框架语义学理论视域下的高中英语近义词教学研究

发布时间：2021-10-11 04:23

　　近义词在英语词汇中比例较大,一直是高中英语学习中的重点和难点。同时,《普通高中英语课程标准》强调在英语词汇教学中教师应注重提高学生运用词汇准确理解和表达意义的能力。然而,我国大部分学生尽管花了大量时间在英语近义词学习上,但在近义词的区分,记忆和使用方面仍存在不少困惑。为解决这一问题,本研究在框架语义学理论视域下探讨高中英语近义词教学法。框架语义学理论强调语言与人类经验之间的连续性,其核心思想是词义的描述必须与语义框架相联系,旨在引导学生基于认知经验习得词汇的意义。为探究这一理论对学生近义词学习产生的影响,作者设计了教学实验并探讨以下研究问题:第一,基于框架语义学理论的英语近义词教学对高中生准确区分近义词有何影响?第二,基于框架语义学理论的英语近义词教学对高中生有效记忆近义词有何影响?第三,基于框架语义学理论的英语近义词教学对高中生得体使用近义词有何影响?本研究的研究对象为某学校高一年级两个班的110位学生。实验前,前测旨在检测两个班的英语语言水平和英语近义词水平是否一致;实验中,实验班采用基于框架语义学理论的英语近义词教学法,控制班采用传统近义词教学法;实验后,对两个班进行后测,运用S... 

【文章来源】：南京师范大学江苏省 211工程院校

【文章页数】：80 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Synonyms
        2.1.1 Definitions of Key Terms and Concepts
        2.1.2 Major Studies on Synonym Discrimination Abroad
        2.1.3 Major Studies on Synonym Discrimination at Home
    2.2 Frame Semantics Theory
        2.2.1 Definitions of Key Terms and Concepts
        2.2.2 Major Studies on Frame Semantics Theory Abroad
        2.2.3 Major Studies on Frame Semantics Theory at Home
    2.3 Research on Frame Semantics Theory in Synonym Teaching
    2.4 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
    3.4 Research Procedures
        3.4.1 Pre-test
        3.4.2 Process of the Study
        3.4.3 Post-test
    3.5 Data Collection
    3.6 Data Analysis
Chapter Four Results and Discussion
    4.1 Improvement of Frame Semantics Theory-based Synonym Teaching Method onStudents’Synonym Discrimination
    4.2 Improvement of Frame Semantics Theory-based Synonym Teaching Method onStudents’Synonym Memorization
    4.3 Improvement of Frame Semantics Theory-based Synonym Teaching Method onStudents’Synonym Use
    4.4 Discussion and Summary
        4.4.1 Effects of Frame Semantics Theory-based Synonym Teaching Method onStudents’Synonym Discrimination
        4.4.2 Effects of Frame Semantics Theory-based Synonym Teaching Method onStudents’Synonym Memorization
        4.4.3 Effects of Frame Semantics Theory-based Synonym Teaching Method onStudents’Synonym Use
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Students
    5.3 Limitations
    5.4 Suggestions
References
Appendices
    Appendix Ⅰ Pre-test for the English Synonym Test
    Appendix Ⅱ Post-test for the English Synonym Test
Acknowledgements



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