基于多模态理论的初中英语词汇教学研究

发布时间：2018-05-06 06:42

本文选题：多模态理论 + 初中英语词汇　；参考：《海南师范大学》2017年硕士论文

【摘要】：词汇是语言学习的重要基础,是提高英语语言综合能力的重要组成部分。在英语学习中,听、说、读、写等各项技能的掌握与提高需要以丰富的词汇量为基础。随着信息社会的到来与英语教学要求的变革,传统的单模态词汇教学模式已经不能顺应时代的发展。在多媒体技术支持下,以多模态理论为代表的新教学模式逐渐受到广泛关注。在这种模式中,英语词汇教学活动中的绝大部分信息通过多模态化方式传递。结合英语教学课程标准,笔者对初中英语教学中使用多模态词汇教学的可行性与有效性进行了初步的实证研究。基于国内外多模态理论框架与研究成果,笔者探索构建适合初中英语课堂的“多模态词汇教学模式”,并将其运用于教学实践。本次教学实验历时13周,首先,笔者通过访谈有经验的英语老师,了解该学校的英语词汇教学情况,研究对象为海口某实验学校八年级两个班的学生,依据上学期期末测试的词汇部分总成绩筛选出两个班中词汇成绩相当的部分学生(八(10)班33人,八(11)班级30人)作为研究对象。其后,笔者通过分析前测,验证所选两班实验对象在词汇方面水平一致。再后,经任课老师评估准许后,进行教学实验。笔者从仁爱版初中英语八年级(上)册教科书分别选择了若干篇题材均不相同的文本,认真分析文本后,设计了相应的传统教学方案与多模态词汇教学方案并予以实施。在实验中,实验八(10)班为对照班,采用传统词汇教学模式;八(11)班为实验班,采用多模态词汇教学模式。教学结束后,进行词汇后测测试,将测试结果全部录入SPSS17.0软件,对比所得数据,分析这两种教学模式对学生词汇习得效果的影响。再后,笔者对实验班学生发放问卷,调查学生对于多模态教学模式的效果反馈和支持度。最后,分析实验数据,总结得出结论。该研究结果表明,笔者构建的“多模态词汇教学模式”比传统的单模态词汇教学模式有优势,多模态词汇教学模式下初中生习得词汇效果显著。从实验结果看,多模态教学提高了学生的学习效果与学习成绩;从问卷反馈看,多模态教学提高了学生的学习兴趣与积极性。本研究为初中英语词汇教学革新提供了新的思路,为一线教师在课堂教学中尝试新模式提供了实证依据,有利于增加课堂教学有效性与趣味性的,帮助初中生学习和记忆英语词汇。
[Abstract]:Vocabulary is an important foundation of language learning and an important part of improving English language comprehensive ability. In English learning, the mastery and improvement of listening, speaking, reading, writing and other skills need to be based on a rich vocabulary. With the advent of the information society and the reform of English teaching requirements, the traditional single-mode vocabulary teaching model can no longer adapt to the development of the times. With the support of multimedia technology, the new teaching model, represented by multi-modal theory, has been paid more and more attention. In this model, most of the information in English vocabulary teaching activities is transmitted in multimodal mode. Based on the curriculum standards of English teaching, the author makes a preliminary empirical study on the feasibility and effectiveness of using multi-modal vocabulary teaching in junior high school English teaching. Based on the multi-modal theoretical framework and research results at home and abroad, the author explores the construction of a "multi-modal vocabulary teaching model" suitable for junior middle school English classroom, and applies it to teaching practice. The teaching experiment lasted for 13 weeks. First, the author interviewed experienced English teachers to find out the situation of English vocabulary teaching in the school. The subjects of the study were the students in the eighth grade and two classes of a certain experimental school in Haikou. According to the total score of vocabulary part in the final test of last semester, we selected some students (33 students in class 8 / 10 and 30 students in class 8 / 11) who had similar scores of vocabulary scores in the two classes as the object of the study. Then, by analyzing the pre-test, the author verifies that the lexical level of the two classes is the same. After that, the teaching experiment is carried out with the approval of the teacher. The author selects a number of texts with different subjects from the textbook of the eighth grade (first) edition of junior high school. After careful analysis of the text, the author designs the corresponding traditional teaching plan and the multi-modal vocabulary teaching plan and puts them into practice. In the experiment, class 8: 10) is used as control class, traditional vocabulary teaching mode is adopted, and class 8: 11) is used as experimental class, adopting multi-modal vocabulary teaching mode. After the end of the teaching, the vocabulary post-test test was carried out, and the test results were all entered into the SPSS17.0 software, and the data were compared to analyze the influence of the two teaching models on the students' vocabulary acquisition effect. After that, the author sent out a questionnaire to the students in the experimental class to investigate the effect feedback and support degree of the multi-modal teaching model. Finally, the experimental data are analyzed and the conclusion is drawn. The results show that the "multi-modal vocabulary teaching model" constructed by the author has an advantage over the traditional single-mode vocabulary teaching model, and the effect of vocabulary acquisition by junior high school students under the multi-modal vocabulary teaching model is remarkable. According to the experimental results, multi-modal teaching improves the students' learning effect and achievement, and from the feedback of the questionnaire, the multi-modal teaching improves the students' interest and enthusiasm. This study provides a new way of thinking for the innovation of English vocabulary teaching in junior high school and an empirical basis for first-line teachers to try new models in classroom teaching, which is helpful to increase the effectiveness and interest of classroom teaching. Help junior high school students to learn and remember English vocabulary.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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