通过语境输入提高高中生英语词汇量的研究

发布时间：2018-04-17 19:59

本文选题：高中英语 + 词汇教学和学习　；参考：《内蒙古师范大学》2015年硕士论文

【摘要】：词汇学习是语言学的开端。许多研究已经发现,学生词汇量的大小及对词汇量能力的运用,对于他们英语成绩有着很大的影响。传统的词汇教学非常强调教师的主导地位,这不利于学生形成良好的词汇学习策略。语境是一个特定的语言交流环境,它限制了对于语言的理解和表达,从上下文中,很难孤立的确定其内涵。本文旨在探索如何充分利用上下文的理论来提高高中词汇教学。探索是基于作者对上下文输入在高中词汇教学和学习中的应用,以及学生上下文使用策略和问题起因的调查。本文的研究问题：1：通过语境输入的应用学生可以扩大词汇量。2：通过语境输入学生可以更容易的记忆词汇。笔者从我校(乌海市第十中学)高二年级平行班中随机抽取了两个班,对两个班学生如何记忆单词进行了问卷调查和访谈。在问卷调查前,笔者从任课教师处了解到,由同一教师执教的两个班的学生在英语学习方面没有明显差异。问卷调查结果和访谈均显示,大多数的学生习惯采用死记硬背的方式记忆单词,只有不足百分之十的学生采用了科学的词汇认知策略来记忆单词。教学实践证明,采用传统式的填鸭教学方法去识记词汇,学生的学习效率却是事倍功半,往往收不到较好的教学效果。通过对学生的访谈,学生也期望可以通过改变词汇学习的策略来提高他们学习词汇的效率。在接下去的实验中,笔者以四个月为一个阶段,分别对实验班采用了语境应用的辅助词汇教学方法,控制班则仍旧采用传统的教学方式。SPSS的统计结果分析表明在语境方法辅助下的高中英语词汇教学优于传统教学,可以使学生掌握良好的学习策略,进而提高学生的学习效率及高考应试分数。使用语境应用辅助词汇教学方法,可以使教学主体发生转移,由之前的教师为主体的教,转变为以学生为中心的学。学生可以由被动填鸭变为主动学习,在学习过程中进一步提高学习效率。
[Abstract]:Vocabulary learning is the beginning of linguistics.Many studies have found that the size of students' vocabulary and their ability to use vocabulary have a great impact on their English achievement.Traditional vocabulary teaching emphasizes the dominant position of teachers, which is unfavorable for students to form good vocabulary learning strategies.Context is a specific language communication environment, which limits the understanding and expression of language. It is difficult to determine its connotation in isolation from the context.The purpose of this paper is to explore how to make full use of the theory of context to improve vocabulary teaching in senior high schools.Exploration is based on the author's investigation of the application of contextual input in high school vocabulary teaching and learning as well as the strategies and causes of students' contextual use.Question 1: students can enlarge their vocabulary by applying contextual input: it is easier to memorize vocabulary through contextual input.The author selected two classes randomly from the parallel class of grade two in our school (No. 10 Middle School of Wuhai City) and conducted a questionnaire survey and interviews on how to memorize the words in the two classes.Before the questionnaire survey, the author learned from the teachers that there is no significant difference in English learning between the two classes taught by the same teacher.The results of questionnaires and interviews show that most students are used to memorizing words by rote, and less than 10% students use scientific vocabulary cognitive strategies to memorize words.The teaching practice has proved that the students' learning efficiency is half the effort and the teaching effect is often not good when the traditional teaching method is adopted to memorize the vocabulary.Through interviews with students, students also expect to improve their vocabulary learning efficiency by changing vocabulary learning strategies.In the following experiment, the author took four months as a stage and applied contextual assistant vocabulary teaching method to the experimental class.The statistical analysis of the control class still adopts the traditional teaching method. SPSS shows that the English vocabulary teaching in senior high school assisted by contextual method is better than that in the traditional teaching, which can help the students to master good learning strategies.And then improve the students' learning efficiency and examination scores.The use of contextual aids in vocabulary teaching can shift the teaching subject from teacher-centered teaching to student-centered learning.Students can change from passive duck feeding to active learning to further improve their learning efficiency.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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