通过阅读扩大呼市十九中初中生英语词汇量的研究

论文摘要

词汇是语言学习的重要组成部分。各种语言学习活动归根结底都是学习词汇的活动,是词汇在听、说、读、写、译等形式中的练习和运用。新西兰的Nation, I. S. P.在Teaching and Learning vocabulary一书中指出,语言学习者在输入性和输出性语言使用方面的许多困难都源于词汇的不足。可见,词汇学习直接影响语言学习的效果。我国教育部指定的《（全日制义务教育普通高级中学）英语课程标准》（2002）指出初中学生到毕业要掌握1500-1600个词汇和100个常用的短语。而目前作者所在学校呼市第十九中学的初中生的词汇学习状况不容乐观,学生的词汇量及阅读能力与中考要求相差甚远。教师的词汇教学急需提高和改进,学生的词汇学习能力急需提高,词汇量急需扩大。实际上,在结合平时的教学经验及学生实际情况的基础上,潜心专研教材,运用先进的教学理念和科学方法,我们的一线教师在词汇教学方面还是有很大的可操作空间来发挥个人教学潜能和魅力的。Ophelia H. Hancock（1998）认为,“扩大词汇量的最好办法就是阅读。”Krashen（1982）用输入假设来观察语言输入与语言习得的关系,他认为习得语言的唯一方式就是通过理解语言信息或接受可理解的输入比如阅读就需要理解性的输入,只之要提供足够数量和形式的语言输入,词汇量和阅读能力就可能提高。“i+1”模式是应用语言学的重大飞跃。i是学生现有水平,输入的内容是1,是稍微超出学生现有水平的输入,以此来获得“i+1”的效果。此次研究主要以Krashen（1982）的二语习得理沦中的“输入假设”（The Input Hypothesis）为基础,结合相关教育心理学理论,提出通过i+1的阅读输入扩大初中生英语词汇量。作者对呼市第十九中学初中二年级两个班进行了为期一学年的实验。一个作为实验班,另一个作为对照班。在实验班作者立足教材各模块主题阅读,课上适当补充贴近该主题的双语报的阅读材料,如猜词阅读。教给学生如何通过语境线索和根据构词法猜词,并辅以恰当实时的使用词典方法,课下布置定量的相关阅读任务加以巩固所学内容,以便于观察阅读输对初中生英语词汇量的影响。通过前测,后测,问卷调查,访谈进行数据收集。成绩通过SPSS13.0统计,对成绩差异进行了Z检验。结果证明：通过i+1的阅读输入,初中学生猜词能力提高了,词汇量也扩大了

论文目录

• 中文摘要
• ABSTRACT
• Ⅰ. Introduction
• 1.1 The importance of vocabulary teaching
• 1.2 The Significance of Research
• 1.3 Thesis structure
• Ⅱ. Literature Review
• 2.1 Krashen's Thories in Second Language Acquisition
• 2.1.1 The Acquisition/Learning Hypothesis
• 2.1.2 The Comprehensive Input Hypothesis
• 2.1.3 The Affective Filter Hypothesis
• 2.1.4 Summary of the three hypothesis
• 2.2 Context-based Approach
• 2.2.1 The definition of context
• 2.2.2 Classification of context
• 2.2.3 Context-based Approach
• 2.3 Nation's thory of guessing vocabulary in context
• 2.4 The three methods of learning vocabulary
• 2.4.1 learning vocabulary through nine types of contextual clues
• 2.4.1.1 Definition clues
• 2.4.1.2 Synonyms clues
• 2.4.1.3 Antonyms and contrast clues
• 2.4.1.4 Examples clues
• 2.4.1.5 Restatement clues
• 2.4.1.6 Relationship clues
• 2.4.1.7 Inference clues
• 2.4.1.8 Syntax functional analysis clues
• 2.4.1.9 Life experience clues
• 2.4.2 Learning vocabulary through analyzing word-building morphology
• 2.4.2.1 Using affixation to guess the meaning of the word
• 2.4.2.2 Using compounding to guess the meaning of the word
• 2.4.2.3 Using Conversion to guess the meaning of the word
• 2.4.3 Acquiring vocabulary through using dictionary
• 2.5 Enlarging vocabulary size through reading
• 2.5.1 Overview of Chinese research on enlarging vocabulary through reading
• 2.5.2 Overview of abroad research on broadening vocabulary through reading
• 2.5.3 The benefits of using newspaper as reading material in class and out of class
• 2.5.3.1. The newspaper reading can reappear the teaching material of vocabulary,deepen the students' understanding
• 2.5.3.2 The newspaper reading can make students acquire a lot of high-frequency reading vocabulary
• 2.5.3.3 Newspaper reading can enable the student contact with authentic English and learn authentic English expression
• 2.5.4 Summary
• Ⅲ. Research Methodology
• 3.1 Hypotheses
• 3.2 Subjects
• 3.3 Materials
• 3.4 Instruments
• 3.4.1 Pre-test and post-test of the vocabulary size
• 3.4.2 Pre-test and post-test of the students' guessing words in reading
• 3.4.3 A questionnaire after the training
• 3.4.4 Students' Self-report
• 3.5 Procedure
• 3.5.1 Pre-test
• 3.5.2 Classroom training
• 3.5.2.1 Guessing words through contextual clues
• 3.5.2.2 Nation's 5-step guessing procedure
• 3.5.2.3 Analyzing the structures of word-building morphology
• 3.5.2.4 Using dictionary to check the meaning of the words
• 3.5.3 The post-test
• 3.5.4 Interview
• 3.5.5 Students' self-report
• 3.6 Data collection
• 3.6.1 Data from the two tests of vocabulary siz
• 3.6.2 Data from two tests of guessing words through reading
• 3.6.3 Data from a questionnaire after the training
• 3.6.4 Data from students’ self-report
• Ⅳ. Results and discussion
• 4.1 Comparison of pre-test and post-test of the vocabulary size
• 4.2 Comparison of the guessing ability through reading input
• 4.3 A questionnaire after the training
• 4.4 Students' self-report
• Ⅴ. Conclusions
• 5.1 Major findings
• 5.2 Limitations of the study
• 5.3 Suggestions for future research
• Bibliography
• 攻读硕士期间发表的和获奖的论文
• Appendix
• Acknowledgements