基于框架语义学理论的高中英语词汇教学实证研究

发布时间：2021-07-09 00:13

　　词汇学习在高中英语教学中始终占据着重要位置,它是听说读写语言能力的基础要素,教师在词汇教学方面付出了很多努力,然而词汇教学成效不尽人意。为提高学生的英语词汇水平、提升词汇学习效率、提高学生对词汇记忆的兴趣,本文依据框架语义学理论,研究基于框架语义学的词汇教学方式对于中国普通高中英语词汇教学的影响。研究问题如下:（1）基于框架语义学理论的高中英语词汇教学模式教学效果如何?（2）与传统教学法相比,基于框架语义学的英语词汇教学使哪种水平的学生更受益?为研究以上问题,笔者选取了广东省某普通高中的高一学生作为研究对象,通过问卷调查、词汇水平测试和访谈等方法开展研究。笔者随机挑选了两个平行班级,共计95名学生,分别设定为控制班5班和实验班6班。为了验证框架语义学下的教学方法在提高词汇记忆水平、提高词汇学习效率、提高词汇学习兴趣等方面的有效性,两个班级全部参加了实验前、后的词汇水平测试。在教学实验过程中,实验班采用框架语义学指导下的词汇教学方法,控制班采用传统词汇教学方法。此外,实验班在教学实验前、后参加了问卷调查,并且笔者在教学实验结束后从实验班随机挑选三组不同水平学生进行了访谈。最后,学生的词汇... 

【文章来源】：喀什大学新疆维吾尔自治区

【文章页数】：78 页

【学位级别】：硕士

【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 The Structure of the Research
Chapter Two Literature Review
    2.1 An Overview of Vocabulary
        2.1.1 The Definition of Vocabulary
        2.1.2 The Frequency of Vocabulary
        2.1.3 Width and Depth of Vocabulary
    2.2 Related Studies in Vocabulary Teaching and Learning
        2.2.1 Related Studies Abroad
        2.2.2 Related Studies at Home
    2.3 Related Studies Based on Frame Semantics
        2.3.1 Related Researches Abroad
        2.3.2 Related Researches at Home
Chapter Three Theoretical Framework
    3.1 An Overview of Frame Semantics
    3.2 Frame
        3.2.1 The Definition of Frame
        3.2.2 Frame Element and Frame Description
        3.2.3 Inheritance Between Frames
    3.3 Perspective
    3.4 Prototype
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Tests
        4.3.2 Questionnaire
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Pre-Test
        4.4.2 Teaching Procedures in EC
        4.4.3 Teaching Procedure in CC
        4.4.4 Post-Test
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results from Pre-Test in CC and EC
        5.1.2 Results from Post-Test in CC and EC
    5.2 Results from Pre-Test and Post-Test in EC
    5.3 Results from Pre-Test and Post-Test in CC
    5.4 Analysis of the Questionnaires
    5.5 Results of the Interview
    5.6 Discussion
        5.6.1 Improvement in Students’Associative Ability
        5.6.2 Improvement in Students’Vocabulary Learning Efficiency
        5.6.3 Improvement in Students’Cognitive Range
        5.6.4 Improvement in Students’Affective Aspects
        5.6.5 Improvement in Students’English Level
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
        6.2.1 Implications for Teachers
        6.2.2 Implications for Students
    6.3 Limitations of the Present Study
    6.4 Suggestions for the Further Study
REFERENCES
APPENDIX
ACKNOWLEDGEMENTS
PUBLISHED PAPERS



本文编号：3272615