本文關(guān)鍵詞：基于語境理論的高中英語詞匯教學(xué)實(shí)驗(yàn)研究　出處：《河北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 語境理論 英語詞匯教學(xué) 高中 詞匯學(xué)習(xí)策略

【摘要】：詞匯是語言的五要素之一,是語言的建筑基石。學(xué)習(xí)者的詞匯量與交際能力緊密聯(lián)系在一起。但是,中國的高中英語詞匯教學(xué)尚不盡人意。近些年來,一些專家及老師也在不斷探索新的詞匯教學(xué)方法,其中很多都致力于將語境理論應(yīng)用于語境詞匯教學(xué)的研究。但是他們中的多數(shù)人只是更多地關(guān)注詞匯的教學(xué)階段而忽視了詞匯的鞏固階段。本文主要依據(jù)語境理論對高中英語詞匯的教學(xué)和鞏固進(jìn)行研究,試圖驗(yàn)證以下兩個假設(shè):通過語境進(jìn)行英語詞匯教學(xué)能提高學(xué)生的使用詞匯學(xué)習(xí)策略的能力。通過語境進(jìn)行英語詞匯教學(xué)能提高學(xué)生的詞匯應(yīng)用能力。本實(shí)驗(yàn)的被試為邢臺市第十九中學(xué)高一年級兩個班96名學(xué)生。在實(shí)驗(yàn)過程中,在實(shí)驗(yàn)班使用語境理論進(jìn)行詞匯教學(xué),在控制班采用傳統(tǒng)的方法進(jìn)行詞匯教學(xué)。實(shí)驗(yàn)持續(xù)一個學(xué)期,在初期和后期,作者采用了定量研究和定性研究相結(jié)合的方法。數(shù)據(jù)來自前后測、前后問卷和訪談,并且使用SPSS 17.0統(tǒng)計軟件進(jìn)行分析。分析所得結(jié)果表明:使用語境理論進(jìn)行詞匯教學(xué)的實(shí)驗(yàn)班,其成績明顯高于控制班。通過語境進(jìn)行詞匯教學(xué)能夠提高他們使用詞匯學(xué)習(xí)策略的能力,而且能提高學(xué)生的詞匯運(yùn)用能力。
[Abstract]:Vocabulary is one of the five elements of language, is the cornerstone of language is closely tied to the vocabulary and communicative competence of learners. However, English Vocabulary Teaching in senior high school Chinese is still unsatisfactory. In recent years, some experts and teachers are constantly exploring new vocabulary teaching methods, many of which are committed to the research and application of context theory in the context of vocabulary teaching. But most of them just pay more attention to teaching vocabulary and ignore the vocabulary consolidation stage. This paper on the basis of context theory to English Vocabulary Teaching in high school and strengthen the research, seeks to test the following two hypotheses: the ability of English Vocabulary teaching can improve students' vocabulary learning the strategy through context. English vocabulary teaching can improve the students' vocabulary competence through context. The subjects for the nineteenth Middle School of Xingtai City Two classes of the first grade high 96 students. During the experiment, using the theory of context in vocabulary teaching in the experimental class, the control class used the traditional methods of vocabulary teaching. The experiment lasted for one semester, in the early and late period, the author adopts quantitative and qualitative research method of combining data from before and after. Before and after the test, questionnaires and interviews, and analyzed using the SPSS 17 statistical software. The analysis results show that the experimental class vocabulary teaching using the theory of context, the scores were significantly higher than the control class. Vocabulary teaching can improve their ability of using vocabulary learning strategies according to the context, but also can improve the students' vocabulary ability.

【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：1393691