新课程理念下的高中英语词汇教学策略

论文摘要

新的《英语课程标准》对词汇教学提出了较高的要求,它体现在词汇教学的“质”和“量”两个方面。一方面,要求学生掌握的词汇量明显增加;另一方面,新课标提倡从用的角度出发学习词汇。这说明,对词汇学习的要求不仅仅限于辨认、识记和理解,还在于运用和表达;词汇教学不仅要扩大学生的词汇量,还要提高学生运用已知词汇的熟练程度。近年来,研究者逐渐把注意力转向词汇教学。农村高中学生是全国高中学生的主力军,但他们大都缺乏科学、有效的词汇学习和识记策略;同时,农村高中英语教师在课堂教学中只重视知识的传授,而忽视词汇教学策略的运用。因此,重视农村高中教学策略的研究并在英语教学中渗透科学、有效的学习策略具有重要意义。一方面,可以提高学生的学习效率;另一方面,能有效地促进教师的教学。既能减轻学生的负担,又能减轻教师的负担。笔者对农村学校青龙第一中学高一年级四个班学生的英语词汇学习策略进行了调查,本次调查采用调查问卷的形式进行,旨在发现学生在词汇学习方面存在的常见问题;同时对高一年级十八个班的英语教师进行了面对面的访谈,试图找出在词汇教学方面农村高中英语教师词汇教学策略的运用情况。针对这次调查反映出的问题,笔者选取了任教的两个班级,一个作为实验班,另一个作为控制班,从二○○七年九月到十二月的四个月教学中,对实验班有针对性地进行了词汇教学策略的渗透和运用。在本次实验中,对实验班学生和控制班学生在学期开始和学期末进行了前测和后测。结果表明:在教师进行词汇教学策略使用的实验班,学习成绩有明显的提高。对本次实验的数据收集、分析采用EXCELE的公式计算出了平均分和标准差等项内容。本文通过对比研究,进一步说明了运用词汇教学策略的重要性,并认为本领域的研究尚有许多工作要做,为此提出了建设性意见。

论文目录

• Abstract
• 中文摘要
• Chapter One Introduction
• 1.1 The importance of English vocabulary teaching
• 1.2 The present situation
• 1.3 The purpose of this research
• 1.4 Organization of the thesis
• Chapter Two Literature Review
• 2.1 Studies of vocabulary teaching
• 2.1.1 Studies of vocabulary teaching abroad
• 2.1.2 Studies of vocabulary teaching in China
• 2.2 Some basic concepts concerning teaching strategy and vocabulary teaching
• 2.2.1 Teaching strategy
• 2.2.2 Vocabulary teaching
• 2.2.2.1 Input theory
• 2.2.2.2 Productive vs. receptive vocabulary knowledge
• 2.2.2.3 Depth vs. breadth of vocabulary
• 2.2.2.4 What to teach about vocabulary knowledge
• 2.2.2.5 How to learn the target words
• 2.3 Theoretical foundation
• 2.4 English vocabulary teaching requirement in the new concept
• Chapter Three Experiment Design
• 3.1 Purposes
• 3.2 Subjects
• 3.3 Instruments and procedures
• 3.4 Data collection
• 3.5 Findings
• 3.5.1 The lack of more efficient methods to memorize vocabulary
• 3.5.2 The lack of scientific methods to teach vocabulary
• Chapter Four Teaching Strategies and Teaching Examples
• 4.1 Teaching strategies
• 4.1.1 The context strategy
• 4.1.1.1 Definition of context
• 4.1.1.2 The important role of context in vocabulary teaching
• 4.1.1.3 The application of context in vocabulary teaching
• 4.1.2 The synonymy strategy
• 4.1.2.1 The definition of synonymy
• 4.1.2.2 Synonyms in vocabulary teaching
• 4.1.3 The collocation strategy
• 4.1.3.1 The definition of collocation
• 4.1.3.2 The application of collocation in vocabulary teaching
• 4.1.4 The hyponymy strategy
• 4.1.4.1 The definition of hyponymy
• 4.1.4.2 The properties of hyponymy
• 4.1.4.3 The uses of constructing semantic fields
• 4.1.5 The grouping strategy
• 4.1.5.1 Theoretical basis
• 4.1.5.2 The application of grouping strategy
• 4.1.6 The word formation strategy
• 4.1.6.1 The properties of stems
• 4.1.6.2 The properties of prefixes
• 4.1.6.3 The properties of suffixes
• 4.2 Teaching examples
• 4.2.1 Using word-formation strategy to teach vocabulary
• 4.2.2 Using context to teach vocabulary
• 4.2.3 Using synonymy strategy to teach vocabulary
• 4.2.4 Using hyponymy strategy to teach vocabulary
• Chapter Five A Comparative Study
• 5.1 Participants
• 5.2 Instrument
• 5.3 The pre-test paper and post-test paper
• 5.4 Data collection
• 5.5 Data analyses
• 5.6 Findings and discussion
• 5.7 Limitation of the study
• 5.8 The conclusion from the comparative study
• Chapter Six Conclusion and Further Suggestions
• 6.1 Summary
• 6.2 Some solutions to solve the problem
• 6.3 Limitations of the study
• 6.4 Recommendations for future research
• Bibliography
• Appendixes
• Acknowledgements