语境理论指导下的英语词汇教学对高中生词汇习得影响的实验研究

发布时间：2021-03-24 18:13

　　语境在英语词汇学习中有着重要的意义,多元化的语境理论研究为语境下的词汇教学提供了丰富的理论基础。在我国高中英语词汇教学依然采用传统的教学法,运用语境理论进行词汇教学的实践运用还比较少。本文把语境理论引入英语词汇教学中,提出了语境词汇教学法,对语境下的词汇教学进行了探索和尝试。论文在回顾了国内外专家学者对语境理论的研究成果的同时,对语境理论及词汇习得理论进行了阐述。本文旨在语境教学理论指导下,在高中词汇教学和词汇学习的过程中,探索如何有效实施英语词汇教学,从而提高学生的学习兴趣,加强学生词汇习得。笔者考虑到我国现阶段高中词汇教学存在的普遍问题并试图以语境理论为指导,通过相关实验研究,验证以下三个问题?1.通过语境为指导的高中词汇教学是否能够提高学生学习词汇的兴趣?2.通过语境为指导的高中词汇教学是否能够有效促进学生的词汇记忆能力?3.通过语境为指导的高中词汇教学是否能够有效提高学生的猜词能力?作者在广东省广州市的某高中进行了为期四个月的实验。从高一年级选择两个班,随机分为实验班和对照班。在实验前,她对实验班进行了问卷调查,以获取学生词汇学习的具体数据,同时对两个班级进行了试验前测试。实验... 

【文章来源】：广州大学广东省

【文章页数】：103 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter one Introduction
    1.1 Research background
    1.2 Research Objectives and Significance
    1.3 Structure of the Paper
Chapter Two Literature Review
    2.1 Related Study on English Vocabulary Teaching Based on Context Abroad
    2.2 Related Study on English Vocabulary Teaching Based on Context at Home
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 The Context Theory
        3.1.1 The Definition of Context
        3.1.2 A Brief Review of Context Theory
        3.1.3 The Classification of Context
        3.1.4 The Function of Context
    3.2 Vocabulary Acquisition Theory
        3.2.1 Vocabulary Knowledge
        3.2.2 Ways of Vocabulary Acquisition
    3.3 Constructivism Theory
    3.4 Vocabulary Teaching Method
    3.5 Context-based Vocabulary Teaching Method
    3.6 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Variables
    4.4 Research Instruments
        4.4.1 Questionnaire
        4.4.2 Test Paper
    4.5 Procedures
        4.5.1 Pre-questionnaire and Pre-tests
        4.5.2 Post-questionnaire and Post-tests
    4.6 Teaching Procedures
        4.6.1 Teaching in Control Class
        4.6.2 Teaching in Experimental Class
    4.7 Summary
Chapter Five Results Analysis and Discussion
    5.1 Results of the Questionnaire on Students ' Interest of Learning English Vocabulary
        5.1.1 Results of Pre-questionnaire of EC and CC
        5.1.2 Results of Post-questionnaire between EC and C
        5.1.3 Results of Paired Sample Test of Pre-questionnaire and Post-questionnaire in EC
        5.1.4 Results of Pre-questionnaire and Post-questionnaire in C
    5.2 Results of the Tests on Students’ Ability of Memorizing Words
        5.2.1 Results of Pre-test between EC and CC
        5.2.2 Results of Post-test between EC and CC
        5.2.3 Results of t Pre-test and Post-test in EC
    5.3 Results of the Tests on Students ' Ability of Guessing the Meaning of New Words
        5.3.1 Results of Pre-test and Analysis
        5.3.2 Results of Post-test and Analysis
    5.4 Discussion
        5.4.1 Discussion on the Results of Research Question one
        5.4.2 Discussion on the Results of Research Question Two
        5.4.3 Discussion on the Results of Research on Question Three
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Limitations
    6.3 Implications and Suggestions6
    6.4 Suggestions for Further Study
References
Appendixes
    Appendix Ⅰ Questionnaire
    Appendix Ⅱ Results of Questionnaire
    Appendix Ⅲ Vocabulary Test （pre-test）
    Appendix Ⅳ Vocabulary Test （pro-test）
    Appendix Ⅴ Scores of the Two Tests
    Appendix Ⅵ Words' Guessing Test （pre-test）
    Appendix Ⅶ Words' Guessing Test （post-test）
    Appendix Ⅷ Scores of the Two Tests （pre-test & post-test）


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