心理词汇理论在高中英语词汇教学中的应用研究

发布时间：2018-04-29 17:09

本文选题：心理词汇理论 + 有意义学习理论　；参考：《贵州师范大学》2017年硕士论文

【摘要】：人类语言是以词汇为基础的。有关研究表明词汇使用错误是阻碍二语交流的最大障碍。因此二语词汇教学的有效性及学生习得词汇的能力一定程度上决定了外语教学的成败。然而目前中国很多高中的英语词汇教学地位不够突出,多数常见的词汇教学模式既忽视了词汇的重要性也削弱了学生学习英语的积极性。随着高考英语对词汇数量和质量要求的不断提高,词汇教学面临着越来越多的障碍和挑战。为提高学生英语词汇学习的积极性和有效性,本研究将试图从心理语言学的角度,用心理词汇理论为主要支撑理论进行实证研究,以探索高中英语词汇教学的有效途径。当前部分研究者已从对心理词汇理论的分析中提出了指导英语教学实践的方法和建议,然而对于理论和方法运用于实践的研究少有出现,心理词汇理论在词汇教学方面研究成果的实际应用价值也不太明确。此外研究对象也多为大学生,针对数量渐多且英语基础偏弱的高中艺考生的相关研究较为鲜见。本文作者以心理词汇理论和相关研究为理论支撑,尝试提出在词汇巩固阶段指导学生采用词汇情景联想的方法来创建语用环境并演绎的学习方法,基于此并结合前人提出的在词汇呈现过程中加强词汇音义联系、运用英文释义单词、展示语义关联词的词汇教学法,从而形成一种新的词汇教学模式,并试图通过相关实验在教学实践中探析该模式的可行性及有效性,旨在探索提高词汇教学效率、增强学生学习兴趣、进而提高学生英语整体运用能力的教学方法。作者采用实证研究的方法,将新建的词汇教学模式应用于实验班的英语词汇课堂教学中,进行了为期四个月的教学实验。其间,笔者通过调查问卷、词汇测试卷以及综合试卷对实验班学生的英语学习兴趣、态度、效率、难点、方法以及词汇掌握情况和综合水平进行了前后测调查和评估,同时对对照班学生的词汇掌握情况和综合水平也进行了前后测评估,以期验证以下两个假设:(1)基于心理词汇理论的词汇教学模式可以提高学生英语词汇记忆效率和综合能力;(2)基于心理词汇理论的词汇教学模式可以促进学生英语词汇学习的兴趣和自主性。本文收集了问卷调查和所有测试结果,并对所得数据进行了统计和分析。实验教学的结果一定程度上证实了实验假设,也从理论和实践上验证了心理词汇理论对高中英语词汇教学的可行性和有效性。最后本文结合理论和教学实践还提出了在词汇教学中应创设语境、提升词汇复现频率及词汇形象化的教学启示。尽管实验结果并不丰满,但期望对英语词汇教学效能的提高有一定的积极意义。
[Abstract]:Human language is based on vocabulary. Studies have shown that vocabulary errors are the biggest obstacle to second language communication. Therefore, the effectiveness of second language vocabulary teaching and the ability of students to acquire vocabulary determine the success or failure of foreign language teaching. However, the status of English vocabulary teaching in many senior high schools in China is not enough at present. Most of the common vocabulary teaching modes neglect the importance of vocabulary and weaken the enthusiasm of students to learn English. With the improvement of the quantity and quality of vocabulary in college entrance examination, vocabulary teaching is facing more and more obstacles and challenges. In order to improve the enthusiasm and effectiveness of students' English vocabulary learning, this study will attempt to make an empirical study from the perspective of psycholinguistics, with the psychological vocabulary theory as the main support theory, in order to explore the effective ways of English vocabulary teaching in senior high school. At present, some researchers have put forward some methods and suggestions to guide the practice of English teaching from the analysis of psychological lexical theory. However, there are few researches on the application of theories and methods in practice. The practical application value of psychological vocabulary theory in vocabulary teaching is not clear. In addition, most of the subjects are college students. Based on the psychological lexical theory and related studies, the author attempts to propose a learning method to guide students to create pragmatic environment and deduce in the lexical consolidation stage by using the method of lexical situational association. Based on this and combining with the previous words teaching method of strengthening the phonetic and semantic relation in the process of lexical presentation and using English words to show the semantic relevance, a new vocabulary teaching mode is formed. This paper attempts to explore the feasibility and effectiveness of this model in teaching practice through relevant experiments in order to explore teaching methods for improving vocabulary teaching efficiency, enhancing students' interest in learning and improving students' overall ability to use English. The author applies the new vocabulary teaching model to the English vocabulary classroom teaching in the experimental class and carries out a four-month teaching experiment. In the meantime, the author investigates and evaluates the students' interest in English learning, attitude, efficiency, difficulties, methods, vocabulary mastery and comprehensive level by questionnaire, vocabulary test paper and comprehensive test paper. At the same time, the vocabulary mastery and comprehensive level of the students in the control class were evaluated before and after the test. To verify the following two hypotheses: 1) the vocabulary teaching model based on the psychological vocabulary theory can improve the students' English vocabulary memory efficiency and comprehensive ability. (2) the vocabulary teaching model based on the psychological vocabulary theory can promote the students' English vocabulary teaching. Interest and autonomy in learning. This paper collects the questionnaire and all the test results, and carries on the statistics and the analysis to the obtained data. The results of experimental teaching to some extent confirm the hypothesis of the experiment and the feasibility and effectiveness of the psychological vocabulary theory in senior high school English vocabulary teaching both theoretically and practically. Finally, this paper puts forward the teaching enlightenment of creating context, promoting the repetition frequency and visualizing the vocabulary in vocabulary teaching in combination with the theory and teaching practice. Although the results of the experiment are not full, it is expected to have a positive effect on the improvement of English vocabulary teaching efficacy.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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