基于词源学知识的高中词汇英语教学

发布时间：2018-10-10 13:12

【摘要】：在外语教学中,词汇教学一向占据着举足轻重的地位,它的教学效果关系着英语教学目标能否达成及学生的英语素养。词汇是语言学习和沟通的基本要素,其在语言文化交流中的地位不言而喻。然而,词汇教学在当前的英语教学,尤其是中学英语教学的处境却十分尴尬。大多数教师对于词汇的讲解仍旧沿袭着传统的教学方法,仅仅停留在拼写、读音、词性以及汉语意义上,鲜少涉及到单词的起源及其深层的文化内涵,从而导致高中生对英语单词本身误解和误用现象的出现。随着外语教学研究的革新以及高考对西方文化深入考察的客观要求,词汇教学得到了前所未有的重视。不过,外语教师虽然意识到了传统词汇教学策略的不足和高效词汇教学的重大意义,但是苦于系统化的词汇教学策略的匮乏,词源教学呼之欲出。本文正是着眼于词源学在词汇教学中的应用,整理归纳近年来国内外有关词源教学的前沿动态,总结出了影响词源教学的七种要素,并加以比较糅合,最后提出了适合目前高中英语词汇教学的四大教学策略,分别是文化移入法、联想记忆法、词源解释法以及翻译转换法。此外,本文在案例教学中描述了词源教学在实际教学中的具体应用,并设计了相应的实例教学实验。在实验中,笔者以阶段统计和问卷调查的方式反馈了实验班和控制班的学生对于词源教学的态度和认知,了解他们对词汇学习的兴趣,并在实验班接受了为期8周的词源教学后,对两班的词汇水平进行测试。在实验前两班词汇水平一致的基础上,实验班的成绩明显高于控制班的成绩,由此得出词源教学有助于提升学生的语言学习兴趣,增强词汇课堂教学效果这一结论。第一章是全文的绪论部分,包括研究的背景、必要性和意义,研究内容以及研究目的等内容,为后文的研究提供了一定的参考和指导。第二章详细解释了词源学的概念,并总结了词源和词源教学在国内外研究的现状和取得的成果及其在实际课堂中的应用现状；之后在第三章中在前人研究的基础上,作者将词源要素归纳为七个起源,分别是历史起源、宗教起源、风俗起源、物质名词起源、神话故事起源、专有名词起源以及审美观念起源,同时在下一章的调查中统计了各个词源要素所占比例以及其在高中英语教学中的应用价值。作者在本文第四章的教学实例中,设计了四种可应用于高中英语词汇课堂的词源教学策略,制定了相应的教学案例并应用于实验班的词源教学中,并在实验后统计了学生对这四种词源教学策略的态度和认知。根据实验统计数据和结论,作者在最后一章中对全文进行总结,指出了该研究的局限性与不足,并据此为未来的研究提出几点建议。
[Abstract]:Vocabulary teaching has always played an important role in foreign language teaching. Its teaching effect is related to the achievement of English teaching goals and students' English literacy. Vocabulary is the basic element of language learning and communication, and its position in language and culture communication is self-evident. However, vocabulary teaching is very awkward in English teaching, especially in middle school. Most of the teachers' explanation of vocabulary still follows the traditional teaching method, only stays in spelling, pronunciation, part of speech and Chinese meaning, rarely involves the origin of the word and its deep cultural connotation. This will lead to high school students' misunderstanding and misuse of English words themselves. With the innovation of foreign language teaching research and the objective requirements of the college entrance examination, vocabulary teaching has received unprecedented attention. However, although foreign language teachers are aware of the shortcomings of traditional vocabulary teaching strategies and the great significance of efficient vocabulary teaching, they suffer from the lack of systematic vocabulary teaching strategies, and etymological teaching is eager to emerge. This paper focuses on the application of etymology in lexical teaching, summarizes the current trends of etymology teaching at home and abroad in recent years, summarizes seven factors that affect etymology teaching, and compares them with each other. Finally, four teaching strategies are put forward, which are cultural transfer, associative memory, etymological interpretation and translation transformation. In addition, this paper describes the concrete application of etymology teaching in practical teaching in case teaching, and designs a corresponding example teaching experiment. In the experiment, the author feedback the students' attitude and cognition on etymology teaching in the experimental class and the control class by using stage statistics and questionnaire survey to find out their interest in vocabulary learning. After 8 weeks of etymology teaching in the experimental class, the vocabulary level of the two classes was tested. On the basis of the consistency of vocabulary level between the two classes before the experiment, the results of the experimental class are obviously higher than those of the control class, which leads to the conclusion that etymological teaching is helpful to enhance students' interest in language learning and enhance the effect of vocabulary classroom teaching. The first chapter is the introduction of the full text, including the research background, necessity and significance, research content and research purposes, which provides a certain reference and guidance for the later research. The second chapter explains the concept of etymology in detail, and summarizes the present situation of etymology and etymology teaching at home and abroad, the achievements and its application in the classroom. The etymological elements are divided into seven origins: historical origin, religious origin, custom origin, material noun origin, mythological origin, proper noun origin and aesthetic concept origin. At the same time, in the next chapter, the proportion of etymological elements and its application value in senior high school English teaching are analyzed. In the fourth chapter, the author designs four etymological teaching strategies which can be applied to the English vocabulary classroom in senior high school, and formulates the corresponding teaching cases and applies them to the etymological teaching in the experimental class. After the experiment, the students' attitude and cognition to these four etymological teaching strategies were analyzed. Based on the experimental data and conclusions, the author summarizes the full text in the last chapter, points out the limitations and shortcomings of the study, and puts forward some suggestions for future research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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