基于语境理论的初中英语词汇教学应用研究
发布时间：2018-12-26 18:05
【摘要】：众所周知,词汇是语言的三大要素之一,它在英语教学和学习中发挥着至关重要的作用。对于一个英语学习者而言,没有一定数量的词汇积累,则无法完整的表达句子。因此,词汇在外语学习中的重要地位毋庸置疑。近些年来,国家颁布了英语新课程标准。其中,它对英语词汇的学习提出了更高的要求,因此词汇教学在整个英语学习中的重要地位更加突出。通过实际调查新课标下的词汇教学现状,笔者发现初中英语词汇教学仍存在着诸多问题。比如陈旧的词汇教学方法,以教师为主导的枯燥乏味的课堂气氛,教师本身对语境不够理解,没有结合语境教授词汇以及忽视指导和培养学生的词汇学习策略等。结果导致学生对词汇学习不感兴趣,词汇学习逐渐变成他们英语学习的负担。另外,在很多情况下,即使学生能够准确的拼写出单词,但是他们不能理解其实际意义,更谈不上怎样灵活运用。因此目前英语词汇教学的状况与新课程标准对词汇的要求还相差甚远。初中英语是英语学习的基础性阶段,学生掌握科学有效的学习方法,养成良好的学习习惯,对他们以后的英语学习至关重要。因此,探索科学有效的词汇教学方法对学者和英语老师而言尤为重要和迫切。当前一些学者和英语教师开始考虑如何将语境理论应用于英语词汇教学中。但是,多数都将语境引入到大学或高中英语词汇教学中,而初中英语词汇教学则获得很少关注。考虑到初中英语词汇教学的重要性,本文主要探讨如何将语境理论应用于初中英语词汇教学实践中,旨在探索一种适合初中学生年龄和特点的高效的词汇教学方法,从而适应新课标对英语词汇提出的标准。为了检验将语境理论应用于初中英语词汇教学的可行性与有效性,本文提出了两个问题:1.基于语境理论的词汇教学方法对初中生的词汇学习态度和他们的词汇学习策略有什么影响?2.在语境理论指导下教授词汇使初中生的词汇学习成绩发生了哪些变化?在为期十个星期的教学试验中,笔者进行了两次问卷调查和两次词汇测试,最终的分析结果表明,运用语境理论进行词汇教学的实验班在后测中优势尽显。在语境中教授词汇不仅有利于提高学生的词汇学习兴趣,优化学生的词汇学习策略,而且能够提高他们的词汇应用能力和词汇学习成绩。笔者希望本文对于以后的词汇教学具有一定的积极意义。在文章的最后,笔者提出了几则教学建议,并指出了该研究的局限性。
[Abstract]:As we all know, vocabulary is one of the three elements of language, which plays an important role in English teaching and learning. For an English learner, without a certain amount of vocabulary accumulation, a complete sentence can not be expressed. Therefore, there is no doubt that vocabulary plays an important role in foreign language learning. In recent years, the country has promulgated the new English curriculum standards. Among them, it puts forward higher requirements for English vocabulary learning, so vocabulary teaching plays a more important role in English learning. Through the actual investigation of the present situation of vocabulary teaching under the new curriculum, the author finds that there are still many problems in English vocabulary teaching in junior high school. For example, old vocabulary teaching methods, teacher-led boring classroom atmosphere, teachers themselves do not understand the context, do not combine the context to teach vocabulary and neglect to guide and cultivate students vocabulary learning strategies and so on. As a result, students are not interested in vocabulary learning, and vocabulary learning gradually becomes a burden on their English learning. Moreover, in many cases, even if students can spell words accurately, they can't understand their actual meaning, let alone how to use them flexibly. Therefore, the present situation of English vocabulary teaching is far from the requirements of new curriculum standards. Junior middle school English is the basic stage of English learning. It is very important for students to master scientific and effective learning methods and develop good learning habits. Therefore, it is very important and urgent for scholars and English teachers to explore scientific and effective vocabulary teaching methods. At present, some scholars and English teachers begin to consider how to apply context theory to English vocabulary teaching. However, most of them introduce context into college or senior high school English vocabulary teaching, while junior high school English vocabulary teaching receives little attention. Considering the importance of junior high school English vocabulary teaching, this paper mainly discusses how to apply context theory to junior high school English vocabulary teaching practice in order to explore an effective vocabulary teaching method suitable for junior high school students' age and characteristics. In order to adapt to the new curriculum standards for English vocabulary. In order to test the feasibility and effectiveness of applying context theory to English vocabulary teaching in junior high school, this paper puts forward two questions: 1. How does the vocabulary teaching method based on context theory affect junior high school students' vocabulary learning attitude and their vocabulary learning strategies? 2. Under the guidance of context theory, what changes have taken place in vocabulary learning achievement of junior high school students? In the 10-week teaching experiment, the author conducted two questionnaires and two vocabulary tests. The final analysis shows that the experimental class of vocabulary teaching based on context theory has the best advantage in post-test. Teaching vocabulary in context can not only improve students' interest in vocabulary learning, optimize students' vocabulary learning strategies, but also improve their vocabulary application ability and vocabulary learning achievement. The author hopes that this paper will have some positive significance for vocabulary teaching in the future. At the end of the article, the author puts forward several teaching suggestions and points out the limitations of the study.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
[Abstract]:As we all know, vocabulary is one of the three elements of language, which plays an important role in English teaching and learning. For an English learner, without a certain amount of vocabulary accumulation, a complete sentence can not be expressed. Therefore, there is no doubt that vocabulary plays an important role in foreign language learning. In recent years, the country has promulgated the new English curriculum standards. Among them, it puts forward higher requirements for English vocabulary learning, so vocabulary teaching plays a more important role in English learning. Through the actual investigation of the present situation of vocabulary teaching under the new curriculum, the author finds that there are still many problems in English vocabulary teaching in junior high school. For example, old vocabulary teaching methods, teacher-led boring classroom atmosphere, teachers themselves do not understand the context, do not combine the context to teach vocabulary and neglect to guide and cultivate students vocabulary learning strategies and so on. As a result, students are not interested in vocabulary learning, and vocabulary learning gradually becomes a burden on their English learning. Moreover, in many cases, even if students can spell words accurately, they can't understand their actual meaning, let alone how to use them flexibly. Therefore, the present situation of English vocabulary teaching is far from the requirements of new curriculum standards. Junior middle school English is the basic stage of English learning. It is very important for students to master scientific and effective learning methods and develop good learning habits. Therefore, it is very important and urgent for scholars and English teachers to explore scientific and effective vocabulary teaching methods. At present, some scholars and English teachers begin to consider how to apply context theory to English vocabulary teaching. However, most of them introduce context into college or senior high school English vocabulary teaching, while junior high school English vocabulary teaching receives little attention. Considering the importance of junior high school English vocabulary teaching, this paper mainly discusses how to apply context theory to junior high school English vocabulary teaching practice in order to explore an effective vocabulary teaching method suitable for junior high school students' age and characteristics. In order to adapt to the new curriculum standards for English vocabulary. In order to test the feasibility and effectiveness of applying context theory to English vocabulary teaching in junior high school, this paper puts forward two questions: 1. How does the vocabulary teaching method based on context theory affect junior high school students' vocabulary learning attitude and their vocabulary learning strategies? 2. Under the guidance of context theory, what changes have taken place in vocabulary learning achievement of junior high school students? In the 10-week teaching experiment, the author conducted two questionnaires and two vocabulary tests. The final analysis shows that the experimental class of vocabulary teaching based on context theory has the best advantage in post-test. Teaching vocabulary in context can not only improve students' interest in vocabulary learning, optimize students' vocabulary learning strategies, but also improve their vocabulary application ability and vocabulary learning achievement. The author hopes that this paper will have some positive significance for vocabulary teaching in the future. At the end of the article, the author puts forward several teaching suggestions and points out the limitations of the study.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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