基于框架语义学的词汇教学模式在大学英语词汇教学中的实证应用

发布时间：2018-04-08 22:19

本文选题：框架语义学　切入点：英语词汇教学　出处：《沈阳师范大学》2017年硕士论文

【摘要】：近几十年,中国的研究者和学者在英语词汇教学方面做出了不懈的努力,但结果却差强人意。词汇也一直困扰着教师和学生,被认为是阻碍英语学习最大的障碍之一。这对于大学学生也不例外。本文旨在将框架语义学理论应用于大学英语词汇教学中,为大学英语词汇教学提供一种新的视角。具体的思路是通过将框架这一认知概念结构引入词汇教学过程,原因是框架可以是任何一个概念体系,其中的概念之间相互关联,要理解这一体系中的任何一个概念,就必须理解整个概念体系。在框架语义学的指导下,学生可以很好地理解词义,并且在词与词之间建立联系,从而更轻松地背诵单词。研究者进行了一项实验,旨在探讨框架语义学对大学英语词汇学习的有效性。研究对象为某大学非英语专业二年级两个班级,其中一个班级为控制班,另一个班为实验班。框架化前阶段—框架化阶段—框架化后阶段的三步教学模式被应用于实验中,调查问卷和访问同样被用作研究工具被应用于实验中。为了了解这一教学模式是否可行,研究者提出了三个研究问题:1.基于框架语义学的三步教学法对大学生的词汇学习有什么影响?2.基于框架语义学的词汇教学模式对于大学生的词汇广度和深度有什么影响?3.大学生对于词汇教学和词汇学习的理解有了什么样的变化?通过对后测结果进行分析,结果表明实验班的后测成绩高于控制班的后测成绩。由此表明,基于框架语义学的三步教学法是可行的,基于框架语义学的词汇教学模式在大学生的词汇广度和深度有着积极的影响。调查问卷和访问的结果同样表明学生对词汇教学和词汇学习的理解产生了变化,学生对词汇学习产生了兴趣,对词汇学习更加有信心。在本文的最后提出了一些关于框架语义学的建议。
[Abstract]:In recent decades, Chinese researchers and scholars have made unremitting efforts in English vocabulary teaching, but the results are unsatisfactory.Vocabulary has also been troubling teachers and students, is considered to be one of the biggest obstacles to English learning.This is no exception to college students.The purpose of this paper is to apply frame semantics to college English vocabulary teaching and to provide a new perspective for college English vocabulary teaching.The idea is to introduce the cognitive conceptual structure of the framework into the lexical teaching process, because the framework can be any conceptual system in which the concepts are interrelated, and any concept in this system should be understood.The whole conceptual system must be understood.Under the guidance of frame semantics, students can understand the meaning of words well, and establish a relationship between words and words, so that they can recite words more easily.An experiment was conducted to explore the effectiveness of frame semantics in college English vocabulary learning.The subjects of this study are two classes of non-English majors in a university, one of which is the control class and the other is the experimental class.The three-step teaching model of pre-framing, framing and post-framing is applied in experiments, and questionnaires and interviews are also used as research tools.To see if this teaching model is feasible, the researchers put forward three research questions: 1.How does the three-step teaching method based on frame semantics affect college students' vocabulary learning?How does the lexical teaching model based on frame semantics affect the vocabulary breadth and depth of college students?What has happened to college students' understanding of vocabulary teaching and learning?The results show that the post-test results of the experimental class are higher than those of the control class.It shows that the three-step teaching method based on frame semantics is feasible, and the lexical teaching model based on frame semantics has a positive influence on the vocabulary breadth and depth of college students.The results of questionnaires and interviews also show that students' understanding of vocabulary teaching and vocabulary learning has changed and students have become more interested in vocabulary learning and have more confidence in vocabulary learning.At the end of this paper, some suggestions on frame semantics are put forward.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】