英语词汇教学策略指导下改进初中生词汇学习的行动研究
发布时间：2018-11-26 08:37
【摘要】：掌握足够的词汇是学好英语的关键步骤之一,同时词汇量的大小也影响和制约学习者的外语水平。词汇的积累要靠记忆来实现。记忆要得法,否则没有效果不说,还会挫伤学生的积极性。因此有效地记忆单词对学生来说非常重要,如何运用学习策略来帮助学生记忆单词成为英语教师值得探讨研究的课题。本文旨在在教学策略指导下,改进初中生英语词汇学习的效果。。这是一项为期六周的行动研究,其参与者是贵阳十六中初三(四)班五十名学生,教师采用问卷调查确认学生词汇学习方面的问题,设计了贯穿词汇教学策略的教学行动,通过教学反馈、访谈、教学日志、反思,改进词汇教学和调整本行动研究。在本研究中,教师始终坚持以提高学生运用语言的能力为核心。在此期间作者运用了语境,构词手段,同义词反义词,形式相近,意义相近的词汇策略方法帮助学生记忆单词。同时在整个行动研究过程中,根据记忆规律,作者借助于艾宾浩斯遗忘曲线原理帮助学生复习巩固所学单词。研究结果表明学生在词汇策略指导下学习单词可以取得较好效果,而且基础较好的学生比较能够积极主动地运用词汇学习策略,其词汇量相对大;而词汇量大的学生更善于积极主动地在词汇学习中运用策略。此次行动研究也给作者一些启示,学生记忆单词不应单纯地死记硬背,漫无边际地背单词,而是在学习策略的指导下,通过词根,前缀后缀的构词知识扩大词汇量。,同时,词汇的学习离不开语境,,词汇学习应在语境中进行。最后本文建议在英语教学中,教师要注重指导学生如何科学地记忆单词,帮助学生运用不同学习策略以促进词汇习得。并针对学生的个体差异来进行学习策略指导,让学生找到适合自己的策略。同时,教师在词汇教学中,尤其是复习词汇,如果仅仅是简单的英汉互译,可能会误导学生将单词学习简化为中英文单词对译。目前的问题是教师的情景化词汇教学能力有待提高。教师要在这一部分提高能力,同时也作为提高专业发展的一部分。
[Abstract]:Mastering enough vocabulary is one of the key steps to learn English well. At the same time, the size of vocabulary also affects and restricts learners' foreign language proficiency. Vocabulary accumulation depends on memory. Memory should be good, otherwise no effect will not say, but also hurt the enthusiasm of students. Therefore, it is very important for students to memorize words effectively. How to use learning strategies to help students memorize words has become a topic worth studying by English teachers. The purpose of this paper is to improve the English vocabulary learning of junior high school students under the guidance of teaching strategies. This is a six-week action study in which the participants are 50 students from the third (fourth) Middle School of Guiyang No. 16 Middle School. Teachers use questionnaires to identify problems in vocabulary learning and design teaching actions that permeate vocabulary teaching strategies. Through teaching feedback, interviews, teaching logs, reflection, improved vocabulary teaching and adjustment of this action research. In this study, teachers always insist on improving students' ability to use language. During this period, the author uses context, word formation, antonyms of synonyms, similar forms and similar meanings to help students memorize words. At the same time, according to the law of memory, the author helps the students to review and consolidate the words they have learned with the help of the principle of Albinhos' forgetting curve in the whole course of action research. The results show that students can learn words under the guidance of vocabulary strategies to achieve better results, and students with a good foundation can actively use vocabulary learning strategies, and their vocabulary is relatively large; Students with large vocabulary are better at using strategies in vocabulary learning. This action study also gives the author some enlightenment that students should not simply memorize words by rote and memorize words indiscriminately, but under the guidance of learning strategies to expand their vocabulary through word-formation knowledge of root and prefix suffixes. At the same time, Vocabulary learning can not be separated from context, vocabulary learning should be carried out in context. Finally, it is suggested that in English teaching, teachers should give guidance to students how to memorize words scientifically and help students to use different learning strategies to promote vocabulary acquisition. And according to the individual differences of students to carry out learning strategy guidance, so that students find their own strategies. At the same time, teachers in vocabulary teaching, especially in the review of vocabulary, if only simple English-Chinese translation, may mislead students to simplify the learning of words into English and Chinese word translation. The problem is that teachers' situational vocabulary teaching ability needs to be improved. Teachers should improve their abilities in this part as well as part of their professional development.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2357994
[Abstract]:Mastering enough vocabulary is one of the key steps to learn English well. At the same time, the size of vocabulary also affects and restricts learners' foreign language proficiency. Vocabulary accumulation depends on memory. Memory should be good, otherwise no effect will not say, but also hurt the enthusiasm of students. Therefore, it is very important for students to memorize words effectively. How to use learning strategies to help students memorize words has become a topic worth studying by English teachers. The purpose of this paper is to improve the English vocabulary learning of junior high school students under the guidance of teaching strategies. This is a six-week action study in which the participants are 50 students from the third (fourth) Middle School of Guiyang No. 16 Middle School. Teachers use questionnaires to identify problems in vocabulary learning and design teaching actions that permeate vocabulary teaching strategies. Through teaching feedback, interviews, teaching logs, reflection, improved vocabulary teaching and adjustment of this action research. In this study, teachers always insist on improving students' ability to use language. During this period, the author uses context, word formation, antonyms of synonyms, similar forms and similar meanings to help students memorize words. At the same time, according to the law of memory, the author helps the students to review and consolidate the words they have learned with the help of the principle of Albinhos' forgetting curve in the whole course of action research. The results show that students can learn words under the guidance of vocabulary strategies to achieve better results, and students with a good foundation can actively use vocabulary learning strategies, and their vocabulary is relatively large; Students with large vocabulary are better at using strategies in vocabulary learning. This action study also gives the author some enlightenment that students should not simply memorize words by rote and memorize words indiscriminately, but under the guidance of learning strategies to expand their vocabulary through word-formation knowledge of root and prefix suffixes. At the same time, Vocabulary learning can not be separated from context, vocabulary learning should be carried out in context. Finally, it is suggested that in English teaching, teachers should give guidance to students how to memorize words scientifically and help students to use different learning strategies to promote vocabulary acquisition. And according to the individual differences of students to carry out learning strategy guidance, so that students find their own strategies. At the same time, teachers in vocabulary teaching, especially in the review of vocabulary, if only simple English-Chinese translation, may mislead students to simplify the learning of words into English and Chinese word translation. The problem is that teachers' situational vocabulary teaching ability needs to be improved. Teachers should improve their abilities in this part as well as part of their professional development.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前1条
1 王立非!210039;国外第二语言习得交际策略研究述评[J];外语教学与研究;2000年02期
，本文编号：2357994
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