高中英语语境化词汇教学实证研究

发布时间：2018-06-08 17:09

本文选题：语言学习 + 词汇教学　；参考：《贵州师范大学》2017年硕士论文

【摘要】：作为语言的三要素之一,词汇在英语学习中扮演着十分重要的角色,为学习者的听说读写四种技能奠定了基础。没有词汇,学习者不可能进行听说读写。丰富的词汇知识是学好一门语言的基础或前提。然而,在传统的英语词汇教学中,老师习惯于讲解词汇的音形义,忽视了词汇在语境的应用,更缺少有效的词汇学习策略训练。学生也主要通过死记硬背来学习词汇,不能将所学到的词汇知识内化到自己的语言系统。结果,随着词汇积累得越来越多,学习者发现学习词汇越来越困难,增加了学习负担,久而久之,导致词汇学习耗时、低效,甚至学习者也失去了英语学习的兴趣。这篇论文旨在研究英语语境化词汇教学如何促进学生的英语学习。提出了两个研究问题:(1)英语语境化词汇教学在何种程度激发学生学习英语词汇的兴趣?(2)英语语境化词汇教学如何促进学生的英语词汇运用能力?为了回答以上两个问题,作者将贵州省遵义市正安县高级中学建国高一(5)班和高一(6)班的150名学生作为研究对象进行了实证研究。整个实验持续了15个星期。在实验过程中,前侧的数据表明两个班的平均词汇学习水平没有明显的区别。高一(5)班被选为实验班,采取基于语境化的词汇教学方法,高一(6)班为控制班,采用的是传统的词汇教学方法,老师将教学的重心放在词汇的音形义上。在实验班,词汇是放在句子、语篇、文章中进行教学的。与此同时,鼓励学生根据上下文猜测词义,培养学生的自主学习能力。研究结果表明,语境化词汇教学是有效的,它不仅激发了学生学习词汇的兴趣,而且提高了学生的词汇运用能力。
[Abstract]:As one of the three elements of language, vocabulary plays a very important role in English learning, which lays the foundation for learners' four skills of listening, speaking, reading and writing. Without vocabulary, it is impossible for learners to read and write. Rich vocabulary knowledge is the basis or prerequisite for learning a language well. However, in traditional English vocabulary teaching, teachers are used to explaining the phonetic meaning of words, neglecting the application of vocabulary in context, and lack of effective vocabulary learning strategy training. Students also learn vocabulary by rote. They cannot internalize their vocabulary knowledge into their own language system. As a result, with the accumulation of more and more vocabulary, learners find it more and more difficult to learn vocabulary, which increases the burden of learning vocabulary. Over time, vocabulary learning becomes time-consuming and inefficient, and even learners lose interest in English learning. The purpose of this thesis is to study how contextualization of English vocabulary teaching can promote students' English learning. This paper puts forward two research questions: (1) to what extent does contextualized English vocabulary teaching stimulate students' interest in learning English vocabulary? (2) how does contextualized English vocabulary teaching promote students' ability to use English vocabulary? In order to answer the above two questions, the author made an empirical study of 150 students in the class of Jianguo No. 5) and the class No. 6 (No. 6) of Zhengan High School in Zunyi, Guizhou Province. The whole experiment lasted 15 weeks. In the course of the experiment, the data on the front side showed that there was no significant difference in the average vocabulary learning level between the two classes. Class 5) was chosen as the experimental class, which adopted the context-based vocabulary teaching method and the control class of Grade 6). The traditional vocabulary teaching method was adopted. The teacher focused on the phonetic meaning of the vocabulary. In the experimental class, vocabulary is taught in sentences, texts and articles. At the same time, students are encouraged to guess the meaning of words according to the context and cultivate their autonomous learning ability. The results show that contextualized vocabulary teaching is effective. It not only stimulates students' interest in vocabulary learning, but also improves students' ability to use vocabulary.
【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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