语境化的英语词汇教学法在初中英语课堂中的应用研究

发布时间：2018-02-16 07:49

本文关键词： 语境理论词汇教学初中英语　出处：《辽宁师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：词汇是语言的最基础要素,词汇教学也是英语教学中的重要组成部分。然而,我国当前的初中英语词汇教学仍有些许问题存在。如:一些教师在教学过程中依旧采取传统“满堂灌”模式,使学生处于被动地位;有些学生记忆单词的方式缺乏变通,不能活学活用,缺少行之有效的学习策略等等。随着课程改革的不断深入,近年来词汇教学相关研究也有了进一步的发展。人们开始逐步关注和认可语境理论下的词汇教学,然而语境词汇教学尚处于基础阶段,缺乏大量的实践实施,有关于这个词汇教学方法对不同英语基础水平学生的影响也鲜有研究。基于这样的现状,本文尝试进行基于语境理论的初中不同英语水平学生群体的词汇教学研究。本文经过对词汇理论及语境理论的深入分析,对学生实际学习的细致观察,设计了为期四个月语境词汇教学实验,并提出了以下研究问题:对于不同英语水平的学生群体而言,①语境化的英语词汇教学法对其词汇学习是否有影响?②语境化的英语词汇教学法对其词汇学习的哪些方面有影响?③怎样在课堂中更有效的运用语境化的英语词汇教学法?笔者采用实验班和控制班进行一个学期的教学试验,为区别和对比同一班级中不同英语水平学生所获得的影响,笔者又将每班学生分为A类(英语基础较好的学生)和B类(英语基础较弱的学生)进行研究。经过对调查问卷,测验成绩及学生访谈的分析和讨论,最终得出如下结论:①基于语境理论的词汇教学法确实对学生的词汇学习有积极的影响。②此教学法对于基础较弱学生的词汇学习兴趣有显著影响,对其词汇记忆也有较大帮助;对于基础较好学生的学习策略有更为明显的改善,并显著地提高了他们的词汇运用能力;③教师应对不同英语学习水平的学生做出不同的学习要求,侧重于不同的语境相关的教学方式才能更好的发挥语境化词汇教学法的作用。最后笔者对全文做出总结并对初中英语词汇教学提出了一些教学建议。
[Abstract]:Vocabulary is the most basic element of language, and vocabulary teaching is also an important part of English teaching. There are still some problems in the vocabulary teaching of junior high school in our country. For example, some teachers still adopt the traditional "full hall irrigation" mode in the teaching process, so that the students are in a passive position, and some students have no flexibility in the way of memorizing words. With the deepening of curriculum reform, the research on vocabulary teaching has been further developed in recent years. People begin to pay attention to and recognize vocabulary teaching in context theory. However, contextual vocabulary teaching is still in the basic stage, lacking of a large number of practical implementation, and there are few studies on the influence of this vocabulary teaching method on students of different English basic levels. This paper attempts to carry out a study of vocabulary teaching in junior high school students of different English levels based on context theory. Through the in-depth analysis of vocabulary theory and context theory, this paper makes a careful observation of students' actual learning. A four-month contextual vocabulary teaching experiment is designed, and the following questions are raised: are contextualized English vocabulary teaching methods having an impact on vocabulary learning for students of different English proficiency levels? (2) which aspects of English vocabulary learning are affected by contextualized English vocabulary teaching method? How to use contextualized English vocabulary teaching method more effectively in class? In order to distinguish and compare the influence of different English level students in the same class, the author used the experimental class and the control class to carry out the teaching experiment for a semester. The author also divided each class into A class (students with good English foundation) and B class (students with weak English foundation). Through the analysis and discussion of questionnaire, test results and student interviews, the author analyzed and discussed the results of the questionnaire, the test results and the interviews with the students. Finally, the following conclusions are drawn: 1 the vocabulary teaching method based on context theory does have a positive influence on students' vocabulary learning. The learning strategies of students with good foundation have been improved significantly, and their ability to use vocabulary has been significantly improved. Teachers should make different learning requirements for students with different English learning levels. Only by focusing on different context-related teaching methods can we play a better role in contextual vocabulary teaching. Finally, the author summarizes the full text and puts forward some teaching suggestions for junior high school English vocabulary teaching.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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