大学英语词汇教学中理据应用的实证研究
发布时间：2018-07-20 16:51
【摘要】：本研究以理据理论为理论框架,对中国大学英语词汇教学进行实证研究,旨在从理论和应用两个方面激发大学生学习英语的兴趣,促进学生对英语词汇的了解,提高词汇学习的效率。教学设计如下:教师分别在理据理论和传统教学理论的指导下设计两种不同的教学方案,将拟定的两种教学方案分别应用于实验组和控制组的教学活动中,通过对比实验组和控制组的测试成绩来检验应用理据的大学英语词汇教学的教学效果。本研究选取长春市某高校光电信息科学与工程专业的60名学生作为实验对象,以他们所在的自然班为单位随机分为实验组和控制组。分别以理据理论教学方案和传统教学方案对两组实验对象进行词汇教学。实验为期6周,该研究采用测试、问卷和访问三种方式,借助IBM SPSS Statistics 19.0对实验组和控制组的测试成绩进行对比分析,得出以下结论:应用理据进行大学英语词汇教学能有效地提高实验对象对英语词汇的了解,有助于加强实验对象对词汇的长时记忆;应用理据可以帮助区分同义词和形近词;与词源理据和语义理据相比,形态理据的应用效果最好。这说明在教学中应用理据对中国大学英语词汇教学有积极作用,对于大学英语教学的进一步研究有一定的启发作用。本研究为大学英语词汇教学提供了思路,为现有理论研究提供了实证支持,同时为进一步探索语言学理论的实际应用提供了可借鉴的方法。
[Abstract]:Based on the motivation theory, this study makes an empirical study of college English vocabulary teaching in China. The purpose of this study is to stimulate students' interest in learning English from both theoretical and practical aspects, and to promote students' understanding of English vocabulary. Improve the efficiency of vocabulary learning. The teaching design is as follows: under the guidance of motivation theory and traditional teaching theory, the teacher designs two different teaching schemes, and applies them to the teaching activities of the experimental group and the control group, respectively. By comparing the test results of the experimental group and the control group, the effect of applying motivation in college English vocabulary teaching was tested. In this study, 60 students majoring in optoelectronic information science and engineering in a university in Changchun were selected as experimental objects, and their natural classes were randomly divided into experimental group and control group. The two groups of experimental subjects were taught vocabulary by motivation theory teaching plan and traditional teaching plan respectively. The experiment lasted for six weeks. The test results of the experimental group and the control group were compared and analyzed with the help of IBM SPSS Statistics 19.0 by means of test, questionnaire and interview. The conclusions are as follows: applying motivation to college English vocabulary teaching can effectively improve the experimental subjects' understanding of English vocabulary and help them to strengthen their long-term memory of vocabulary, and the motivation can help to distinguish synonyms from near words. Compared with etymological motivation and semantic motivation, morphological motivation has the best effect. This shows that the application of motivation in the teaching of college English vocabulary teaching in China has a positive role in the further study of college English teaching has a certain enlightening effect. This study not only provides some ideas for college English vocabulary teaching, but also provides empirical support for the existing theoretical research, and also provides a reference method for further exploring the practical application of linguistic theory.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
[Abstract]:Based on the motivation theory, this study makes an empirical study of college English vocabulary teaching in China. The purpose of this study is to stimulate students' interest in learning English from both theoretical and practical aspects, and to promote students' understanding of English vocabulary. Improve the efficiency of vocabulary learning. The teaching design is as follows: under the guidance of motivation theory and traditional teaching theory, the teacher designs two different teaching schemes, and applies them to the teaching activities of the experimental group and the control group, respectively. By comparing the test results of the experimental group and the control group, the effect of applying motivation in college English vocabulary teaching was tested. In this study, 60 students majoring in optoelectronic information science and engineering in a university in Changchun were selected as experimental objects, and their natural classes were randomly divided into experimental group and control group. The two groups of experimental subjects were taught vocabulary by motivation theory teaching plan and traditional teaching plan respectively. The experiment lasted for six weeks. The test results of the experimental group and the control group were compared and analyzed with the help of IBM SPSS Statistics 19.0 by means of test, questionnaire and interview. The conclusions are as follows: applying motivation to college English vocabulary teaching can effectively improve the experimental subjects' understanding of English vocabulary and help them to strengthen their long-term memory of vocabulary, and the motivation can help to distinguish synonyms from near words. Compared with etymological motivation and semantic motivation, morphological motivation has the best effect. This shows that the application of motivation in the teaching of college English vocabulary teaching in China has a positive role in the further study of college English teaching has a certain enlightening effect. This study not only provides some ideas for college English vocabulary teaching, but also provides empirical support for the existing theoretical research, and also provides a reference method for further exploring the practical application of linguistic theory.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3
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