文化图式理论在高中英语词汇教学中的应用研究

发布时间：2018-08-07 07:20

【摘要】：词汇在英语教学中起着重要的作用。虽然当前许多教师已经意识到词汇教学的重要性,但他们还没有找到行之有效的词汇教学方法。而且,高中生词汇学习的现状也不尽人意。所以,如何提高词汇教学的质量是需要解决的一个重大问题。十九世纪七十年代,图式理论被引入到外语教学中来。自此以后,研究人员一直致力于把该理论应用到语言教学中去。尽管图式理论被广泛应用于翻译和阅读教学中,但很少有研究人员将目光注意到该理论在词汇教学中的应用中来。随着跨文化交际的发展,越来越多的学生认识到跨文化交际的重要意义。然而,当学生与外国人交流时,他们发现文化词汇很容易被误解。所以,大部分学生的跨文化交际能力远不尽人意。文化图式理论可能是有效解决上述问题的一个方法。文化图式理论是图式理论在一个重要组成部分,它可以帮助学生克服文化障碍,促进词汇学习。所以文化图式理论也许能应用到高中英语词汇教学中来。本研究是为了找到以下问题答案:(1)基于文化图式理论的教学方法对英语词汇教学是否能起到更好的教学效果?(2)基于文化图式理论的教学方法能激发学生的词汇学习兴趣吗?(3)教师怎么样将文化图式理论应用到词汇教学中?本研究采用问卷调查,测试和访谈的方法在赣州一中高二年级两个班级进行了实验研究。这两个班级一个为实验班,另一个为控制班。实验前,对学生进行调查问卷了解学生词汇学习基本情况,并对所有学生进行前测。前测结果表明两个班在实验前的词汇水平接近。然后在两个班采用不同教学方法。实验班采用文化图式理论为指导的教学方法进行词汇教学,控制班采取传统教学方法为指导进行词汇教学。四个月后,对实验班和控制班学生进行后测用以检测实验班的后测成绩是否明显优于控制班。为了进一步了解文化图式理论为指导的词汇教学方法对词汇教学产生的影响,还对实验班的25个同学进行了访谈。前后测的结果由SPSS 17.0分析得出。经过分析研究结果,有三个发现:1,基于文化图式理论的词汇教学方法可以更加有效地促进学生的词汇学习;2,这个新的教学方法也可以激发学生的词汇学习兴趣;3,基于文化图式理论的三种方法对高中英语词汇教学有帮助。最后,本文呈现了启示并提出了本研究的不足之处及对未来该领域研究的建议。
[Abstract]:Vocabulary plays an important role in English teaching. Although many teachers have realized the importance of vocabulary teaching, they have not found effective vocabulary teaching methods. Moreover, the present situation of high school students' vocabulary learning is not satisfactory. Therefore, how to improve the quality of vocabulary teaching is a major problem to be solved. Schema theory was introduced into foreign language teaching in the 1870s. Since then, researchers have been working to apply the theory to language teaching. Although schema theory is widely used in translation and reading teaching, few researchers pay attention to its application in vocabulary teaching. With the development of cross-cultural communication, more and more students realize the significance of cross-cultural communication. However, when students communicate with foreigners, they find cultural vocabulary easy to misunderstand. Therefore, most students' cross-cultural communicative competence is far from satisfactory. Cultural schema theory may be an effective solution to these problems. Cultural schema theory is an important part of schema theory, which can help students overcome cultural barriers and promote vocabulary learning. Therefore, cultural schema theory may be applied to high school English vocabulary teaching. The purpose of this study is to find the answers to the following questions: (1) can the teaching methods based on the cultural schema theory play a better role in the teaching of English vocabulary? (2) the teaching methods based on the cultural schema theory can stimulate the students' lexicology. How do teachers apply cultural schema theory to vocabulary teaching? In this study, questionnaires, tests and interviews were used to conduct an experimental study in two classes of grade two in Ganzhou No. 1 Middle School. The two classes are one for the experimental class and the other for the control class. Before the experiment, the students were investigated with questionnaires to find out the basic situation of vocabulary learning, and all the students were tested. The pre-test results showed that the lexical level of the two classes was similar before the experiment. Then the two classes adopt different teaching methods. The experimental class adopts the teaching method of cultural schema theory to carry on the vocabulary teaching, and the control class adopts the traditional teaching method to carry on the vocabulary teaching. Four months later, the students of the experimental class and the control class were tested by post-test to see whether the post-test score of the experimental class was significantly better than that of the control class. In order to further understand the influence of vocabulary teaching methods guided by cultural schema theory on vocabulary teaching, 25 students in the experimental class were interviewed. The results were obtained by SPSS 17.0 analysis. After analyzing the results of the study, There are three findings: 1. Vocabulary teaching method based on cultural schema theory can promote students' vocabulary learning more effectively. This new teaching method can also stimulate students' interest in vocabulary learning. Three methods are helpful to English vocabulary teaching in senior high school. Finally, this paper presents the enlightenment and puts forward the deficiencies of this study and suggestions for future research in this field.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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