语块教学法在高中英语词汇教学中的应用研究

发布时间：2020-12-29 22:58

　　英语词汇教学是英语教学的重要组成部分。然而传统的英语教学,特别是高中英语教学主要以语法、结构和功能为教学内容。教师往往不重视词汇教学,学生往往通过机械复述来记忆单词,不知道在特定的语境中如何恰当运用单词。Michael Lewis(1993)提出了语块的概念,它是一种形式性和功能性兼备的语言结构,是语法、语义和语境的结合,被证明能够促进英语词汇的学习和应用。本研究将语块教学法应用于高中英语词汇教学,旨在进一步证明词汇组块教学法是否有助于高中英语词汇教学,并分别测试其对词汇应用能力和词汇记忆能力的影响。本研究主要以Michael Lewis的语块理论为基础,采用采用实验研究法和访谈法,尝试回答以下两个研究问题:(1)语块教学法能否显著提高高中学生的词汇成绩?(2)语块教学法能否对学生词汇应用能力和词汇记忆能力产生明显影响?对哪种能力影响更大?本研究以伊宁市第四师第一中学高二年级两个普通班为研究对象,在实验班采用语块教学法进行词汇教学,对照班使用常规教学方法进行词汇教学,进行为期十四周的教学实验。实验结束后,研究者利用SPSS 20软件对实验结果进行分析和讨论。主要发现如下:(1)语块教学... 

【文章来源】：伊犁师范大学新疆维吾尔自治区

【文章页数】：108 页

【学位级别】：硕士

【文章目录】：
Acknowledgement
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter Ⅱ Literature Review
    2.1 Relevant Concepts
        2.1.1 Lexical Chunks
        2.1.2 Lexical Chunks Approach
        2.1.3 English Vocabulary
    2.2.Theoretical Basis
        2.2.1 Chunking Effect
        2.2.2 Co-selection
        2.2.3 Connectivism
    2.3.Research on Lexical Chunks Abroad and in China
        2.3.1 Researches Aboard
        2.3.2 Researches in China
        2.3.3 Limitations of Previous Researches
Chapter Ⅲ Research Design
    3.0 Research Aim
    3.1 Research Questions
    3.2 Research Subject
    3.3 Research Instruments
        3.3.1 Pretest and Post-test papers
        3.3.2 Interview Questions
    3.4 Research Procedure
        3.4.1 Conduction of Pre-testing
        3.4.2 Conduction of Teaching Experiments
        3.4.3 Conduction of Post-testing
        3.4.4 Conduction of Interview
        3.4.5 Data Collection and Analysis
Chapter Ⅳ Results and Discussion
    4.1 Analysis on Students’Vocabulary Achievements
        4.1.1 Results and Discussion on Pretests in CC and EC
        4.1.2 Results and Discussion on Post-tests in CC and EC
        4.1.3 Results and Discussion on Pretest and Post-test in EC and CC
        4.1.4 Summary
    4.2 Analysis on Students'Vocabulary Memory Ability and VocabularyApplication Ability
        4.2.1 Analysis on Students'Vocabulary Memory Ability
        4.2.2 Analysis on Students'Vocabulary Application Ability
        4.2.3 Comparison of the Impacts on Students’Vocabulary Memory Abilityand Application Ability
        4.2.4 Summary
Chapter Ⅴ Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
AppendixⅠ Pre-test
Appendix Ⅱ Post-test
Appendix Ⅲ Interview Outline
Appendix Ⅳ Interview Record
Appendix Ⅴ Scores of Two Tests in CC and EC
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