發(fā)布時(shí)間：2021-07-20 02:09

　　小學(xué)生英語(yǔ)繪本有豐富多彩的卡通插圖和引人入勝的故事情節(jié),是小學(xué)生最喜歡的英語(yǔ)讀物之一。在繪本閱讀之前,小學(xué)生大多以死記硬背的方式記憶單詞,詞匯習(xí)得方式較為單一。繪本閱讀能夠運(yùn)用圖片的直觀概念幫助讀者聯(lián)想、推測(cè)生詞,使單詞記憶不再枯燥乏味。目前國(guó)內(nèi)外有關(guān)于小學(xué)英語(yǔ)繪本閱讀的研究,大都針對(duì)其對(duì)英語(yǔ)閱讀方面的影響,研究繪本閱讀對(duì)小學(xué)生詞匯習(xí)得的影響較少。本研究是一項(xiàng)實(shí)驗(yàn)研究,以克拉申的輸入假設(shè)、皮亞杰的認(rèn)知發(fā)展理論以及康德的圖式理論為理論基礎(chǔ),通過(guò)開(kāi)展教學(xué)實(shí)驗(yàn)和問(wèn)卷調(diào)查,對(duì)英語(yǔ)繪本閱讀對(duì)小學(xué)生詞匯習(xí)得的影響進(jìn)行分析探討。本研究主要對(duì)以下幾個(gè)問(wèn)題進(jìn)行了探討:（1）英語(yǔ)繪本閱讀對(duì)小學(xué)生的詞匯廣度有何影響?（2）英語(yǔ)繪本閱讀對(duì)小學(xué)生的詞匯深度有何影響?（3）英語(yǔ)繪本閱讀對(duì)小學(xué)生的詞匯學(xué)習(xí)興趣有何影響?本研究以淮安外國(guó)語(yǔ)小學(xué)五年級(jí)兩個(gè)平行班的學(xué)生為實(shí)驗(yàn)對(duì)象,進(jìn)行了教學(xué)實(shí)驗(yàn)。兩個(gè)班中,1班被設(shè)置為實(shí)驗(yàn)班,2班被設(shè)置為控制班。在教學(xué)實(shí)驗(yàn)開(kāi)展之前,筆者對(duì)兩個(gè)班的學(xué)生分別進(jìn)行了英語(yǔ)詞匯廣度水平測(cè)試和英語(yǔ)詞匯深度水平測(cè)試,并通過(guò)問(wèn)卷的形式調(diào)查了兩個(gè)班學(xué)生的英語(yǔ)詞匯學(xué)習(xí)興趣水平。在實(shí)驗(yàn)開(kāi)展過(guò)程中,筆者對(duì)實(shí)驗(yàn)班學(xué)... 

【文章來(lái)源】：安慶師范大學(xué)安徽省

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the research
    1.2 Objectives of the research
    1.3 Significance of the research
    1.4 Organization of the paper
Chapter Two Literature Review
    2.0 Definitions and features of English picture books
    2.1 Definitions and features of vocabulary acquisition
    2.2 Related researches abroad and at home
        2.2.1.Studies on English picture book reading abroad
        2.2.2 Studies on English picture book reading at home
        2.2.3.Studies on vocabulary acquisition abroad
        2.2.4 Studies on vocabulary acquisition at home
    2.3 Theoretical Foundation
        2.3.1 Language input hypothesis
        2.3.2 Cognitive theory
        2.3.3 Schema theory
Chapter Three Research Design
    3.1 Research questions
    3.2 Research hypothesis
    3.3 Research subjects
    3.4 Research instruments
        3.4.1 Questionnaire
        3.4.2 Experiment
    3.5 Research procedure
        3.5.1 Over planning
        3.5.2 Experimental model
        3.5.3 Materials for the experiment
        3.5.4 Pre-test
        3.5.5 Pre-questionnaire
        3.5.6 Experimental implementation
        3.5.7 Post-test
        3.5.8 Post-questionnaire
    3.6 Data collection and analysis
Chapter Four Results and Discussion
    4.1 The effects of English picture book reading on pupils'vocabulary breadth
        4.1.1 Results of the pre-test
        4.1.2 Results of the post-test
        4.1.3 Comparison between the pre-test and the post-test
    4.2 The effects of English picture book reading on pupils' vocabulary depth
        4.2.1 Results of the pre-test
        4.2.2 Results of the post-test
    4.3 Comparison between the pre-test and the post-test
    4.4 The effects of English picture book reading on pupils' interest in English vocabulary learning
        4.4.1 Results of the pre-questionnaire
        4.4.2 Results of the post-questionnaire
        4.4.3 Comparison between the pre-questionnaire and the post-questionnaire
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations of the research
    5.4 Suggestions for further research
Bibliography
Appendix Ⅰ Pre-test of Vocabulary Breadth
Appendix Ⅱ Pre-test of Vocabulary Depth
Appendix Ⅲ Questionnaire
Appendix Ⅳ Post-test of Vocabulary breadth
Appendix Ⅴ Post-test of Vocabulary Depth
Appendix Ⅵ Lesson plan example
Appendix Ⅶ Papers Published During the Programme



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