近些年來,計算機網絡技術的迅速發(fā)展為多模態(tài)外語教學提供了技術支持,而多模態(tài)話語分析理論的逐步深入,也為多模態(tài)外語教學提供了理論指導,PPT演示教學等計算機輔助教學越來越受到廣大師生的歡迎,逐漸代替了傳統(tǒng)的教學模式。然而,對于多模態(tài)PPT演示在教學中的實際效用,國內外相關研究尚無定論。張德祿指出,關于PPT演示教學對中國學生學習外語的影響應該深入研究。本文的目的在于將多模態(tài)PPT融入小學英語詞匯教學中,為廣大小學英語教學工作者了解多模態(tài)PPT在提高單詞學習效率和興趣方面的效果提供一些參考。本研究歷時四個月,研究對象是本校五年級兩個平行班一共74名學生,一個班沿用傳統(tǒng)詞匯教學即沿用前一位老師一直使用的“點讀機或教師領讀—翻譯—例句—背誦—聽寫”的形式,另一個班采用多模態(tài)PPT詞匯教學。通過單詞前后測、綜合能力前后測和問卷調查研究以下三個問題:（1）多模態(tài)PPT是否能夠幫助小學生記憶單詞?（2）多模態(tài)PPT對小學生的單詞應用能力有何影響?（3）小學生對多模態(tài)PPT應用于英語詞匯教學的態(tài)度如何?通過將數據錄入SPSS 23.0進行整理分析,發(fā)現經過四個月的不同教學,實驗班的單詞后測成績和綜合能... 

【文章頁數】：110 頁

【學位級別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 The Framework of the Thesis
Chapter Two Literature Review
    2.1 Studies on Multimodality
        2.1.1 The Definition of Multimodality
        2.1.2 Previous Studies of Multimodality Abroad
        2.1.3 Previous Studies of Multimodality at Home
    2.2 Studies on Multimodal PPT
        2.2.1 The Definition of PPT and Multimodal PPT
        2.2.2 Previous Studies of Multimodal PPT Abroad
        2.2.3 Previous Studies of Multimodal PPT at Home
    2.3 Studies on English Vocabulary Teaching
        2.3.1 Previous Studies of English Vocabulary Teaching Abroad
        2.3.2 Previous Studies of English Vocabulary Teaching at Home
    2.4 The Positive Influence of Multimodality on English Vocabulary Teaching
    2.5 The Theoretical Foundations of the Research
        2.5.1 Multimodal Discourse Analysis Theory
        2.5.2 Input Hypothesis
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Vocabulary Tests
        3.3.2 Comprehensive Tests
        3.3.3 Questionnaire
        3.3.4 Data Analysis Software
    3.4 Research Procedures
        3.4.1 The First Stage:the Preparation Stage
        3.4.2 The Second Stage:the Experimental Stage
        3.4.3 The Third Stage:the Analysis Stage
    3.5 Teaching Experiment
        3.5.1 Teaching Procedures in the Controlled Class
        3.5.2 Teaching Procedures in the Experimental Class
        3.5.3 The Comparison of Traditional Vocabulary Teaching and Multimodal PPT Vocabulary Teaching
Chapter Four Results and Discussion
    4.1 Analysis of the Data from Vocabulary Tests
        4.1.1 Data Analysis of the Pretest
        4.1.2 Data Analysis of the Independent Samples T-test of the VocabularyPost-test
        4.1.3 Data Analysis of the Paired Sample T-test of the Vocabulary Pretest and Post-test
    4.2 Analysis of the Data from Comprehensive Tests
        4.2.1 Data Analysis of the Pretest
        4.2.2 Data Analysis of Independent Samples T-test of the Comprehensive Post-test
        4.2.3 Data Analysis of the Paired Sample T-test of the Comprehensive Pretestand Post-test
    4.3 Data Analysis of the Questionnaire
        4.3.1 Results Analysis and Discussion of Factor 1
        4.3.2 Results Analysis and Discussion of Factor 2
        4.3.3 Results Analysis and Discussion of Factor 3
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions of the Study
Bibliography
Appendix 1 Vocabulary Pretest Paper
Appendix 2 Vocabulary Post-test Paper
Appendix 3 Comprehensive Pretest Paper
Appendix 4 Comprehensive Post-test Paper
Appendix 5 Questionnaire
Appendix 6 A Sample Lesson of Traditional Vocabulary Teaching
Appendix 7 A Sample Lesson of Multimodal PPT Vocabulary Teaching
Acknowledgements



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