詞匯是語(yǔ)言的基礎(chǔ),詞匯學(xué)習(xí)是發(fā)展語(yǔ)言技能的關(guān)鍵,近年來(lái),這一課題得到了廣泛研究。小學(xué)英語(yǔ)課程標(biāo)準(zhǔn)要求,學(xué)生應(yīng)該掌握600-700個(gè)單詞和大約50個(gè)短語(yǔ)。此外,語(yǔ)言學(xué)習(xí)需要大量的輸入。因此,豐富多樣的課程資源對(duì)英語(yǔ)學(xué)習(xí)尤其重要�？紤]到教和學(xué)的需求,英語(yǔ)課程應(yīng)提供貼近學(xué)生生活、貼近時(shí)代的英語(yǔ)學(xué)習(xí)資源,教師應(yīng)積極利用電視、音像、廣播、網(wǎng)絡(luò)等信息,拓展學(xué)生學(xué)習(xí)和運(yùn)用英語(yǔ)的渠道。多模態(tài)教學(xué)以多模態(tài)話語(yǔ)分析理論框架為基礎(chǔ),利用多種多模態(tài)符號(hào)同時(shí)使用,充分地調(diào)動(dòng)學(xué)生的多種感官來(lái)參與學(xué)習(xí),刺激學(xué)生在記憶詞匯的同時(shí)產(chǎn)生多方面的聯(lián)想,增強(qiáng)學(xué)生的記憶效果。因此,運(yùn)用多模態(tài)教學(xué)對(duì)小學(xué)詞匯教學(xué)進(jìn)行實(shí)證研究具有重要意義。在本研究中,多模態(tài)教學(xué)被定義為一種新型有效的教學(xué)方法:教師采用多種教學(xué)手段,如詞匯游戲、小組任務(wù)、角色扮演等,以此來(lái)調(diào)動(dòng)學(xué)生參與課堂教學(xué)互動(dòng)的積極性和主動(dòng)性,同時(shí)在教學(xué)中運(yùn)用語(yǔ)言、圖片、音樂(lè)、實(shí)物、視頻、手勢(shì)等多種模態(tài)資源吸引學(xué)生的注意力,激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣,活躍課堂教學(xué)氣氛。本實(shí)證研究試圖探究多模態(tài)教學(xué)對(duì)小學(xué)生英語(yǔ)詞匯成績(jī)與課堂焦慮的影響,并與傳統(tǒng)的詞匯教學(xué)方法進(jìn)行對(duì)比。為此,提出了以下研究...

【文章頁(yè)數(shù)】：101 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 Study
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Multimodal Teaching
        2.1.1 Definition of Multimodal Teaching
        2.1.2 The Choices of Modes in Multimodal Teaching
    2.2 Foreign Language Classroom Anxiety
    2.3 Research on English Vocabulary Scores through Multimodal Teaching at Homeand Abroad
    2.4 Research on English Classroom Anxiety through Multimodal Teaching at Homeand Abroad
    2.5 Theoretical Framework of the Study
        2.5.1 Multimodal Discourse Analysis
        2.5.2 Input Enhancement Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Scale
        3.3.3 Interview
    3.4 Research Procedure
        3.4.1 Pre-experiment
        3.4.2 While-experiment
        3.4.3 Post-experiment
    3.5 A Sample Lesson
    3.6 Data Collection and Data Analysis
        3.6.1 Data Collection
        3.6.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Results and Discussion of Quantitative Research
        4.1.1 Results and Discussion of Students' English Vocabulary Scores
        4.1.2 Results and Discussion of Students' English Classroom Anxiety
    4.2 Results and Discussion of Qualitative Research
        4.2.1 Effects of Multimodal Teaching on Students' English Vocabulary Scores and the Corresponding Reasons
        4.2.2 Effects of Multimodal Teaching on Students' English Classroom Anxiety and the Corresponding Reasons
        4.2.3 Students' Suggestions on the Application of Multimodal Teaching
Chapter Five Conclusion
    5.1 Main Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix IV
攻讀學(xué)位期間科研成果



本文編號(hào)：3755740