初中英语概念整合词汇教学模式研究

发布时间：2018-05-08 00:09

本文选题：词汇教学 + 词汇文化内涵　；参考：《杭州师范大学》2017年硕士论文

【摘要】：词汇的文化内涵反映了多种文化因素,如思维模式、文化、价值和风俗习惯等。然而,笔者发现词汇的文化内涵在初中英语课堂受到了忽视。学生大多机械背诵词汇的字面意义来记忆单词。由于当前初中英语词汇教学中没有涉及词汇的文化内涵,使学生无法全面地掌握词汇。文化内涵学习的缺失,导致学生无法理解特定文化语境中词汇的意义,这也使学生在理解篇章主旨上出现偏差,且对于词汇学习缺乏兴致。基于当前词汇教学中的不足与缺失,本研究结合概念整合理论,提出了一种初中英语词汇概念整合教学模式。根据概念整合理论,该词汇教学模式主要分三个步骤进行:介绍,整合以及应用,主要加强对于词汇文化内涵的输入。本研究主要通过实验来探究以下研究问题。1.概念整合词汇教学模式是否能够提高学生的词汇学习能力?具体体现在哪些方面?2.概念整合词汇教学模式能否促进学生的阅读理解能力?3.概念整合词汇教学模式如何影响学生的阅读理解能力?88位七年级学生参与实验,本研究设立一个实验班,一个对照班,两个班级人数相同,学生英语水平相当。同一位教师在实验班采用概念整合词汇教学模式,而在对照班采用传统的词汇教学模式。通过对比两个班级在5个月内单元测试中的阅读理解分数,以及一系列的调查问卷及采访后发现,在概念整合词汇教学模式下,学生对词汇有了全面的理解,养成了较好的词汇学习习惯,且提高了词汇学习的兴趣。同时,学生的阅读理解能力也随之提高,开始在阅读中根据已有知识使用猜词策略,且不再惧怕在阅读中遇到新词。因此,本研究认为初中英语词汇课堂需要涉及词的文化内涵,且在词汇教学模式中融入概念整合理论是切实有效的。在这一领域,还需要更多进一步的研究来讨论。
[Abstract]:The cultural connotation of vocabulary reflects a variety of cultural factors, such as thinking patterns, culture, values and customs. However, the author finds that the cultural connotation of vocabulary is neglected in junior middle school English classroom. Most students memorize words by memorizing the literal meaning of words. At present, there is no cultural connotation of vocabulary in junior middle school English vocabulary teaching, which makes students unable to master vocabulary comprehensively. The lack of learning of cultural connotations leads to students' inability to understand the meaning of vocabulary in a specific cultural context, which makes students deviate in understanding the main purpose of the text and lack interest in vocabulary learning. Based on the deficiency and deficiency of the present vocabulary teaching, this study proposes a conceptual integration teaching model for junior high school English vocabulary based on the theory of conceptual integration. According to the theory of conceptual integration, the lexical teaching model is mainly divided into three steps: introduction, integration and application, mainly strengthening the input of lexical cultural connotation. This study mainly through experiments to explore the following research questions. 1. Can Conceptual Integration Vocabulary Teaching Model improve students' Vocabulary Learning ability? What are the specific aspects? Can Conceptual Integration Vocabulary Teaching Model promote students' Reading comprehension ability? How does Conceptual Integration Vocabulary Teaching Mode affect students' Reading comprehension ability 88 Grade 7 students participate in the experiment? this study sets up an experimental class and a control class with the same size of two classes and the same level of English. The same teacher adopted the conceptual integrated vocabulary teaching model in the experimental class and the traditional vocabulary teaching model in the control class. By comparing the reading comprehension scores of the two classes in the unit test within 5 months, as well as a series of questionnaires and interviews, it is found that under the conceptual integrated vocabulary teaching model, the students have a comprehensive understanding of the vocabulary. Developed a good vocabulary learning habits, and increased interest in vocabulary learning. At the same time, the students' reading comprehension also improved, and they began to use word guessing strategies according to the existing knowledge in reading, and no longer afraid to encounter new words in reading. Therefore, the present study suggests that the lexical classroom needs to involve the cultural connotation of words, and it is effective to incorporate the conceptual integration theory into the lexical teaching model. More research is needed in this area.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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