本文選題：綜合性的詞匯教學(xué)法 + 信息深加工理論�。� 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：詞匯是語(yǔ)言的基本組成部分,因此詞匯教學(xué)在英語(yǔ)教學(xué)中占據(jù)非常重要的地位。近年來(lái),詞匯教學(xué)備受關(guān)注。許多詞匯教學(xué)方法相繼涌現(xiàn),其中兩個(gè)典型的方法非常受歡迎并被廣泛研究,即隱性詞匯教學(xué)法與顯性詞匯教學(xué)法。Sokman(2002)支持顯性教學(xué)法,他認(rèn)為詞匯應(yīng)該被給予直接的關(guān)注,首先脫離語(yǔ)境進(jìn)行講解,再?gòu)牟煌矫嬖敿?xì)解釋詞匯知識(shí)。然而Nagy(2002)支持隱性教學(xué)法,他認(rèn)為詞匯應(yīng)該通過(guò)讓學(xué)生完成一些學(xué)習(xí)活動(dòng),無(wú)意識(shí)地被教授�？梢�,兩種詞匯教學(xué)法各有優(yōu)勢(shì)與不足。本研究提出的假設(shè)是將隱性與顯性詞匯教學(xué)法相結(jié)合更有利于學(xué)習(xí)者詞匯學(xué)習(xí)的提高。有些學(xué)者已經(jīng)做了進(jìn)一步的研究證明了這個(gè)假設(shè)(Nation,2003;Schmitt,2008)。目前,國(guó)內(nèi)外學(xué)者對(duì)顯性與隱性教學(xué)法做了大量研究并且取得了矚目成就,但大多數(shù)研究均以大學(xué)生為研究對(duì)象,而對(duì)初高中詞匯教學(xué)的研究甚少。此外,初中的詞匯教學(xué)現(xiàn)狀大體上不盡如人意。因此初中英語(yǔ)詞匯教學(xué)方法應(yīng)備受關(guān)注。本研究基于信息深加工理論,借助隱性與顯性相結(jié)合的詞匯教學(xué)法,以初中生為研究對(duì)象,試圖通過(guò)實(shí)證研究探索較為高效與可行的教學(xué)模式。信息深加工理論認(rèn)為學(xué)習(xí)者可以從不同程度編碼信息,并引出不同程度的記憶軌跡,即信息加工程度越深,記憶保持越持久。該研究將提出該模式的具體方法,展現(xiàn)課堂教學(xué)步驟,進(jìn)行實(shí)證研究,證明綜合的詞匯教學(xué)法無(wú)論記憶保持時(shí)間長(zhǎng)短都比顯性的教學(xué)方法更有效。為了證明綜合詞匯教學(xué)法是否有效,該研究選擇初中的兩個(gè)班級(jí)作為研究對(duì)象進(jìn)行實(shí)驗(yàn)。一個(gè)班級(jí)被設(shè)定為實(shí)驗(yàn)班接受綜合詞匯教學(xué)法的訓(xùn)練,另一個(gè)班級(jí)為控制班接受傳統(tǒng)教學(xué)法即顯性詞匯教學(xué)法。經(jīng)過(guò)三個(gè)月的訓(xùn)練,兩個(gè)班級(jí)均完成了后測(cè)以便發(fā)現(xiàn)兩種教學(xué)方法的不同效果。本文使用SPSS中的配對(duì)樣本及獨(dú)立樣本t檢驗(yàn)分析學(xué)生的測(cè)試成績(jī)。統(tǒng)計(jì)結(jié)果及定量分析如下:a.在即時(shí)后測(cè)中,實(shí)驗(yàn)班取得的分?jǐn)?shù)高于控制班,這表明綜合詞匯教學(xué)法在促進(jìn)學(xué)生詞匯學(xué)習(xí)上比顯性方法更有效。b.在延時(shí)后測(cè)中,實(shí)驗(yàn)班也比控制班取得更高的分?jǐn)?shù),這表明綜合詞匯教學(xué)法比顯性教學(xué)法更有利于維持詞匯的記憶。c.在即時(shí)后測(cè)與延時(shí)后測(cè)中,實(shí)驗(yàn)班在接受與產(chǎn)出詞匯測(cè)試中比控制班均表現(xiàn)優(yōu)秀。對(duì)于接受性與產(chǎn)出性詞匯知識(shí)的學(xué)習(xí),綜合的教學(xué)方法更有效。通過(guò)實(shí)驗(yàn)研究與討論,該研究認(rèn)為教師在詞匯教學(xué)中應(yīng)該采用綜合詞匯教學(xué)法,包括大量接觸詞匯,將未知詞匯與已知詞匯相結(jié)合,從不同方面解釋詞匯知識(shí),提供更多的練習(xí)機(jī)會(huì)等等。綜合性的詞匯教學(xué)法不僅可以激發(fā)學(xué)習(xí)者的情感,興趣,感受與經(jīng)歷,還可以再激發(fā)他們大腦中的詞匯知識(shí),并將新詞匯與已學(xué)詞匯相結(jié)合。在整個(gè)認(rèn)知過(guò)程中,學(xué)習(xí)者通過(guò)不斷檢索與記憶,將新詞匯內(nèi)化為他們已有的認(rèn)知框架,并將已知的詞匯知識(shí)加以鞏固。此外,綜合性的詞匯教學(xué)法證明經(jīng)過(guò)深加工使詞匯變得更有意義,并且在學(xué)習(xí)者的頭腦中可以長(zhǎng)期存儲(chǔ),這與Craik and Lockhart(1972)的觀點(diǎn)相一致。總之,綜合性的詞匯教學(xué)法激發(fā)學(xué)習(xí)者投入認(rèn)知與情感,促進(jìn)詞匯學(xué)習(xí)。
[Abstract]:Vocabulary is the basic component of language, so vocabulary teaching occupies a very important position in English teaching. In recent years, vocabulary teaching has attracted much attention. Many vocabulary teaching methods have emerged, among which two typical methods are very popular and has been widely studied, namely the implicit vocabulary teaching and explicit vocabulary teaching method (2002.Sokman) support explicit teaching, he believes that vocabulary should be given immediate attention, first out of context to explain, from the different aspects of a detailed explanation of vocabulary knowledge. However, Nagy (2002) to support the recessive teaching method, he thought the words should be by allowing students to complete some learning activities, unconsciously by the professor. Visible, two words teaching methods have their advantages and disadvantages. In this paper it is assumed that the implicit and explicit vocabulary teaching method is more conducive to the learners to improve their vocabulary learning. Some scholars have done. Further studies show that this hypothesis (Nation, 2003; Schmitt, 2008). At present, domestic and foreign scholars on the explicit and implicit teaching method has done a lot of research and made great achievements, but most of them are college students as the research object, and Study on the junior high school and senior high school vocabulary teaching is very little. In addition, the status of vocabulary teaching junior high school generally not satisfactory. Therefore the junior middle school English vocabulary teaching methods should be concerned. This study is based on the information processing theory, by means of the combination of implicit and explicit vocabulary teaching, junior high school students as the research object, through the empirical research to more efficient and feasible teaching model. Deep processing of information theory is that learners from the different degree of encoding information, and leads to the memory traces in different degree, the degree of information processing more deeply, more memory lasting. The study will put forward specific methods of the model, show The classroom teaching procedure, empirical research proves that vocabulary teaching method integrated either memory retention time are more effective than explicit teaching method. In order to prove the validity of the comprehensive vocabulary teaching method, the study selected two classes of junior high school as the research object of the experiment. One class was set as the experimental class received comprehensive vocabulary teaching method the training of another class as the control class received the traditional teaching method that explicit vocabulary teaching method. After three months of training, the two classes were completed after the test in order to find the different effects of two kinds of teaching methods. This paper use the paired sample SPSS and independent samples t test analysis of student test scores. The results are as follows: statistical and quantitative A. in the immediate post test, the experimental class scores higher than that of the control class, which indicates that the integrated vocabulary teaching method in promoting students' vocabulary learning than explicit methods .b. is effective in the delayed post test, the experimental class also achieved higher scores than the control class, which indicates that the integrated vocabulary teaching is the dominant teaching method is more conducive to maintaining the vocabulary of memory.C. in the immediate post test and delayed post test, the experimental class in accepting and productive vocabulary tests than the control class for outstanding performance. With the knowledge of productive vocabulary learning, comprehensive teaching method is more effective. Through the research and discussion of the experimental, this study suggests that the teachers should adopt comprehensive vocabulary teaching methods in vocabulary teaching, including a large number of contact vocabulary, vocabulary and vocabulary will be the unknown known combination of interpretation from different aspects of vocabulary knowledge, provide more opportunities for exercise etc. comprehensive vocabulary teaching method can not only stimulate learners' interest, emotion, feeling and experience, can also stimulate the vocabulary knowledge of their brains, and will have to learn new vocabulary and vocabulary. . in the cognitive process, learners through continuous search and memory, the new vocabulary for their existing internalized cognitive framework, and vocabulary knowledge known to be consolidated. In addition, that comprehensive vocabulary teaching methods through the deep processing of the vocabulary becomes more meaningful, and can be long-term storage in the learner's mind with this, Craik and Lockhart (1972) consistent point of view. In short, comprehensive vocabulary teaching method can arouse learners into cognition and emotion, facilitate vocabulary learning.

【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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