本文關(guān)鍵詞： 概要寫作 詞匯教學 語境提示 高中生　出處：《杭州師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：近年來,詞匯學習越來越受到英語學習者的重視。總所周知,詞匯在英語學習中是很基礎(chǔ)的一部分,擁有一定數(shù)量的詞匯量能為英語的聽說讀寫四方面打下堅實的基礎(chǔ)。但在現(xiàn)實的學習中,學生卻是很機械的記憶單詞,很多人以為記住單詞的中文意思就足矣,而缺乏在語境中去了解單詞的意思。因此學生很容易就忘記單詞的意思,并且不知該如何正確去使用單詞。為了讓學生能夠有效地學習并在正確的語境下學習單詞,本文致力于用概要寫作來提高學生的英語詞匯學習能力,并且提高學生在正確的語境下使用單詞的正確率。概要寫作是根據(jù)學生教科書上的閱讀篇章來寫。讓學生對每個單元的閱讀篇章進行認真研讀,并且根據(jù)重要單詞和詞組的提示,來進行概要寫作。在這個過程當中,學生要學會在正確的語境下來使用單詞和詞組,并且對單詞和詞組進行分析,并將正確的形式運用到概要篇章當中去。本研究的實驗為期六個月,在溫州泰順育才高級中學高一年級的兩個班級中展開,高一(1)班為實驗班,高一(2)班為對照班。在實驗班中,每個單元的閱讀篇章學習完后,學生都被要求寫一篇概要寫作。而對照班則沒有此項任務。試驗階段一共分為四個階段,每個階段都會有相應的兩篇概要寫作任務,并且是教師的指導下序漸進的進行。作者將兩個班級的每次考試結(jié)果數(shù)據(jù)收集起來,在SPSS 16.0的班級下進行分析兩個班級之間的不同點,在此基礎(chǔ)上,本文研究的三個問題為:(1)概要寫作在多大程度上能提高學生英語詞匯學習?(2)概要寫作在哪些方面能提高學生詞匯能力?(3)在概要寫作中,不同程度學生運用能力的不同點有什么?通過實驗研究,本文得出了以下結(jié)論:概要寫作在一定程度上有利于提高學生的詞匯學習能力,能夠提高學生在正確的語境下使用單詞的能力。經(jīng)過對學生的概要寫作和考試結(jié)果分析,概要寫作能夠提高學生對單詞的運用能力,使其在考試中能夠考慮到改變單詞的形式,在正確的語境中正確使用單詞的變化形式。本文的研究對象被分成相應的三個層次,高級水平,中級水平和低級水平。通過對概要寫作的分析得出,高級水平的學生能夠很容易辨識出新單詞和詞組的意義,并能夠在正確的語境下正確地使用單詞和詞組。中級水平的學生擁有辨識新單詞和詞組的能力,也能將單詞運用到正確語境中,但是在一定程度上缺乏將單詞進行正確的形式變化。低級水平的學生能夠辨識出新單詞的意義,但是無法在相應的語境下正確地使用新單詞和詞組。
[Abstract]:In recent years, vocabulary learning has been paid more and more attention by English learners. It is well known that vocabulary is a very basic part of English learning. Having a certain number of vocabularies can lay a solid foundation for the four aspects of English listening, speaking, reading and writing. But in practical learning, students memorize words mechanically, and many people think that memorizing the Chinese meaning of words is sufficient. And the lack of context to understand the meaning of words, so it is easy for students to forget the meaning of the word. I do not know how to use words correctly. In order to enable students to learn words effectively and in the right context, this paper aims to improve students' English vocabulary learning ability by using summary writing. And improve the correct rate of using words in the correct context. The summary writing is based on the reading text in the student textbook. Let the students carefully study the reading text of each unit. In this process, students should learn to use words and phrases in the correct context and analyze them. And the correct form will be applied to the summary text. The experiment of this study lasted for six months, in two classes in the first grade of Wenzhou Taishun Senior Middle School, Senior 1) class as the experimental class. In the experimental class, the students were asked to write a summary writing after each unit was finished. The control class did not have this task. The experimental phase was divided into four stages. At each stage, there will be two summary writing tasks, which will be carried out step by step under the guidance of the teacher. The author collects data from each examination result of the two classes. On the basis of analyzing the differences between the two classes under the SPSS 16.0 class. The three questions studied in this paper are: (1) to what extent can summary writing improve students' English vocabulary learning? 2) in what ways can outline writing improve students' vocabulary competence? What are the differences of students' ability to use in summary writing? Through the experimental study, this paper draws the following conclusions: summary writing is helpful to improve students' vocabulary learning ability to a certain extent. It can improve the students' ability to use words in the correct context. Through the analysis of the students' summary writing and test results, summary writing can improve the students' ability to use the words. So that it can take into account the change in the form of words in the examination, the correct use of words in the correct context. The object of this study is divided into the corresponding three levels, advanced level. Intermediate level and low level. Through the analysis of summary writing, it is easy for students at advanced level to recognize the meaning of new words and phrases. Students at the intermediate level have the ability to recognize new words and phrases and to apply the words in the correct context. However, to some extent, the students at the lower level can recognize the meaning of the new words, but they can not use the new words and phrases correctly in the corresponding context.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：1461455