基于语境理论的初中英语词汇教学实验研究

发布时间：2018-02-14 13:34

本文关键词： 初中词汇教学语境应用　出处：《福建师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在英语教学中,最关键的要素不取决于你纯正的发音,完美的语法,而是词汇掌握的程度。语言的三大要素之一是词汇。语境在很大程度上制约着话语的意义,话语的真正内含在没有语境的帮助作用下是很难确定的。词汇教学的关键就在于语境的应用。现今,初中英语词汇教学仍然存有许多弊病。例如,传统教学法的课堂氛围沉闷；教师忽略语境在词汇教学中的重要性,孤立地讲解词汇；学生对词义的片面了解,所学词汇不能恰当地运用；费时低效的结果是让学生畏惧词汇学习,视之为英语学习中的沉重负担。因此,找到一种行之有效的适用于初中词汇教学的方法迫在眉睫了。目前,基于语境理论的词汇教学已被广大师生所认可。因为,同一个单词会随着语境的不同而不同,语境对词汇的含义有着解释和限制的重要作用。但语境运用于初中英语词汇教学的研究仍然不完善,处于起步阶段。因此,笔者在前人研究的理论基础上,对词汇教学中运用语境理论进行了探索和分析。在本论文中,笔者对两个问题进行论证：(1)基于语境理论的词汇教学优于传统的词汇教学法,能激发学生词汇学习的兴趣。(2)基于语境理论的词汇教学能改善学生词汇学习策略,提高学生的完形填空测试能力。笔者通过阅读文献、观察、访谈、问卷和实验等方法,以人教版新目标九年级上册课本为教材,结合相关的练习,对语境理论应用于初中英语词汇教学进行实验研究。在两个平行班历时四个月的实验中,笔者对运用语境理论进行词汇教学的实验班和运用传统词汇教学的对照班的学生分别进行了两次词汇测试,并且对实验班的学生进行了两次问卷调查和实验后的一次访谈。最后的数据结果显示：实验班学生的完形填空和总分的两个平均分都远远高于以传统教学法的对照班,实验班前、后测的成绩差距也非常明显,并且实验班的学生更多地关注词汇所出现的语境,词汇学习策略大有改进,学习成绩明显提高。因此,论文最后得出的结论是,基于语境理论的词汇教学法优于传统的词汇教学法,能激发学生词汇学习的兴趣,改善学生的词汇学习策略,提高学生的完形填空测试能力。同时,在英语教学的研究领域中,语境词汇教学仍有很大的发展空间有待开拓。
[Abstract]:In English teaching, the most important factor is not your pure pronunciation, perfect grammar, but the degree of vocabulary mastery. One of the three elements of language is vocabulary. Context greatly restricts the meaning of discourse. The real implication of discourse is difficult to determine without the help of context. The key of vocabulary teaching lies in the application of context. Nowadays, there are still many disadvantages in vocabulary teaching in junior high school. For example, the classroom atmosphere of traditional teaching method is dull; Teachers ignore the importance of context in vocabulary teaching and explain vocabulary in isolation; students' unilateral understanding of the meaning of words, the words learned can not be properly used; the result of time-consuming and inefficient is to make students fear vocabulary learning, Therefore, it is urgent to find an effective method for vocabulary teaching in junior high school. At present, vocabulary teaching based on context theory has been accepted by teachers and students. The same word will vary with the context. Context plays an important role in explaining and limiting the meaning of vocabulary. However, the application of context in English vocabulary teaching in junior high school is still not perfect and is still in its infancy. On the basis of the previous studies, the author explores and analyzes the use of context theory in vocabulary teaching. In this paper, the author demonstrates that the lexical teaching based on context theory is superior to the traditional vocabulary teaching method. The vocabulary teaching based on context theory can improve students' vocabulary learning strategies and improve students' cloze test ability. Taking the textbook of the first grade of the ninth grade as the teaching material, and combining the relevant exercises, this paper makes an experimental study on the application of context theory to the teaching of English vocabulary in junior high school. In the four-month experiment of two parallel classes, The author conducted two vocabulary tests on the students in the experimental class of vocabulary teaching using context theory and the control class with traditional vocabulary teaching. Two questionnaires and one interview were conducted to the students in the experimental class. The final data showed that the average scores of cloze filling and total score of the experimental class were much higher than those of the control class with the traditional teaching method. Before the experimental class, the difference between the post-test scores is also very obvious, and the students in the experimental class pay more attention to the context of vocabulary, vocabulary learning strategy has been greatly improved, and the learning results are significantly improved. Therefore, the final conclusion of the paper is:. The vocabulary teaching method based on context theory is superior to the traditional vocabulary teaching method, which can stimulate students' interest in vocabulary learning, improve students' vocabulary learning strategies and improve students' cloze test ability. There is still a lot of room for the development of contextual vocabulary teaching.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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