课文—单词教学路径对初中学生英语词汇记忆影响的实验研究

发布时间：2018-03-13 03:22

本文选题：教学路径　切入点：词汇保持量　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：词汇是语言学习的重要组成部分。词汇的增长和阅读理解密不可分。在实际教学当中,英语精读课上教词汇这种方式在中国的初中英语课堂上非常普遍。有些教师习惯先讲授单词,扫清单词障碍,然后让学生学习课文。也有些老师让学生从课文的意义入手,遇到单词时,结合上下文来学习。目前国内外针对初中课堂课文-词汇与词汇-课文教学路径的实验研究比较少见。本研究旨在探索课文-词汇教学路径对单词记忆的影响。本论文以最佳输入理论,背景理论和投入量假设为基础,选取了初三两个班80名学生作为实验对象。两个班随机分为实验组和对照组。实验组学生采用课文-词汇的教学路径,而对照组学生采用词汇-课文教学路径。两组学生分别进行了为期10周,授课5次的课堂教学。授课结束三周后进行后测,测试受试词汇的保持量和产出性词汇两方面的水平。测试结果用SPSS18.0软件进行数据分析。实验结果表明:1)在词汇的保持量中,实验组的表现明显比对照组要好;2)在产出性词汇方面,实验组的表现也明显比对照组好。这表明,课文-词汇教学路径对初中英语学生单词学习方面起到积极的作用。研究结果对初中英语词汇教学有一定的指导意义。首先,教师应鼓励学生结合上下文学习单词,而不是孤立地学。其次,学生在阅读时应掌握猜词技巧。此外,教师应该设计适当的教学任务,来刺激学生记忆和灵活运用产出性词汇知识。最后,教师应在课堂上为学生在学习单词时设置情景。
[Abstract]:Vocabulary is an important part of language learning. The growth of vocabulary is closely related to reading comprehension. Vocabulary teaching in intensive reading is very common in junior middle school English classes in China. Some teachers are used to teaching words first, clearing up word barriers, and then letting students learn the text. Others ask students to start with the meaning of the text. When you meet a word, At present, there are few experimental studies on text-vocabulary and lexical-text teaching paths in junior middle school classroom. The purpose of this study is to explore the influence of text-vocabulary teaching path on word memory. In this paper, the best input theory, On the basis of background theory and involvement load hypothesis, 80 students from two classes of junior high school were selected as experimental subjects. The two classes were randomly divided into two groups: experimental group and control group. Students in experimental group adopted text-vocabulary teaching path. In contrast, the students in the control group were taught vocabulary and text for 10 weeks and 5 times respectively. After three weeks of teaching, the students in the two groups were tested. The test results were analyzed by SPSS18.0 software. The results showed that: 1) in the vocabulary retention, The performance of the experimental group was obviously better than that of the control group.) in terms of productive vocabulary, the performance of the experimental group was significantly better than that of the control group. The text-vocabulary teaching path plays an active role in the vocabulary learning of junior high school English students. The results of the study have certain guiding significance for junior high school English vocabulary teaching. First of all, teachers should encourage students to learn words in context. Second, students should master the skills of guessing words while reading. In addition, teachers should design appropriate teaching tasks to stimulate students' memory and flexible use of productive vocabulary knowledge. Finally, The teacher should set the scene for students to learn words in class.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】