英語(yǔ)詞匯教學(xué)一直被認(rèn)為是英語(yǔ)教學(xué)的一個(gè)重要組成部分。然而,在農(nóng)村小學(xué)英語(yǔ)詞匯教學(xué)的過程中,大部分英語(yǔ)教師常常忽視單詞的發(fā)音與字母和字母組合之間的內(nèi)在聯(lián)系,將字母的講授與單詞發(fā)音的教學(xué)分割開來,以致學(xué)生在讀寫單詞時(shí)感覺困難,逐漸喪失了英語(yǔ)學(xué)習(xí)的積極性。自然拼讀法可以幫助學(xué)生通過掌握字母及字母組合與發(fā)音之間的對(duì)應(yīng)關(guān)系,獨(dú)立學(xué)習(xí)單詞的發(fā)音和拼寫,進(jìn)而達(dá)到“見詞能讀,聽音能寫”的學(xué)習(xí)效果。本研究以皮亞杰的認(rèn)知發(fā)展理論、語(yǔ)言遷移理論以及拼寫發(fā)展論為理論基礎(chǔ),驗(yàn)證自然拼讀法是否可以提高農(nóng)村小學(xué)學(xué)生的英語(yǔ)單詞拼讀成績(jī)、拼寫成績(jī),并探究其對(duì)農(nóng)村小學(xué)學(xué)生英語(yǔ)詞匯學(xué)習(xí)的影響。本研究通過運(yùn)用定量研究與定性研究相結(jié)合的方法,對(duì)來自遼寧省沈陽(yáng)市某農(nóng)村小學(xué)的四年級(jí)兩個(gè)平行班共60名學(xué)生進(jìn)行了為期16周的實(shí)驗(yàn)研究。實(shí)驗(yàn)班的30人接受自然拼讀法的詞匯教學(xué),而控制班的30人接受常規(guī)教學(xué)法的詞匯教學(xué)。通過分別對(duì)實(shí)驗(yàn)班和對(duì)照班學(xué)生在實(shí)驗(yàn)前后進(jìn)行的英語(yǔ)單詞拼讀、拼寫測(cè)驗(yàn),對(duì)實(shí)驗(yàn)班學(xué)生在實(shí)驗(yàn)前后進(jìn)行的英語(yǔ)詞匯學(xué)習(xí)情況問卷調(diào)查,以及對(duì)實(shí)驗(yàn)班學(xué)生在實(shí)驗(yàn)后進(jìn)行的隨機(jī)訪談,探究自然拼讀法對(duì)農(nóng)村小學(xué)學(xué)生的英語(yǔ)單詞拼讀、拼寫成績(jī)以及英語(yǔ)詞...

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
abstract
ChapterⅠ Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 The Structure of the Thesis
ChapterⅡ Literature Review
    2.1 The Definition of the Concepts
        2.1.1 The Definition of Vocabulary Teaching
        2.1.2 The Definition of Phonics
    2.2 Theoretical Basis
        2.2.1 Piaget's Cognitive Development Theory
        2.2.2 Language Transfer Theory
        2.2.3 Developmental Spelling Theory
    2.3 Researches on Phonics abroad and at Home
        2.3.1 Researches on Phonics abroad
        2.3.2 Researches on Phonics at Home
ChapterⅢ Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 The Organization and Analysis of Phonics in Oxford PrimaryTextbooks
        3.4.2 Research Process
        3.4.3 The Content of Phonics Teaching
        3.4.4 Teaching Plan and Teaching Procedures
    3.5 Data Collection and Processing
ChapterⅣ Data Analysis and Results Discussion
    4.1 Data Analysis
        4.1.1 Analysis of the Word Pronunciation Test
        4.1.2 Analysis of the Word Spelling Test
        4.1.3 Analysis of the Questionnaire
        4.1.4 Analysis of the Interview
    4.2 Discussion
        4.2.1 Discussion on the Research Question One
        4.2.2 Discussion on the Research Question Two
        4.2.3 Discussion on the Research Question Three
ChapterⅤ Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions for Further Study
References
Appendix1 Pretest on Word Pronunciation
Appendix2 Post test on Word Pronunciation
Appendix3 Pretest on Word Spelling
Appendix4 Post test on Word Spelling
Appendix5 Students' Pretest Scores
Appendix6 Students' Post test Scores
Appendix7 Questionnaire
Appendix8 Interview
Acknowledgements



本文編號(hào)：3811121