發(fā)布時(shí)間：2024-01-08 18:58

　　詞匯是構(gòu)成語(yǔ)言的三大要素之一。詞匯在語(yǔ)言學(xué)習(xí)過(guò)程中起著舉足輕重的作用,沒(méi)有人能否認(rèn)詞匯對(duì)外語(yǔ)學(xué)習(xí)的重要性。然而,在高中教學(xué)中,詞匯教學(xué)并沒(méi)有得到重視,教學(xué)方式比較單一。學(xué)生因缺少詞匯學(xué)習(xí)的有效方法,感到詞匯學(xué)習(xí)枯燥、費(fèi)勁、低效,從而失去對(duì)英語(yǔ)詞匯學(xué)習(xí)的興趣和信心。因此,輕松高效的詞匯教學(xué)環(huán)境急需創(chuàng)建,多模態(tài)理論的出現(xiàn)為解決這一問(wèn)題提供了方法。本研究以新興的多模態(tài)理論研究成果為基礎(chǔ),針對(duì)高中英語(yǔ)詞匯教學(xué)的特點(diǎn),嘗試把多模態(tài)理論研究成果引入高中英語(yǔ)詞匯教學(xué)課堂,系統(tǒng)、深入地研究多模態(tài)教學(xué)與學(xué)生詞匯習(xí)得的關(guān)系,通過(guò)對(duì)多模態(tài)教學(xué)模式在高中英語(yǔ)詞匯教學(xué)上的應(yīng)用,提高詞匯教學(xué)的質(zhì)量和效率,提高學(xué)生學(xué)習(xí)興趣,強(qiáng)化信息輸入,提高教學(xué)效果,突破自然語(yǔ)言在課堂上的局限性,使得學(xué)生能夠在更加真實(shí)的環(huán)境中學(xué)習(xí),增強(qiáng)詞匯學(xué)習(xí)的深度以及詞匯記憶力。筆者試圖將多模態(tài)理論的研究成果運(yùn)用到高中詞匯教學(xué)中,構(gòu)建高中英語(yǔ)詞匯教學(xué)的多模態(tài)教學(xué)模式,以提高英語(yǔ)詞匯記憶力,進(jìn)而提高英語(yǔ)詞匯學(xué)習(xí)的深度,改善學(xué)生英語(yǔ)詞匯學(xué)習(xí)態(tài)度。針對(duì)這一研究,筆者提出了三個(gè)研究問(wèn)題:(1)多模態(tài)教學(xué)能否改善高中學(xué)習(xí)詞匯的態(tài)度?(2)多模態(tài)教學(xué)能否提...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Background of the Study
    1.2 Purposes and Significance of the Study
    1.3 Organization of the Thesis
Chapter Ⅱ Literature Review
    2.1 Related Studies on English Vocabulary Teaching Home and Abroad
        2.1.1 Definition of English Vocabulary Teaching
        2.1.2 Related Studies on English Vocabulary Teaching Abroad
        2.1.3 Related Studies on English Vocabulary Teaching at Home
    2.2 Related Studies on Multimodal Theory Home and Abroad
        2.2.1 Definition of Multimodality
        2.2.2 Related Studies on Multimodal Theory Abroad
        2.2.3 Related Studies on Multimodal Theory at Home
    2.3 Related Studies on Multimodal Theory on English Vocabulary Teaching in Senior High School
Chapter Ⅲ Theoretical Framework
    3.1 Input Hypothesis Theory
    3.2 System-functional Linguistics Theory
Chapter Ⅳ Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Teaching Materials
    4.4 Instruments
        4.4.1 Questionnaires
        4.4.2 Tests
    4.5 Teaching Procedure
    4.6 Data Collection and Analysis
    4.7 Teaching Model
    4.8 Sample Lesson
Chapter Ⅴ Results and Discussions
    5.1 Results and Analysis of the questionnaires
    5.2 Results and Analysis of Tests
        5.2.1 Analysis of Scores in English Language Proficiency
        5.2.2 Analysis of Scores in Pretest (vocabulary level test)
        5.2.3 Analysis of Vocabulary Knowledge Scale
        5.2.4 Analysis of Vocabulary Level Test in Immediate Test
        5.2.5 Analysis of Vocabulary Level Test in Delayed Test
    5.3 Discussion
        5.3.1 Discussion of Question 1
        5.3.2 Discussion of Question 2
        5.3.3 Discussion of Question 3
Chapter Ⅵ Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions for Further Study
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Acknowledgement



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