语义场理论视域下高中英语词汇教学效果的实验研究

发布时间：2018-05-24 02:25

本文选题：高中生 + 语义场理论　；参考：《广州大学》2017年硕士论文

【摘要】：词汇在二语习得过程中占有举足轻重的地位。英国语言学家Wilkins(1972)曾指出没有语法,表达甚微;没有词汇,表达为零。如今词汇教学越来越受教师们的重视,然而词汇教学效果不尽人意,一部分高中生经常抱怨单词记得快却易忘,导致词汇量并不大难以施展语言技能;而另一部分高中生尽管认识单词较多,却出现单词使用不当、生搬硬套等问题。为了改善高中词汇教学和习得现状,帮助学生更好掌握词汇习得策略,作者以语义场理论为理论基础,把组合关系语义场和聚合关系语义场相结合运用于高中词汇教学实验研究,旨在解决以下三个研究问题:(1)语义场理论指导下的词汇教学能否提高高中生的词汇宽度?(2)语义场理论指导下的词汇教学能否提高学生的词汇深度?(3)就语义场指导下的词汇教学而言,高水平学生是否比低水平学生表现更佳?广州市越秀外国语高一两个班共76名学生参加了为期12周的教学实验。其中一个班38人作为控制组,另一个班38人作为实验组。学期第一周对实验班和对照班学生词汇宽度进行前测,词汇宽度量表采用Schmitt等人设计的词汇量测试;接下来的2至11周进行词汇教学,控制组采用当前国内高中词汇教学方法,即单词表词汇教学;实验组采用语义场理论词汇教学法。实验结束后,对学生词汇宽度及词汇深度进行检测,测量词汇深度采用的是Paribakht开发的词汇知识五级量表。为了解决第三个实验问题,作者根据前测成绩选取了实验班20名代表高低水平的学生进行验证。另外,5名较高水平学生和5名较低水平学生被抽取进行相应采访,从而进一步了解新教学法是否对不同层次学生的英语词汇学习存在一定影响。本实验通过量表测试和采访调查,采用了定量和定性研究方法。对前后测数据采用独立样本T检验和配对样本T检验,对采访情况采用表格进行分析。结果表明:(1)语义场理论指导下的词汇教学能提高学生的词汇宽度和深度;(2)较高英语词汇水平学生相比低水平学生更易接受基于语义场理论的词汇学习。本研究同时发现:利用语义场理论指导高中英语词汇教学能改变枯燥的课堂气氛,充分调动学生学习热情,增强学生自信心和内在动力。本文最后,笔者提出语义场词汇教学法对高中词汇教学有如下启示:引导学生通过中心词构建不同的语义场,激发学生对各种类型的单词进行有意义拓展。
[Abstract]:Vocabulary plays an important role in second language acquisition. English linguist Wilkins / 1972 once pointed out that without grammar, expression is minimal; without vocabulary, expression is zero. Nowadays, teachers pay more and more attention to vocabulary teaching. However, the effect of vocabulary teaching is not satisfactory. Some senior high school students often complain that words can be remembered quickly but easily forgotten. The other part of senior high school students, although they know more words, they have some problems such as improper use of words, copying mechanically and so on. In order to improve the present situation of vocabulary teaching and acquisition in senior high school and to help students master vocabulary acquisition strategies, the author bases his theory on semantic field theory. The combination of combinational semantic field and aggregate semantic field is applied to the experimental study of vocabulary teaching in senior high school. The purpose of this paper is to solve the following three research questions: (1) whether vocabulary teaching under the guidance of semantic field theory can improve the vocabulary width of high school students? (2) whether vocabulary teaching under the guidance of semantic field theory can improve students' vocabulary depth? In terms of vocabulary teaching, Are high-level students doing better than low-level students? A total of 76 students from two classes of Yuexiu Foreign language High School in Guangzhou participated in a 12-week teaching experiment. One class of 38 people as the control group, the other class of 38 people as the experimental group. In the first week of the semester, the vocabulary width of the students in the experimental class and the control class was pre-tested. The vocabulary width scale was designed by Schmitt et al. The vocabulary teaching was carried out in the following two to eleven weeks, and the control group adopted the current high school vocabulary teaching methods in our country. The experimental group adopts semantic field theory. At the end of the experiment, the students' vocabulary width and depth were measured. The vocabulary depth was measured by the five levels of vocabulary knowledge scale developed by Paribakht. In order to solve the third experimental problem, the author selected 20 students representing high and low levels in the experimental class according to the pre-test results. In addition, 5 students of higher level and 5 students of lower level were selected for interviews, so as to find out whether the new teaching method has a certain influence on English vocabulary learning of students at different levels. Quantitative and qualitative methods were used in this experiment through scale test and interview investigation. Independent sample T test and paired sample T test were used to test the pre-and post-test data, and tabular analysis was used to analyze the interview data. The results show that the lexical teaching under the guidance of semantic field theory can improve students' vocabulary width and depth) students with higher English vocabulary proficiency are more likely to accept lexical learning based on semantic field theory than students with lower English level. At the same time, it is found that the use of semantic field theory to guide English vocabulary teaching in senior high school can change the dull classroom atmosphere, arouse students' enthusiasm for learning, and enhance their self-confidence and internal motivation. Finally, the author puts forward that the semantic field vocabulary teaching method has the following enlightenment to senior high school vocabulary teaching: to guide students to construct different semantic fields through the central words, and to stimulate students to carry out meaningful expansion of various types of words.
【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

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