多模态方法在高中英语词汇教学中的应用研究

发布时间：2018-07-09 22:38

本文选题：多模态方法 + 高中　；参考：《山西师范大学》2017年硕士论文

【摘要】：随着信息技术与现代教育的高速发展,英语在社会交流中扮演着越来越重要的角色。词汇作为语言学习的基础,对英语听、说、读、写能力的培养至关重要。然而如今大部分中国学生通过死记硬背学习词汇,这不仅枯燥乏味、费时低效,而且对于一些容易在意义及用法上混淆的词更是掌握不到位。因此,英语教师改变单从音形义等方面教授学生词汇的填鸭式教学方法迫在眉睫,应该探索一种能够让学生有效学习词汇并提高他们记忆词汇能力和兴趣的方法。于是,相对于原始简单的跟读单模态教学方法,一种综合运用视觉、听觉、触觉等多种感觉,并通过语言、图像、声音等手段和符号来进行交流的多模态方法应运而生。基于以上现状,笔者对国内外多模态理论和英语词汇教学现状进行了较为系统的梳理,并着重介绍韩礼德的系统功能语言学,以在此基础上论述多模态方法在高中词汇教学中的实践能否帮助学生有效学习词汇,从而为高中词汇的教与学提供全新的视角。本文将多模态方法运用到高中英语词汇教学意在探究以下三个问题:第一,多模态词汇教学法是否比传统教学法更有效?第二,多模态符号资源在词汇教学中对学生学习英语词汇的态度能带来哪些转变?第三,多模态词汇教学方法相对于传统教学法有哪些优点?为了研究多模态词汇教学方法在高中英语词汇教学中的有效性,笔者选择陕西宜川中学两个平行班进行为期三个月的教学实验,分别为实验班和控制班,实验班采用多模态教学方法,而控制班采用传统教学方法。实验前后,对实验班和控制班都采用同样的测试方法来检验教学效果,取得成绩后通过SPSS软件进行数据处理分析,并用调查问卷来研究学生对多模态词汇教学方法的态度。最终得出结论:多模态教学方法下丰富多彩的符号资源充分调动了学生利用多种感官协同参与词汇学习的积极性,词汇学习效率明显提高,词汇记忆能力上得到了极大的改善;逼真的教学环境激发起学生的英语学习兴趣和主动性,词汇学习的热情和自信心增强。我们从本研究中可得到启示,要想改善高中生被动学习英语词汇的低效状况,提高词汇学习效率和记忆能力,扩大词汇量,培养英语学习的兴趣,英语老师就被期望要尽力创设愉悦的课堂气氛,通过语言、图像和声音等多种途径鼓励学生积极参与课堂活动,提高词汇学习能力,高效学习英语。
[Abstract]:With the rapid development of information technology and modern education, English plays an increasingly important role in social communication. As the basis of language learning, vocabulary plays an important role in English listening, speaking, reading and writing. Today, however, most Chinese students learn vocabulary by rote, which is not only boring, time-consuming and inefficient, but also difficult to grasp some words that are easily confused in meaning and usage. Therefore, it is urgent for English teachers to change the spoon-feeding teaching method which only teaches students vocabulary from the aspects of phonetic form and meaning. Therefore, we should explore a method that can enable students to learn vocabulary effectively and improve their ability and interest in memorizing vocabulary. Therefore, compared with the original simple teaching method of single mode of following reading, a multi-modal method is developed, which combines visual, auditory and tactile senses, and communicates through language, image, sound and other means and symbols. Based on the above situation, the author systematically combs the multi-modal theory and the present situation of English vocabulary teaching at home and abroad, and emphatically introduces Halliday's systemic functional linguistics. On this basis, this paper discusses whether the practice of multi-modal method in senior high school vocabulary teaching can help students to learn vocabulary effectively, thus providing a new perspective for the teaching and learning of senior high school vocabulary. This paper applies the multi-modal method to English vocabulary teaching in senior high school to explore the following three questions: first, is the multi-modal vocabulary teaching method more effective than the traditional teaching method? Second, what changes can multi-modal symbol resources bring about to students' attitude towards learning English vocabulary in vocabulary teaching? Third, what are the advantages of the multi-modal vocabulary teaching method compared with the traditional teaching method? In order to study the effectiveness of multi-modal vocabulary teaching method in senior high school English vocabulary teaching, the author chooses two parallel classes of Yichuan Middle School in Shaanxi Province for a three-month teaching experiment, namely, the experimental class and the control class. The experimental class adopts the multi-modal teaching method, while the control class adopts the traditional teaching method. Before and after the experiment, both the experimental class and the control class were tested with the same test method to test the teaching effect. After the achievement was obtained, the data processing and analysis were carried out by SPSS software, and the attitude of the students towards the multi-modal vocabulary teaching method was studied by questionnaire. Finally, it is concluded that the rich and colorful symbol resources under the multi-modal teaching method fully mobilize the enthusiasm of students to participate in vocabulary learning by means of multi-sensory cooperation, and the efficiency of vocabulary learning is obviously improved, and the ability of vocabulary memory is greatly improved. The lifelike teaching environment stimulates students' interest and initiative in English learning, and increases their enthusiasm and confidence in vocabulary learning. We can learn from this study that we want to improve the low efficiency of passive learning English vocabulary, improve vocabulary learning efficiency and memory ability, expand vocabulary size, and cultivate interest in English learning in senior high school students. English teachers are expected to try their best to create a pleasant classroom atmosphere, encourage students to participate actively in classroom activities through language, images and sounds, improve vocabulary learning ability, and learn English efficiently.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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