多模态理论在农村初中英语词汇教学中的应用研究

发布时间：2021-11-18 16:30

　　作为语言三大要素（语音、词汇、语法）之一的词汇在外语学习中有着举足轻重的地位,因此词汇教学成为外语教学的主要任务之一。但当前传统的单模态词汇教学方法已经不能满足学生词汇学习的需求,词汇教学模式亟需改善。随着信息技术的变革与发展,人与人的交际渠道逐渐被拓宽,意义的表达不再单纯地通过语言来实现,除语言之外,还可以通过其它符号资源或者多种符号的组合来表现。因此,多模态理论逐渐受到广泛地关注。近年来,多模态理论大多被运用到阅读、语法和写作教学中,只有少量的研究将多模态理论与词汇教学相结合。基于上述背景,本研究将多模态理论应用于农村初中英语词汇教学,探究其对学生词汇知识的影响。本研究试图探讨以下三个问题:与传统词汇教学相比,1)多模态词汇教学对农村初中生英语词汇广度知识的即时习得和延时习得有何影响?2)多模态词汇教学对农村初中生英语词汇深度知识的即时习得和延时习得有何影响?3)多模态词汇教学对农村初中生英语词汇强度知识的积极、消极回想和积极、消极认知有何影响?本研究以靖江市某农村初中八年级两个平行班的106名学生为研究对象,开展了为期两个半月的实证研究。其中实验班与控制班均是53人。在教学实验中... 

【文章来源】：南京师范大学江苏省 211工程院校

【文章页数】：112 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Research Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Studies of Multimodality
        2.1.1 Definition of Multimodality
        2.1.2 Theoretical Basis of Multimodality
        2.1.3 Relationships among Different Modalities
        2.1.4 Application of Multimodality at Home and Abroad
        2.1.5 Summary
    2.2 Studies of Vocabulary Teaching
        2.2.1 Definition and Content of Vocabulary Teaching
        2.2.2 Methods of Vocabulary Teaching
        2.2.3 Research on Vocabulary Teaching at Home and Abroad
        2.2.4 Summary
    2.3 Studies of Vocabulary Knowledge
        2.3.1 Definition of Vocabulary Knowledge
        2.3.2 The Breadth of Vocabulary Knowledge
        2.3.3 The Depth of Vocabulary Knowledge
        2.3.4 The Strength of Vocabulary Knowledge
        2.3.5 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 English8A(Yilin Press2013 Edition)
        3.3.2 Scales for Tests
    3.4 Research Procedures
        3.4.1 Research Preparation
        3.4.2 Teaching Experiment
        3.4.3 Research Evaluation
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Effects on Students’Timely Acquisition and Delayed Acquisition in BVK
        4.1.1 Pre-test in BVK
        4.1.2 Timely Acquisition in BVK
        4.1.3 Delayed Acquisition in BVK
        4.1.4 The Final Test of BVK
        4.1.5 Summary
    4.2 Effects on Students’Timely Acquisition and Delayed Acquisition in DVK
        4.2.1 Pre-test in DVK
        4.2.2 Timely Acquisition in DVK
        4.2.3 Delayed Acquisition in DVK
        4.2.4 The Final Test in DVK
        4.2.5 Summary
    4.3 Effects on Students’Active Recall,Passive Recall,Active Recognition and Passive Recognition in SVK
        4.3.1 Pre-test
        4.3.2 Posttest
        4.3.3 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Recommendations
Bibliography
AppendixⅠ Vocabulary Level Test
AppendixⅡ Vocabulary Knowledge Scale
AppendixⅢ Tests for the Strength of Vocabulary Knowledge
AppendixⅣ Questionnaire
AppendixⅤ Interview
AppendixⅥ Brief Lesson Plans for Multimodal Vocabulary Teaching and Traditional Vocabulary Teaching
Acknowledgements


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硕士论文
[1]多模态理论在高中英语词汇教学中的应用研究[D]. 张娜燕.南京师范大学 2018
[2]多模态教学对英语词汇习得效果的实证研究[D]. 甘洛荧.赣南师范学院 2012
[3]论词汇学习策略与词汇搭配错误之关系[D]. 黎素薇.湖南师范大学 2005



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