本文選題：語(yǔ)篇填空　切入點(diǎn)：詞匯教學(xué)　出處：《延邊大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：吉林省高考英語(yǔ)卷2014年開(kāi)始增設(shè)的語(yǔ)篇填空題是我校學(xué)生試卷的主要失分點(diǎn)。該題型錯(cuò)誤率較高說(shuō)明學(xué)生在詞匯運(yùn)用、句子分析和語(yǔ)篇分析方面相對(duì)薄弱。因此,通過(guò)對(duì)此類(lèi)新題型的研究,分析學(xué)生的失分情況,并針對(duì)語(yǔ)篇填空題的題型要求,在高三英語(yǔ)詞匯教學(xué)中培養(yǎng)學(xué)生的詞匯運(yùn)用能力顯得尤為緊要和迫切。本文旨在通過(guò)詞匯教學(xué)實(shí)驗(yàn)研究,解決學(xué)生語(yǔ)篇填空題的失分問(wèn)題,探索實(shí)用、科學(xué)、有效的詞匯教學(xué)和學(xué)習(xí)策略,提高高三英語(yǔ)詞匯教學(xué)效率,有效提升高三學(xué)生英語(yǔ)的詞匯運(yùn)用能力和語(yǔ)篇分析能力。本文首先通過(guò)各種渠道對(duì)文獻(xiàn)資料進(jìn)行搜集、整理、學(xué)習(xí),概括了語(yǔ)篇填空的相關(guān)理念及研究進(jìn)展,簡(jiǎn)述了我國(guó)高考語(yǔ)篇填空題型的特點(diǎn),闡明了英語(yǔ)詞匯運(yùn)用的教學(xué)要求。在歷時(shí)22周的研究中,選取所任教的兩個(gè)班級(jí)的學(xué)生作為實(shí)驗(yàn)對(duì)象,制訂針對(duì)實(shí)驗(yàn)班和控制班采用不同詞匯教學(xué)方法的課堂教學(xué)實(shí)驗(yàn)。控制班將采用直接教學(xué)法,教師直接展示詞匯,告知學(xué)生詞匯的中文意思；而實(shí)驗(yàn)班則將進(jìn)行強(qiáng)化詞匯運(yùn)用的詞匯教學(xué),即從課文閱讀中認(rèn)識(shí)詞匯,在語(yǔ)篇填空題中復(fù)現(xiàn)詞匯,讓學(xué)生根據(jù)詞匯聯(lián)想相關(guān)詞形變化,以及在具體語(yǔ)篇中詞匯的運(yùn)用。在實(shí)驗(yàn)第—周、第十—周和最后—周實(shí)施語(yǔ)篇填空試題測(cè)試,并進(jìn)行測(cè)試成績(jī)的量化和質(zhì)化分析,進(jìn)而驗(yàn)證實(shí)驗(yàn)對(duì)象在進(jìn)行語(yǔ)篇型詞匯運(yùn)用教學(xué)的前、中、后期的詞匯運(yùn)用能力變化。實(shí)驗(yàn)結(jié)果表明,詞匯運(yùn)用教學(xué)的模式對(duì)學(xué)生英語(yǔ)詞匯運(yùn)用能力的提升具有顯著效果,實(shí)驗(yàn)班學(xué)生不僅語(yǔ)篇填空題正確率大幅提升,而且詞匯運(yùn)用更加自如,造句作文的流利度、正確率均遠(yuǎn)遠(yuǎn)高于控制班。在高三英語(yǔ)詞匯教學(xué)中,強(qiáng)化詞匯在語(yǔ)篇中的運(yùn)用,幫助學(xué)生理解并且掌握所學(xué)詞匯在具體語(yǔ)境中的正確運(yùn)用方法,提高語(yǔ)篇填空題的答題正確率,提升詞匯運(yùn)用能力,體現(xiàn)出語(yǔ)言教學(xué)的交際目的性或交際方向性。
[Abstract]:The main missing points in our college students' examination papers are the text filling problems that have been added to the College entrance examination English Volume in Jilin Province since 2014. The high error rate of this question type indicates that the students are relatively weak in the use of vocabulary, sentence analysis and discourse analysis. Through the study of this new type of questions, this paper analyzes the students' scores, and aims at the requirements of the question type of the text filling in the blanks. It is very important and urgent to cultivate students' ability of using vocabulary in senior three English vocabulary teaching. The purpose of this paper is to solve the problem of students' missing scores in filling the blanks of discourse through the experimental study of vocabulary teaching, and to explore the practical and scientific aspects. Effective vocabulary teaching and learning strategies can improve the efficiency of English vocabulary teaching in Senior three, and improve the ability of vocabulary use and discourse analysis of Senior three students. Firstly, this paper collects, arranges and studies the literature through various channels. This paper summarizes the relevant concepts and research progress of text filling, briefly describes the characteristics of the type of text filling in the college entrance examination in China, and clarifies the teaching requirements for the use of English vocabulary. The students of the two classes are selected as the experimental objects, and the classroom teaching experiments with different vocabulary teaching methods are made for the experimental class and the control class. The control class will adopt the direct teaching method, and the teacher will display the vocabulary directly. In the experimental class, vocabulary teaching will be carried out to strengthen the use of vocabulary, that is, to recognize the vocabulary from the reading of the text, and to repeat the words in the blanks of the text, so that the students can change their lexical forms according to the association of words. And the use of vocabulary in specific texts. In the first week of the experiment, 10th weeks and the last week of the experiment, the text test questions were filled in, and the quantitative and qualitative analysis of the test results was carried out. The experimental results show that the model of lexical use teaching has a significant effect on the improvement of students' English vocabulary use ability before, during and during the later period of discourse vocabulary use teaching, and the experimental results show that the model of lexical use teaching has a significant effect on the improvement of students' English vocabulary use ability. In the experimental class, not only the correct rate of filling in the blanks is greatly improved, but also the vocabulary is more freely used. The fluency and accuracy of the sentence composition are far higher than those of the control class. In senior three English vocabulary teaching, the use of vocabulary in the discourse is strengthened. Help students to understand and master the correct use of vocabulary in specific context, improve the correct rate of answering questions, improve the ability of vocabulary use, and reflect the communicative purpose or direction of language teaching.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.41

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