课堂对子活动对学生词汇学习影响的实验研究

发布时间：2018-05-27 22:12

  本文选题：合作学习 + 课堂对子活动　； 参考：《广州大学》2016年硕士论文

【摘要】：词汇、语音和语法是语言学习的三大基石。而掌握大量词汇则是学生提高听、说、读和写各方面能力的前提。词汇教学的研究者众多,但是多集中在词汇教学策略和教学方法上面。国内外研究表明,合作学习是当代富有创意和实效的主流学习策略和理论之一,它有利于改善学习气氛,提高学生成绩,促进学生综合素质的发展,是国家基础教育课程改革所提倡的新型学习方式之一。合作学习理论研究已经相当成熟,对合作学习的定义、理论基础、要素和基本方法研究者众多,但是对于合作学习实践的研究在英语词汇教学中甚少,并且合作学习分小组合作学习和对子合作学习,而小组合作学习在英语教学上的研究较多,但是对子合作学习的研究却很少。本研究主要通过实验探讨课堂对子活动在高职高专生英语词汇学习中的效果,旨在回答以下两个问题:1.运用课堂对子活动进行教学对学生的词汇学习效果是否更好?2.学生对课堂对子活动的态度如何?本研究的研究对象为大学一年级非英语专业学生,在广东省广州市白云区一所高职院校中随机选取一班作为控制班,采取了传统的词汇教学方法,另随机选取一班为实验班,运用课堂对子活动的形式进行词汇教学。实验时间为15周,实验后,分别对两组学生进行了目标词汇测试以及对实验班学生进行问卷和访谈,了解课堂对子活动对学生学习态度和合作意识等方面的影响,并通过实验班和控制班之间的各项测试数据对比,分析课堂对子活动对学习者英语词汇学习影响的相关性。实验结果表明,课堂对子活动应用于英语词汇教学,有助于提高学生的词汇学习。此外,从问卷调查分析结果和访谈情况来看,学生对以课堂对子形式的词汇学习持积极态度,并且绝大部分学生喜欢课堂对子形式的词汇学习方法,同时承认课堂对子形式的学习方法有很多好处。
[Abstract]:Vocabulary, pronunciation and grammar are the three cornerstones of language learning. Mastering a large number of words is a prerequisite for students to improve their listening, speaking, reading and writing abilities. There are many researchers in vocabulary teaching, but most of them focus on vocabulary teaching strategies and teaching methods. Studies at home and abroad show that cooperative learning is one of the most creative and effective mainstream learning strategies and theories, which is conducive to improving the learning atmosphere, improving students' achievement and promoting the development of students' comprehensive quality. It is one of the new learning methods advocated by the national basic education curriculum reform. The study of cooperative learning theory is quite mature. There are many researchers on the definition, theoretical basis, elements and basic methods of cooperative learning, but there are few researches on cooperative learning practice in English vocabulary teaching. And cooperative learning is divided into group cooperative learning and pair cooperative learning, while group cooperative learning has more research on English teaching, but little research on sub-cooperative learning. The purpose of this study is to explore the effects of classroom pairs on English vocabulary learning for vocational college students, and to answer the following two questions: 1. Whether it is better for students to learn vocabulary by classroom activities. What are the students' attitudes towards sub-activities in the classroom? The subjects of this study are freshmen non-English majors. In a vocational college in Baiyun District, Guangzhou City, Guangdong Province, a class is randomly selected as the control class, and the traditional vocabulary teaching method is adopted, and the other class is chosen as the experimental class at random. Use the form of classroom activities to carry out vocabulary teaching. The experiment lasted for 15 weeks. After the experiment, the two groups of students were tested on the target vocabulary and the students in the experimental class were investigated by questionnaires and interviews to understand the influence of classroom sub-activities on students' learning attitude and cooperative consciousness. By comparing the test data between the experimental class and the control class, the correlation between classroom subactivities and learners' vocabulary learning was analyzed. The experimental results show that the application of classroom pair activities in English vocabulary teaching is helpful to improve students' vocabulary learning. In addition, according to the results of questionnaire survey and interviews, the students have a positive attitude towards vocabulary learning in the form of classroom pairs, and most of them like the vocabulary learning method of classroom subform. At the same time, it is recognized that there are many advantages to the learning method of subform in class.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H319.3

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