基于语境的认知策略在高中英语词汇教学中的应用研究

发布时间：2019-01-08 19:20

【摘要】：词汇在语言学习的过程中,尤其是对于第二语言的学习来说起着重要的作用,笔者在自身的教学实践中发现词汇量的大小直接影响着学生对听、说、读、写这些基本技能的掌握与运用,并且以笔者所在学校的基本情况来看,学生英语基础差,词汇量掌握的更是少之又少,严重影响了学生的英语水平。大多数学生已经学过的词汇不能做到识别和记忆,在词汇的学习过程中不会运用词汇学习策略。所以本文通过问卷调查法和实验法对实验班的学生进行词汇认知策略研究,通过此次研究指导学生学会在语境中使用有效的词汇学习策略,指导学生如何运用词汇学习策略找出符合自己记忆特点的词汇记忆方法,从而获得自主学习词汇的能力。本研究以语境理论和词汇认知策略为理论基础,对学生进行语境下的词汇认知策略指导。将笔者所教的高三年级两个平行班的学生作为研究对象,对对照班采用传统的词汇教学方法,对实验班采用语境下的词汇认知策略教学,并且对实验班学生进行了两次调查问卷。第一次是在研究初期,深入了解目前学生使用词汇学习策略的情况,发现实验前学生学习词汇的过程中使用策略不多,多采用机械的记忆方式。在此基础上,对实验班进行词汇认知策略教学实验,研究语境下词汇认知策略能否有效改善学生使用词汇学习策略的能力。第二次是在实验结束后,通过问卷调查,了解学生在词汇认知策略教学后,词汇学习策略的使用上是否有变化。调查结果表明,经过一个学期的词汇认知策略培训,学生能够在语境中运用词汇认知策略。本文通过测试的方式对语境下的词汇认知策略教学进行了评价,包括实验前后词汇测试和英语综合能力测试。利用统计软件SPSS17.0对实验班和对照班前测和后测的成绩进行对比分析,研究结果显示,实验班无论是词汇测试成绩还是英语综合能力测试成绩都明显高于对照班。这表明将词汇认知策略应用于高中词汇教学中是有助于提高高中英语教学效果的。另外,教师在实施语境下的认知策略教学时应注意培养学生运用词汇认知策略的意识,并且努力纠正学生不良的英语学习习惯,才能使语境下的认知策略教学顺利地实施。
[Abstract]:Vocabulary plays an important role in the process of language learning, especially in the learning of second language. In my teaching practice, the author finds that the size of vocabulary directly affects students' listening, speaking and reading. From the point of view of the basic situation of my school, the students' English foundation is poor, and their vocabulary is even less, which seriously affects the students' English proficiency. Most students can not recognize and memorize the vocabulary they have learned, and they do not use vocabulary learning strategies in the process of vocabulary learning. Therefore, this paper studies the vocabulary cognitive strategies of the students in the experimental class by questionnaire and experimental methods, and instructs the students to use effective vocabulary learning strategies in the context. It instructs students to use vocabulary learning strategies to find out vocabulary memory methods according to their own memory characteristics, so as to gain the ability to learn vocabulary autonomously. On the basis of context theory and lexical cognitive strategies, the present study provides guidance to students in lexical cognitive strategies. Taking the students of two parallel classes in Grade 3 as the research object, the author adopts the traditional vocabulary teaching method for the control class and the vocabulary cognitive strategy teaching for the experimental class. And the experimental class students conducted two questionnaires. The first time is in the early stage of the study, deeply understand the current situation of students using vocabulary learning strategies, found that students learn vocabulary before the experiment in the process of using a small number of strategies, the use of mechanical memory. On this basis, the experiment of vocabulary cognitive strategy teaching in the experimental class is carried out to study whether vocabulary cognitive strategies can effectively improve the students' ability to use vocabulary learning strategies in the context. The second is to find out whether there are any changes in the use of vocabulary learning strategies after teaching vocabulary cognitive strategies by means of a questionnaire survey at the end of the experiment. The results show that after a term of training in vocabulary cognitive strategies, students can use vocabulary cognitive strategies in context. This paper evaluates the teaching of vocabulary cognitive strategies in context, including the vocabulary test before and after the experiment and the comprehensive English proficiency test. The results of pre-test and post-test in the experimental class and the control class were analyzed by using the statistical software SPSS17.0. The results showed that the scores of the experimental class were significantly higher than those of the control class in terms of vocabulary test and comprehensive English proficiency test. This indicates that applying vocabulary cognitive strategies to senior high school vocabulary teaching is helpful to improve the effect of high school English teaching. In addition, teachers should pay attention to cultivating students' awareness of using vocabulary cognitive strategies in the context of cognitive strategy teaching, and try to correct students' bad English learning habits, so that cognitive strategy teaching in context can be carried out smoothly.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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