本文關(guān)鍵詞： 初中詞匯教學(xué) 語境 應(yīng)用　出處：《福建師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：在英語教學(xué)中,最關(guān)鍵的要素不取決于你純正的發(fā)音,完美的語法,而是詞匯掌握的程度。語言的三大要素之一是詞匯。語境在很大程度上制約著話語的意義,話語的真正內(nèi)含在沒有語境的幫助作用下是很難確定的。詞匯教學(xué)的關(guān)鍵就在于語境的應(yīng)用。現(xiàn)今,初中英語詞匯教學(xué)仍然存有許多弊病。例如,傳統(tǒng)教學(xué)法的課堂氛圍沉悶；教師忽略語境在詞匯教學(xué)中的重要性,孤立地講解詞匯；學(xué)生對詞義的片面了解,所學(xué)詞匯不能恰當(dāng)?shù)剡\用；費時低效的結(jié)果是讓學(xué)生畏懼詞匯學(xué)習(xí),視之為英語學(xué)習(xí)中的沉重負擔(dān)。因此,找到一種行之有效的適用于初中詞匯教學(xué)的方法迫在眉睫了。目前,基于語境理論的詞匯教學(xué)已被廣大師生所認可。因為,同一個單詞會隨著語境的不同而不同,語境對詞匯的含義有著解釋和限制的重要作用。但語境運用于初中英語詞匯教學(xué)的研究仍然不完善,處于起步階段。因此,筆者在前人研究的理論基礎(chǔ)上,對詞匯教學(xué)中運用語境理論進行了探索和分析。在本論文中,筆者對兩個問題進行論證：(1)基于語境理論的詞匯教學(xué)優(yōu)于傳統(tǒng)的詞匯教學(xué)法,能激發(fā)學(xué)生詞匯學(xué)習(xí)的興趣。(2)基于語境理論的詞匯教學(xué)能改善學(xué)生詞匯學(xué)習(xí)策略,提高學(xué)生的完形填空測試能力。筆者通過閱讀文獻、觀察、訪談、問卷和實驗等方法,以人教版新目標(biāo)九年級上冊課本為教材,結(jié)合相關(guān)的練習(xí),對語境理論應(yīng)用于初中英語詞匯教學(xué)進行實驗研究。在兩個平行班歷時四個月的實驗中,筆者對運用語境理論進行詞匯教學(xué)的實驗班和運用傳統(tǒng)詞匯教學(xué)的對照班的學(xué)生分別進行了兩次詞匯測試,并且對實驗班的學(xué)生進行了兩次問卷調(diào)查和實驗后的一次訪談。最后的數(shù)據(jù)結(jié)果顯示：實驗班學(xué)生的完形填空和總分的兩個平均分都遠遠高于以傳統(tǒng)教學(xué)法的對照班,實驗班前、后測的成績差距也非常明顯,并且實驗班的學(xué)生更多地關(guān)注詞匯所出現(xiàn)的語境,詞匯學(xué)習(xí)策略大有改進,學(xué)習(xí)成績明顯提高。因此,論文最后得出的結(jié)論是,基于語境理論的詞匯教學(xué)法優(yōu)于傳統(tǒng)的詞匯教學(xué)法,能激發(fā)學(xué)生詞匯學(xué)習(xí)的興趣,改善學(xué)生的詞匯學(xué)習(xí)策略,提高學(xué)生的完形填空測試能力。同時,在英語教學(xué)的研究領(lǐng)域中,語境詞匯教學(xué)仍有很大的發(fā)展空間有待開拓。
[Abstract]:In English teaching, the most important factor is not your pure pronunciation, perfect grammar, but the degree of vocabulary mastery. One of the three elements of language is vocabulary. Context greatly restricts the meaning of discourse. The real implication of discourse is difficult to determine without the help of context. The key of vocabulary teaching lies in the application of context. Nowadays, there are still many disadvantages in vocabulary teaching in junior high school. For example, the classroom atmosphere of traditional teaching method is dull; Teachers ignore the importance of context in vocabulary teaching and explain vocabulary in isolation; students' unilateral understanding of the meaning of words, the words learned can not be properly used; the result of time-consuming and inefficient is to make students fear vocabulary learning, Therefore, it is urgent to find an effective method for vocabulary teaching in junior high school. At present, vocabulary teaching based on context theory has been accepted by teachers and students. The same word will vary with the context. Context plays an important role in explaining and limiting the meaning of vocabulary. However, the application of context in English vocabulary teaching in junior high school is still not perfect and is still in its infancy. On the basis of the previous studies, the author explores and analyzes the use of context theory in vocabulary teaching. In this paper, the author demonstrates that the lexical teaching based on context theory is superior to the traditional vocabulary teaching method. The vocabulary teaching based on context theory can improve students' vocabulary learning strategies and improve students' cloze test ability. Taking the textbook of the first grade of the ninth grade as the teaching material, and combining the relevant exercises, this paper makes an experimental study on the application of context theory to the teaching of English vocabulary in junior high school. In the four-month experiment of two parallel classes, The author conducted two vocabulary tests on the students in the experimental class of vocabulary teaching using context theory and the control class with traditional vocabulary teaching. Two questionnaires and one interview were conducted to the students in the experimental class. The final data showed that the average scores of cloze filling and total score of the experimental class were much higher than those of the control class with the traditional teaching method. Before the experimental class, the difference between the post-test scores is also very obvious, and the students in the experimental class pay more attention to the context of vocabulary, vocabulary learning strategy has been greatly improved, and the learning results are significantly improved. Therefore, the final conclusion of the paper is:. The vocabulary teaching method based on context theory is superior to the traditional vocabulary teaching method, which can stimulate students' interest in vocabulary learning, improve students' vocabulary learning strategies and improve students' cloze test ability. There is still a lot of room for the development of contextual vocabulary teaching.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：1510819