构词法在高中英语词汇教学中的实证研究

发布时间：2018-07-10 18:28

本文选题：构词法 + 词汇教学　；参考：《贵州师范大学》2017年硕士论文

【摘要】：语言的三大基本要素包括语音、词汇、语法,词汇在学生的语言学习中发挥着重要的作用。学生的词汇掌握程度不仅影响着学生听、说、读、写方面的学习,也与学生学习英语这门外语的自信心和兴趣有着密切的联系。学生在读一篇文章的时候,只有掌握了大量的单词才能理解文章的大意,并从中获取信息,相反,如果因为缺乏词汇知识导致读不懂文章,学生学习英语的自信心和兴趣就会受到严重的打击。然而,在现有的高中英语教学背景下,老师和学生都付出了大量地努力,但是仍出现效果不佳的现象。本文以盘县二中高一学生为研究对象,运用实证研究的方法去探讨构词法在词汇教学中的具体作用。本文力图解决以下问题:构词法在何种程度上能促进学生学习词汇?具体来说,主要回答两个分问题:构词法怎样提高学生的词汇水平以及学生如何将构词法运用于其词汇学习过程当中。本实验选取了贵州省盘县二中高一(13)班和高一(16)班132个学生为受试者,高一(13)为实验班,高一(16)班为控制班。在3个月的教学试验中,研究者首先从各班分别抽取了5名同学进行访谈,了解学生在词汇学习方面的困难和对构词法的掌握情况;然后对两个班的学生进行了前测,检验两个班是否处于同一水平,是否可以当做实验对象;接下来进行了教学实验,实验班采用构词词汇教学方法,控制班采用常规的词汇教学方法,教师讲解单词的音、形、义及相关短语。3个月的教学实验过后,对两个班进行了后测,检验教学成果,并对实验班进行了问卷调查,调查学生对词汇学习的看法和对构词法的态度,是否能够运用构词法知识构建词汇学习。数据收集好以后,作者运用SPSS20软件对数据进行了分析,对调查问卷及访谈进行了分析并得出结论:运用构词法去教单词可以提高学生的词汇学习兴趣,促进学生的词汇学习,有利于帮助学生学习含有构词规则的单词;学生能够运用构词法去建构他们自己的词汇学习。
[Abstract]:The three basic elements of language are phonetics, vocabulary, grammar and vocabulary, which play an important role in students' language learning. Students' vocabulary mastery not only affects the students' listening, speaking, reading and writing, but also has a close relationship with the students' confidence and interest in learning English as a foreign language. When students read an article, they can only understand the general idea of the article and get information from it by mastering a large number of words. On the contrary, if they are unable to understand the article because of lack of lexical knowledge, Students' confidence and interest in learning English will be severely undermined. However, in the context of English teaching in senior high schools, both teachers and students have made a lot of efforts, but there is still a phenomenon of poor results. This paper takes the students of Panxian No. 2 Middle School as the research object, and discusses the concrete function of word-formation in vocabulary teaching by using the method of empirical research. This paper tries to solve the following problems: to what extent can word-formation help students learn vocabulary? Specifically, it mainly answers two sub-questions: how to improve students' vocabulary level and how to apply word-formation to their vocabulary learning process. In this experiment, 132 students of Grade 1 (13) and Grade 1 (16) were selected as subjects, Senior 1 (13) as experimental class and Senior 1 (16) as control class. In the three-month teaching experiment, five students were selected from each class for interviews to find out the students' difficulties in vocabulary learning and their mastery of word-formation, and then conducted a pre-test on the students in the two classes. Then the experiment was carried out. The experimental class adopted the method of word-formation vocabulary teaching, the control class adopted the conventional vocabulary teaching method, and the teacher explained the pronunciation and shape of the word. After 3 months of teaching experiment, the two classes were tested, the teaching results were tested, and a questionnaire was conducted to investigate the students' attitudes towards vocabulary learning and word-formation. Whether can use the word formation knowledge to construct the vocabulary study. After the data is collected, the author analyzes the data with SPSS20 software, analyzes the questionnaire and interviews, and draws the conclusion that teaching words with word-formation method can improve students' interest in vocabulary learning and promote students' vocabulary learning. It helps students to learn words with word-formation rules; students can use word formation to construct their own vocabulary learning.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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