基于英汉框架比较的初中英语词汇教学效果实验研究

发布时间：2018-03-29 16:58

本文选题：英汉框架比较　切入点：词汇教学　出处：《广州大学》2017年硕士论文

【摘要】：本研究基于词汇在语言习得中的重要性以及初中生英语词汇量少、记不住的现实,以认知语言学的框架理论为基础,探讨初中英语词汇教学的新方法及其效果。据此,本研究试图回答以下两个问题:(1)基于英汉框架比较的词汇教学是否有利于增加初中生的英语词汇量?(2)基于英汉框架比较的词汇教学对初中生英语词汇记忆有何影响?本研究采用实验研究方法。广州市某中学的初二年级(2)班和(3)班的80名学生作为受试者参与了本研究,研究者将受试分为两组,(2)班为参照组(40人),(3)班为实验组(40人)。实验组采用基于英汉框架比较的词汇教学模式,对照组则采用传统的词汇教学模式进行词汇教学。研究工具包括词汇水平测试,即时记忆测试和延时记忆测试以及词汇量测试。实验前的词汇水平测试旨在确保实验前两组的词汇水平无显著性差异。即时测验时间于每次词汇课结束后的一个小时之后进行,而延时测验时间则于每次词汇课结束后的一周之后进行。进行两种测试前,受试者都未被告知会进行词汇测试。测试的数据由研究者搜集,采用独立样本t检验方法分析可能存在的差异。实验结束后,受试者进行一次词汇量测试,以探究基于英汉框架比较的词汇教学模式是否有利于增加初中生的英语词汇量。研究结果显示:(1)在词汇量测试中,对照组的成绩平均值均低于实验组的成绩平均值(10.9812.05;5.207.13)且两者存在显著性差异;(2)在各个单元的即时记忆测试中,对照组的成绩平均值均高于实验组的成绩平均(6.185.38;5.985.73;6.105.13;6.385.43;6.305.88;6.465.10;6.335.13)且两者存在显著性差异;在延时测试中,对照组的成绩平均值普遍低于实验组的成绩平均值(5.356.55;5.656.63;7.307.08;6.257.40;6.387.40;7.187.90;6.457.35)且两者存在显著性差异.基于实验数据分析,本研究得出以下结论:(1)基于英汉框架比较的词汇教学模式在一定程度上有利于初中生英语词汇量的增加。(2)传统的词汇教学模式更有利于初中生对英语词汇的即时记忆;基于英汉框架比较的词汇教学模式更有利于初中生对英语词汇的延时记忆。本研究为初中英语词汇教学提供了新的理论视角,同时为初中英语词汇教学提供了具有借鉴意义的方法:首先,探寻词汇教学的新模式和新思路并不意味着否定传统的词汇教学模式;其次,要培养学生运用框架语义学来进行词汇学习的意识;其次,要在课堂上教授框架的相关知识,从而帮助学生建构语义框架;最后,学生要不断丰富百科知识,以丰富其框架知识。
[Abstract]:Based on the importance of vocabulary in language acquisition and the fact that junior middle school students have less vocabulary and can't remember, this study explores the new methods and effects of English vocabulary teaching in junior high school based on the framework theory of cognitive linguistics. The present study attempts to answer the following two questions: 1) is the English vocabulary teaching based on the comparison between English and Chinese frameworks conducive to increasing the vocabulary of junior high school students? (2) how does vocabulary teaching based on the comparison of English and Chinese frameworks affect junior high school students' English vocabulary memory? In this study, 80 students from Grade 2 (Grade 2) and Grade 3 (Grade 2) of a middle school in Guangzhou participated as subjects. The subjects were divided into two groups: the control group (n = 40), the control group (n = 40) and the experimental group (n = 40). The experimental group adopted a lexical teaching model based on the comparison of English and Chinese frameworks. In the control group, the traditional vocabulary teaching model was used. The vocabulary level test before the experiment was designed to ensure that there was no significant difference in vocabulary level between the two groups. The instant test was conducted one hour after the end of each vocabulary class. The delay test was conducted one week after the end of each vocabulary class. The subjects were not told they would take the vocabulary test before either test. The data were collected by the researchers. Independent sample t-test was used to analyze the possible differences. After the experiment, the subjects were given a vocabulary test. In order to explore whether the lexical teaching model based on the comparison between English and Chinese frameworks is beneficial to increase the vocabulary size of junior high school students, the results show that: 1) in the vocabulary test, The average score of the control group was lower than that of the experimental group (10.9812.055.207.13) and there was a significant difference between the two groups. The average score of the control group was higher than that of the experimental group (6.185.38 / 5.985.73 / 6.105.13 / 6.385.436.305.88 / 6.465.105.106.335.13). The average score of the control group was generally lower than that of the experimental group (5.356.55 / 5.656.63 / 7.307.08 / 6.257.406.387.407.387.407.187.90 / 6.457.35) and there was a significant difference between the two groups. The present study draws the following conclusions: (1) the lexical teaching model based on the comparison of English and Chinese frameworks is helpful to increase the vocabulary size of junior high school students to a certain extent) the traditional vocabulary teaching model is more beneficial to the instant memory of English vocabulary among junior high school students; The lexical teaching model based on the comparison of English and Chinese frameworks is more conducive to the delayed memory of English vocabulary among junior high school students. This study provides a new theoretical perspective for junior high school English vocabulary teaching. At the same time, it provides a useful method for junior high school English vocabulary teaching. Firstly, exploring new models and new ideas of vocabulary teaching does not mean negating the traditional vocabulary teaching mode. In order to cultivate students' awareness of using frame semantics to learn vocabulary; secondly, to teach the relevant knowledge of frame in class to help students construct semantic framework; finally, students should enrich encyclopedic knowledge. To enrich its framework knowledge.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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