的学习让教师和学生束手无策。现在越来越多的教师意识到可以利用选修课这一放松的学习氛围增强学生的词汇运用和记忆,进一步促进学生的词汇习得。歌曲是一种同时涵盖诗歌和音乐的艺术形式,它是“人类的语言”,是人类不可或缺的重要交流方式。听、唱英文歌曲能刺激大脑,引起右脑神经的高度兴奋,不仅使思维与语言引起共振,而且可以帮助记忆。同样,在教学领域内以二语习得为基础的研究和实践也进一步证实了音乐对英语语言基本要素发展的有效性。词汇作为语言三大要素之一,是语言这个庞大机构赖以生存的支柱,在英语语言教学中有着举足轻重的作用。因此,现在是时候改进词汇教学的方法和途径了。国内英语课堂里学生数量较大,英语教师们总是运用单一的测试和评估机制来评价学生并且过分的强调语法规则。面对这一现实,教师们应该努力探索更生动和更有效英语教学方法,特别是在词汇教学上。本课题研究的是选修课中英文歌曲对高中生词汇记忆的影响作用。基于此,本文提出如下假设:选修课中的英文歌曲学习有助于增强高中生的词汇记忆。为了验证这一假设,笔者在学军中学开展了教学实验,试图探索如下问题:(1)通过在选修课中实行英文歌曲教学,高中生的词汇记忆是否会增强?(2)两种不同的教学法所产生的无意识的心里演练是否存在差异?(3)高中生通过英文歌曲学习获得的即时词汇记忆和延迟词汇记忆与通过听读歌词获得的即时词汇记忆和延迟词汇记忆之间的区别是什么?(4)高中学生对歌曲的喜好和词汇学习效果之间的关系是什么?实验在两个平行班中进行,分为实验组A班和控制组B班。A班采用英文歌曲进行词汇教学,B班采用听读法进行词汇教学。通过两个月的实验后,结果显示实验组获得的成绩比控制组高出许多,两组之间的词汇学习效果、无意识的心理演练以及即时记忆与延时记忆之间都存在显著差异。简而言之,在选修课中运用英文歌曲进行词汇教学能够增强词汇记忆与学习效果。
[Abstract]:According to the English syllabus and the new curriculum standard in 2013, the curriculum of English in senior high school is based on the combination of compulsory and elective courses. In language knowledge goals levels 7 to 9, students are required to learn to use 2400-4500 words and a certain number of idioms or fixed collocations. In the practice of English language teaching, teachers often invest a lot of time and energy in vocabulary teaching, but the results are not satisfactory. Because of the complex structure of a large number of words, vocabulary learning makes teachers and students helpless. Nowadays, more and more teachers realize that they can make use of the relaxed learning atmosphere of elective course to enhance the students' vocabulary usage and memory, and further promote the students' vocabulary acquisition. Song is a kind of art form which covers both poetry and music. It is the language of human being and an indispensable way of communication. Listening to and singing English songs can stimulate the brain and excite the right brain nerve. It not only resonates between thinking and language, but also helps memory. Similarly, the research and practice based on second language acquisition in the field of teaching have further confirmed the validity of music in the development of basic elements of English language. As one of the three elements of language, vocabulary is the mainstay of language, which plays an important role in English language teaching. Therefore, it is time to improve the ways and means of vocabulary teaching. There are a large number of students in English classrooms in China. English teachers always use a single test and evaluation mechanism to evaluate students and emphasize grammar rules too much. Faced with this reality, teachers should try to explore more vivid and effective English teaching methods, especially in vocabulary teaching. This paper studies the influence of English songs on high school students'vocabulary memory. Based on this, this paper proposes the following hypotheses: English song learning in elective courses helps to enhance high school students' vocabulary memory. In order to verify this hypothesis, the author carried out a teaching experiment in Xuejun Middle School, trying to explore the following problems: (1) through the implementation of English song teaching in elective courses, Will high school students' vocabulary memory be enhanced? (2) are there differences in unconscious mental exercises produced by the two different teaching methods? (3) instant vocabulary memory and delayed vocabulary memory and communication acquired by high school students through learning English songs What is the difference between the instant vocabulary memory and the delayed vocabulary memory obtained by listening to the lyrics? (4) what is the relationship between the high school students' preference for songs and the effect of vocabulary learning? The experiment was carried out in two parallel classes, which were divided into experimental group A and control group B. English songs were used for vocabulary teaching in class B and listening and reading methods were used for vocabulary teaching in class B. After two months of experiment, the results showed that the achievement of the experimental group was much higher than that of the control group, and there were significant differences between the two groups in vocabulary learning effect, unconscious psychological exercise, instant memory and delayed memory. In short, the use of English songs in vocabulary teaching in elective courses can enhance vocabulary memory and learning effects.
【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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