框架语义学理论视角下初中英语词汇教学行动研究

发布时间：2018-03-01 05:34

本文关键词： 框架语义词块词汇教学初中英语　出处：《长江大学》2017年硕士论文　论文类型：学位论文

【摘要】：词汇是语言学习中非常重要的组成部分,词汇教学如今受到了越来越多的重视。当前初中英语词汇教学中,学生被动地接受词汇,费时低效,既不能激发学生学习词汇的兴趣,也不利于培养学生的英语学习能力。如何帮助他们进行记忆、理解、搜索和使用词汇成为教师和研究者们比较关注的话题。将认知语言学的研究成果应用于习得及教学实践是一个有益的尝试。在现阶段,已有学者将认知语学中的诸多理论引入二语习得的研究。但是,学者对于框架语义学理论对二语词汇习得作用的关注并不多,而针对该领域进行的行动研究则更是少之又少。由Fillmore提出的框架语义学为人们提供了一种理解和描写词项意义的不同方法。遵循框架语义学的理论,理解词汇意义的前提是掌握该词所属的语义框架、框架内核心成员之间的相互联系及该所适用的场景。二语词汇习得涉及词汇的意义、用法和与其它词汇的相关联等,这为基于框架语义学理论的二语词汇习得研究提供了背景和动因。论文作者对荆州成丰学校初中八年级一个班的学生们开展了一项教学行动的研究,旨在探究框架语义理论在词汇教学中能否提高学生学习词汇的能力以及它对初中英语教学是否能产生积极的影响。本研究有三个具体的研究问题:1)本行动研究能否增强学生学习英语词汇的兴趣?2)本行动研究能否促进学生英语词汇知识的增长?3)本行动研究能否提高学生运用英语词汇的能力?论文介绍了此次教学行动研究的缘起和背景,阐述了研究的理论基础和国内外目前对词汇教学的研究现状,介绍了行动研究的过程,最后通过分析学生的测试成绩,得出了以下结论:1)框架语言学指导下的词汇教学学生是认可的,是行之有效的;2)学生的词汇学习观念以及词汇学习策略有了较大改进;3)框架词汇训练能够提高学生正确使用词汇的能力;4)学生的词汇综合运用能力和英语学习成绩有了一定的提高。通过本次行动研究促进了学生词汇的学习,增长了学生的词汇知识并且增强了学生运用词汇的能力。采用词汇框架教学法的班级对比前测在后测中显示出了比较大的进步。更重要的是,学生学会了运用有效的学习策略,并养成了复习的好习惯,激发了学生学习英语的兴趣,也锻炼了他们合作与交流的能力。这些收获不仅有利于英语的学习,也为其他科目的学习,甚至为他们的终身学习奠下了良好的基础。本研究的不足之处在于:研究对象数量较少而且选择也具有主观性;基于框架语义学的教学计划还不够完善;这种词汇教学方法需要教师较高的理论修养等等。有必要开展进一步的研究和实践,使这种教学方法更加行之有效。
[Abstract]:Vocabulary is a very important part of language learning. Nowadays, vocabulary teaching has been paid more and more attention. In the present junior middle school English vocabulary teaching, students passively accept vocabulary, which is time-consuming and inefficient, and can not stimulate students' interest in vocabulary learning. It is also not conducive to the development of students' English learning ability. How to help them to memorize and understand, Searching and using vocabulary has become a topic of concern to teachers and researchers. It is a beneficial attempt to apply the research results of cognitive linguistics to acquisition and teaching practice. Many theories in cognitive linguistics have been introduced into the study of second language acquisition. However, few scholars have paid much attention to the role of frame semantics in second language vocabulary acquisition. The framework semantics proposed by Fillmore provides people with a different way of understanding and describing the meaning of word items, and follows the theory of frame semantics. The premise of understanding lexical meaning is to grasp the semantic framework of the word, the interrelation between the core members in the framework and the applicable situation. Second language vocabulary acquisition involves the meaning of the vocabulary, usage and association with other words, etc. This provides the background and motivation for the study of second language vocabulary acquisition based on frame semantics. The purpose of this study is to explore whether frame semantic theory can improve students' ability to learn vocabulary in vocabulary teaching and whether it has a positive effect on junior high school English teaching. Will students' interest in learning English vocabulary be enhanced? 2) can this study promote the growth of students' English vocabulary knowledge? 3) can this action study improve students' ability to use English vocabulary? This paper introduces the origin and background of this teaching action research, expounds the theoretical basis of the research and the present research situation of vocabulary teaching at home and abroad, introduces the process of action research, and finally analyzes the students' test results. The following conclusion is drawn: (1) the vocabulary teaching students under the guidance of frame linguistics are recognized. It is an effective way to improve students' vocabulary learning concepts and vocabulary learning strategies. 3) Framework vocabulary training can improve students' ability to use vocabulary correctly. 4) students' comprehensive vocabulary use ability and English learning ability. Through this action study, students' vocabulary learning has been promoted. It increases students' vocabulary knowledge and enhances students' ability to use vocabulary. Class pre-test using vocabulary frame teaching method shows great progress in post-test. More importantly, students have learned to use effective learning strategies. And developed the good habit of reviewing, stimulated the students' interest in learning English, and also exercised their ability of cooperation and communication. These gains are not only beneficial to the study of English, but also to the study of other subjects. It even lays a good foundation for their lifelong learning. The shortcomings of this study are that the number of subjects is small and the choice is subjective, the teaching plan based on frame semantics is not perfect enough; It is necessary to carry out further research and practice to make this teaching method more effective.
【学位授予单位】：长江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【相似文献】