基于语篇填空题的高三英语词汇教学探讨

发布时间：2018-03-20 03:05

本文选题：语篇填空　切入点：词汇教学　出处：《延边大学》2016年硕士论文　论文类型：学位论文

【摘要】：吉林省高考英语卷2014年开始增设的语篇填空题是我校学生试卷的主要失分点。该题型错误率较高说明学生在词汇运用、句子分析和语篇分析方面相对薄弱。因此,通过对此类新题型的研究,分析学生的失分情况,并针对语篇填空题的题型要求,在高三英语词汇教学中培养学生的词汇运用能力显得尤为紧要和迫切。本文旨在通过词汇教学实验研究,解决学生语篇填空题的失分问题,探索实用、科学、有效的词汇教学和学习策略,提高高三英语词汇教学效率,有效提升高三学生英语的词汇运用能力和语篇分析能力。本文首先通过各种渠道对文献资料进行搜集、整理、学习,概括了语篇填空的相关理念及研究进展,简述了我国高考语篇填空题型的特点,阐明了英语词汇运用的教学要求。在历时22周的研究中,选取所任教的两个班级的学生作为实验对象,制订针对实验班和控制班采用不同词汇教学方法的课堂教学实验。控制班将采用直接教学法,教师直接展示词汇,告知学生词汇的中文意思；而实验班则将进行强化词汇运用的词汇教学,即从课文阅读中认识词汇,在语篇填空题中复现词汇,让学生根据词汇联想相关词形变化,以及在具体语篇中词汇的运用。在实验第—周、第十—周和最后—周实施语篇填空试题测试,并进行测试成绩的量化和质化分析,进而验证实验对象在进行语篇型词汇运用教学的前、中、后期的词汇运用能力变化。实验结果表明,词汇运用教学的模式对学生英语词汇运用能力的提升具有显著效果,实验班学生不仅语篇填空题正确率大幅提升,而且词汇运用更加自如,造句作文的流利度、正确率均远远高于控制班。在高三英语词汇教学中,强化词汇在语篇中的运用,帮助学生理解并且掌握所学词汇在具体语境中的正确运用方法,提高语篇填空题的答题正确率,提升词汇运用能力,体现出语言教学的交际目的性或交际方向性。
[Abstract]:The main missing points in our college students' examination papers are the text filling problems that have been added to the College entrance examination English Volume in Jilin Province since 2014. The high error rate of this question type indicates that the students are relatively weak in the use of vocabulary, sentence analysis and discourse analysis. Through the study of this new type of questions, this paper analyzes the students' scores, and aims at the requirements of the question type of the text filling in the blanks. It is very important and urgent to cultivate students' ability of using vocabulary in senior three English vocabulary teaching. The purpose of this paper is to solve the problem of students' missing scores in filling the blanks of discourse through the experimental study of vocabulary teaching, and to explore the practical and scientific aspects. Effective vocabulary teaching and learning strategies can improve the efficiency of English vocabulary teaching in Senior three, and improve the ability of vocabulary use and discourse analysis of Senior three students. Firstly, this paper collects, arranges and studies the literature through various channels. This paper summarizes the relevant concepts and research progress of text filling, briefly describes the characteristics of the type of text filling in the college entrance examination in China, and clarifies the teaching requirements for the use of English vocabulary. The students of the two classes are selected as the experimental objects, and the classroom teaching experiments with different vocabulary teaching methods are made for the experimental class and the control class. The control class will adopt the direct teaching method, and the teacher will display the vocabulary directly. In the experimental class, vocabulary teaching will be carried out to strengthen the use of vocabulary, that is, to recognize the vocabulary from the reading of the text, and to repeat the words in the blanks of the text, so that the students can change their lexical forms according to the association of words. And the use of vocabulary in specific texts. In the first week of the experiment, 10th weeks and the last week of the experiment, the text test questions were filled in, and the quantitative and qualitative analysis of the test results was carried out. The experimental results show that the model of lexical use teaching has a significant effect on the improvement of students' English vocabulary use ability before, during and during the later period of discourse vocabulary use teaching, and the experimental results show that the model of lexical use teaching has a significant effect on the improvement of students' English vocabulary use ability. In the experimental class, not only the correct rate of filling in the blanks is greatly improved, but also the vocabulary is more freely used. The fluency and accuracy of the sentence composition are far higher than those of the control class. In senior three English vocabulary teaching, the use of vocabulary in the discourse is strengthened. Help students to understand and master the correct use of vocabulary in specific context, improve the correct rate of answering questions, improve the ability of vocabulary use, and reflect the communicative purpose or direction of language teaching.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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