初中英语词汇教学中词汇呈现方式的调查研究
发布时间：2018-11-29 08:09
【摘要】：词汇是语言教学和学习中的重要部分,对于初中生来说是奠定词汇基础的关键时期,词汇呈现方式在词汇教学中起着重要的作用。本文以认知发展相关理论为基础,借助问卷、课堂观察、词汇测试及访谈对初中英语词汇教学中常用的词汇呈现方式、不同词汇呈现方式的应用效果以及存在的问题进行了研究。本次调查研究是在保定市曲阳县第二中学开展的,主要研究结果如下:第一,教师常用的词汇呈现方式为描述性呈现方式,而对于大部分学生来说更期望使用感知呈现方式和游戏呈现方式来呈现新单词。第二,在描述呈现方式下,课堂气氛沉闷,学生反应不积极。而在感知和游戏呈现方式下,学生注意力集中,师生互动较多。同时,在即时测试中描述呈现方式下的测试成绩最好,其次是感知呈现方式,游戏呈现方式最差。而在延时测试中,感知呈现方式的测试成绩最好,游戏呈现方式次之,描述呈现方式最差。通过教师反馈了解到许多教师经常使用描述呈现方式,但词汇学习效果不理想。第三,教师对于学生在词汇呈现方式方面需求不够了解,同时,缺乏对多种呈现方式的充分应用。本研究为词汇呈现方式的正确使用提供了参考,从而使教师能够在英语教学中结合实际情况使用多种词汇呈现方式来更好地提升学生的词汇学习兴趣。
[Abstract]:Vocabulary is an important part of language teaching and learning. For junior high school students, vocabulary presentation plays an important role in vocabulary teaching. Based on the theory of cognitive development, this paper, with the help of questionnaires, classroom observation, vocabulary tests and interviews, explores the lexical presentation methods commonly used in junior high school English vocabulary teaching. The effects of different lexical presentation methods and the existing problems are studied. This investigation was carried out in the second middle school of Quyang County, Baoding City. The main results are as follows: first, the commonly used lexical presentation of teachers is descriptive presentation. For most students, they expect to use perceptual presentation and game presentation to present new words. Secondly, the classroom atmosphere is dull and the students' reaction is not positive. However, in the way of perception and game presentation, students' attention is concentrated and teachers and students interact more. At the same time, in the instant test, the performance of descriptive presentation is the best, followed by perceived presentation, and game presentation is the worst. In the delay test, the perceptual presentation is the best, the game presentation is the second, and the descriptive presentation is the worst. Through teacher feedback, many teachers often use descriptive presentation, but the effect of vocabulary learning is not satisfactory. Third, teachers do not understand the needs of students in terms of lexical presentation, and at the same time, they lack the full application of multiple presentation methods. This study provides a reference for the correct use of lexical presentation, so that teachers can use a variety of lexical presentation methods in English teaching to enhance students' interest in vocabulary learning.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2364442
[Abstract]:Vocabulary is an important part of language teaching and learning. For junior high school students, vocabulary presentation plays an important role in vocabulary teaching. Based on the theory of cognitive development, this paper, with the help of questionnaires, classroom observation, vocabulary tests and interviews, explores the lexical presentation methods commonly used in junior high school English vocabulary teaching. The effects of different lexical presentation methods and the existing problems are studied. This investigation was carried out in the second middle school of Quyang County, Baoding City. The main results are as follows: first, the commonly used lexical presentation of teachers is descriptive presentation. For most students, they expect to use perceptual presentation and game presentation to present new words. Secondly, the classroom atmosphere is dull and the students' reaction is not positive. However, in the way of perception and game presentation, students' attention is concentrated and teachers and students interact more. At the same time, in the instant test, the performance of descriptive presentation is the best, followed by perceived presentation, and game presentation is the worst. In the delay test, the perceptual presentation is the best, the game presentation is the second, and the descriptive presentation is the worst. Through teacher feedback, many teachers often use descriptive presentation, but the effect of vocabulary learning is not satisfactory. Third, teachers do not understand the needs of students in terms of lexical presentation, and at the same time, they lack the full application of multiple presentation methods. This study provides a reference for the correct use of lexical presentation, so that teachers can use a variety of lexical presentation methods in English teaching to enhance students' interest in vocabulary learning.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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