基于图式理论的高中英语词汇教学的实证研究

发布时间：2023-11-05 13:06

　　词汇被一致公认为一种语言的重要成分，而词汇教学也是学习一门语言的重要内容。在中国，老师和同学们仍然面临英语词汇教学效果不高的困境。从词汇教学的历史和近年来关于国内外词汇教学的研究,我们可以得出一个结论，即词汇教学越来越由以前的孤立教学方式倾向于互动教学方式。从我国英语词汇教学的现状来看，在中学教学中探索一种有效并可行的词汇教学方法，以便有效地帮助学生提高英语词汇水平是当务之急。 图式（Schema）的提法最早见于哲学家康德（Kant，1781）的著作。现代心理学研究中英国心理学家巴特利特（F.Burtlett，1932）最早应用图式的概念。经过实验，他认为图式是对先前反应或经验的一种积极组织，也就是说图式是由过去的经验组成的。本论文的主要目的就是探索一种有效并可行的基于图式理论的英语词汇教学方法。 在图式理论的启示下，本论文构建一种语义图，用于引导学生，激发他们大脑中现有的背景知识以理解新的知识。基于图式理论的英语词汇教学以这种语义图为核心，可应用高中英语的词汇教学中。本论文通过一个实证验证这种教学方法相对于常规的教学方法是否更有效。 实验假设将图式理论运用在高中英语的词汇教学中将会产...

【文章页数】：116 页

【学位级别】：硕士

【文章目录】：
Acknowledgments
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives and Significance of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Vocabulary Teaching
        2.1.1 The Concept of Vocabulary
        2.1.2 Current Situation of English Vocabulary Teaching in Chinese Middle School
        2.1.3 Comments
    2.2 Overview of Vocabulary Teaching Development
        2.2.1 Grammar Translation Method
        2.2.2 Direct Method
        2.2.3 Audio-lingual Method
        2.2.4 Communicative Method
        2.2.5 Natural Method
        2.2.6 Lexical Approach
        2.2.7 Summary
    2.3 Studies Relevant to Vocabulary Teaching Outside
        2.3.1 Studies of Vocabulary Teaching from the Vocabulary Knowledge
        2.3.2 Studies of Vocabulary Teaching from Teaching Strategy
        2.3.3 Comments
    2.4 Relative Studies about Vocabulary Teaching in China
        2.4.1 Studies on Vocabulary Teaching from Structure Analysis
        2.4.2 Studies of Vocabulary Teaching from Contextual Perspective
        2.4.3 Studies of Vocabulary Teaching from Psychological Perspective
        2.4.4 Comments
    2.5 Summary
Chapter Three Theoretical Framework
    3.1 Schema Theory
        3.1.1 Definition of Schema
        3.1.2 Development of Schema Theory
        3.1.3 Classification of Schema
        3.1.4 Studies Related to Schema Theory and Vocabulary Teaching
        3.1.5 Summary
    3.2 Schema Theory and Vocabulary Teaching
        3.2.1 Schema and Vocabulary
        3.2.2 Presentation of Schema of Vocabulary with Semantic Map
        3.2.3 Construction of Semantic Map of Vocabulary in Light of Schema Theory
    3.3 Schema Theory and Vocabulary Learning Strategy
    3.4 Application of Schema Theory in Vocabulary Teaching Activity
    3.5 Summary
Chapter Four Methodology
    4.1 Objective of the Experiment
    4.2 Research Questions
    4.3 Research Subjects
    4.4 Instruments
        4.4.1 Pre-language Test and Post-language Test
        4.4.2 Pre-questionnaire and Post-questionnaire
        4.4.3 Data Statistics
    4.5 Research procedures
        4.5.1 Teaching Material
        4.5.2 Teaching Treatment
    4.6 Date Collection
    4.7 Summary
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Data Analysis of the Pre-test
        5.1.2 Data analysis of the Post-test
        5.1.3 Data analysis of the Pre-questionnaire
        5.1.4 Data analysis of the Post-questionnaire
    5.2 Discussions
    5.3 Summary
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications for English Vocabulary Teaching
        6.2.1 Teaching Vocabulary from the Angle of Students
        6.2.2 Teaching New Words by Evoking the Background Knowledge
        6.2.3 Teaching Vocabulary with Well Planned Design
    6.3 Limitations of the Research
    6.4 Suggestions for Further Research
References
Appendix Ⅰ Teaching Treatment Cases for Experimental Class
Appendix Ⅱ Pre-Test of English Vocabulary
Appendix Ⅲ Post-Test of English Vocabulary
Appendix Ⅳ Questionnaire of English Vocabulary Learning Strategies
Appendix Ⅴ Scores of Pre-test
Appendix Ⅵ Scores of Post-test
Appendix Ⅶ Scores of Pre-questionnaire
Appendix Ⅷ Scores of Post-questionnaire



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