基于交际法的小学英语词汇教学实验研究

发布时间：2018-02-27 02:17

本文关键词： 小学英语词汇教学交际教学法学习兴趣学习效率　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：对于英语学习者来说,词汇的学习起作至关重要的作用。词汇量将直接影响与他人的有效的沟通。对于小学生英语学习对象来说,最主要的就是要提高小学生词汇的积累以及提高小学生英语学习的兴趣,并以此作为以后学习英语的基础。考虑到小学生的身心特征:小学生更好动、积极、学习集中精力的时间相对较短、学习的耐力以及毅力相对较薄弱和更易接受直观的教学模式等特点,小学生不喜欢去花费大量的时间去背英语单词的拼写,并且在学习英语的时候缺乏有效的记忆单词的策略,因此对于小学生来说,词汇学习是英语学习的难题。因此,小学英语教师所面临的问题是如何培养小学生对于英语学习的兴趣以及如何提高小学生单词记忆的效率。因此,本文试图将交际教学法应用于小学英语词汇教学的过程中,以期解决以下问题:1.交际教学法是否能够提高小学生学习英语词汇的兴趣?2.交际教学法是否能够提高小学生学习英语词汇的效率?为此,本文作者对一小学的四年级的两个班级做了相应的实验。实验对象为两个班级的80名学生,两个班级分别为实验班和控制板。实验为期时间为四个月,在实验班采取的教学方式为交际教学法对学生进行词汇的教学,而在控制班采用传统的词汇教学模式(即为老师教学生读以及做相应习题的教学模式)。为了了解在实验前学生的基本情况,实验前进行了一次问卷调查,并且对两个班的同学都进行了实验前的词汇水平的测试。在实验过程中,两个班采取相同的教学内容并且授课教师都是由一人完成,然而不同的是实验班所用的方法为交际教学法,而控制班用的是传统教学法。在实验结束时,对两个班的同学进行了一次英语词汇水平的相同的测试,并对实验班的同学进行了又一次的问卷调查,目的是为了发现实验前后实验班学生的兴趣以及词汇水平是否发生变化。最后,通过实验数据的收集和分析,实验结果表明交际教学法可以提高小学生英语词汇学习的兴趣,并且可以提高小学生英语词汇学习的效率。
[Abstract]:For English learners, vocabulary learning plays an important role. Vocabulary size will directly affect effective communication with others. The most important thing is to increase the vocabulary accumulation and the interest of pupils in English learning, and to use this as the basis for learning English later. Considering the pupils' physical and mental characteristics: pupils are more active and active. With the characteristics of relatively short time of concentration, relatively weak stamina and perseverance, and more receptive and intuitive teaching mode, pupils do not like to spend a lot of time memorizing English words. Moreover, there is a lack of effective strategies for memorizing words when learning English. Therefore, vocabulary learning is a difficult problem for primary school students. The problems faced by primary school English teachers are how to cultivate pupils' interest in English learning and how to improve the efficiency of primary school students' vocabulary memory.Therefore, this paper attempts to apply communicative teaching method to the process of primary school English vocabulary teaching. In order to solve the following problem: 1. Can the communicative approach increase the interest of primary school students in learning English vocabulary? 2. Can communicative approach improve the efficiency of primary school students' English vocabulary learning? For this reason, the author made a corresponding experiment on two classes in grade four of a primary school. The subjects were 80 students in two classes, two classes were experimental classes and control boards, respectively. The experiment lasted for four months. The teaching method adopted in the experimental class is the communicative teaching method to teach the students vocabulary. In order to understand the basic situation of the students before the experiment, a questionnaire survey was conducted before the experiment, and the traditional vocabulary teaching model was adopted in the control class (that is, teaching the students to read and do the corresponding exercises). And the students in both classes were tested on the vocabulary level before the experiment. In the course of the experiment, the two classes took the same teaching content and the teachers were all done by one person. However, the difference is that the method used in the experimental class is the communicative approach, while the control class uses the traditional teaching method. At the end of the experiment, the students of the two classes were tested on the same level of English vocabulary. The purpose of the questionnaire is to find out whether the students' interest and vocabulary level change before and after the experiment. Finally, through the collection and analysis of the experimental data, The results show that the communicative approach can improve the interest of English vocabulary learning and improve the efficiency of primary school students' English vocabulary learning.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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