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以语境和词块为基础注重复现的初中英语词汇教学

2020-12-07阅读(416)

以语境和词块为基础注重复现的初中英语词汇教学

论文摘要

初中阶段词汇学习是英语学习中重要的一个组成部分。虽然词汇教学得到了越来越多的关注,许多新的教学方法也被应用,初中英语教师还是没有足够重视词汇教学。教师通常用单词表教单词,并让学生通过反复背诵记忆单词。这种做法使得学生单词记忆不牢固,感到学习没有乐趣。为了解决这个难题,本文作者提出了在语境和词块基础上采用复现的方式进行词汇教学。语境不仅能够使得单词有清晰唯一的含义,而且能够帮助记忆。词块在英语中大量存在,学好它有助于词汇的学习。并且词块也有帮助记忆的功用。无论是认知心理学还是个人经验都证明复现可以增强记忆。这三者的结合一定能够使学生单词记忆时间增长,记忆难度降低。试验数据也的确证实在语境和词块基础上采用复现的方式进行词汇教学确实起到了帮助学生提高记忆词汇和整体英语水平的作用。本文包括六章。第一章介绍了提出在语境和词块的基础上采用复现的方式进行词汇教学的原因.。第二章和第三章是理论综述。第二章讨论了词汇的几个基本概念。也讨论了语境理论、词块理论和词汇教学的关系。第三章从认知心理学的角度讨论了记忆理论。并讨论了复现,语境和词块之间的关系。第四章介绍了试验设计和具体步骤。第五章是数据分析和结论。在第六章中给出了进一步的词汇教学建议并讨论了试验的局限性。

论文目录

  • Acknowledgements
  • Abstract
  • 中文摘要
  • 1.C hapter One Introduction
  • 1.1 The importance of the vocabulary teaching
  • 1.2 The problems in vocabulary teaching in junior middle schools
  • 1.3 The objective of the thesis
  • 2.C hapter Two Vocabulary and Vocabulary teaching
  • 2.1 Basic concepts of vocabulary
  • 2.1.1 The definition of vocabulary
  • 2.1.2 The frequency of vocabulary
  • 2.1.3 The width and Depth of vocabulary
  • 2.1.4 Word knowledge
  • 2.1.5 Testing of vocabulary
  • 2.2 Historical trends in vocabulary teaching
  • 2.3 Context and vocabulary teaching
  • 2.3.1 What is context?
  • 2.3.2 Relationship between context and vocabulary teaching
  • 2.4 Lexical chunks and vocabulary teaching
  • 2.4.1 Different terms for lexical chunks
  • 2.4.2 Lexical chunks and language teaching
  • 2.4.3 Lexical chunks and vocabulary teaching
  • 3.C hapter Three Cognitive theories and vocabulary learning
  • 3.1 Three types of memory
  • 3.2 Forgetting studies
  • 3.3 Repetition and context and chunks
  • 3.3.1 Repetition and context
  • 3.3.2 Repetition and chunks
  • 4.C hapter Four Experimental design
  • 4.1 Hypotheses:
  • 4.2 Participants
  • 4.3 Instrument
  • 4.3.1 The questionnaires
  • 4.3.2 The vocabulary tests
  • 4.3.3 The competence tests
  • 4.4 Procedure of the experiment
  • 4.4.1 Before the experiment
  • 4.4.2 The experiment
  • 4.4.3 After the experiment
  • 5.C hapter Five Data Analysis and conclusion
  • 5.1 Comparison of the two questionnaires
  • 5.1.1 Compare EC and CC in Questionnaire One
  • 5.1.2 Compare Questionnaire One and Questionnaire Two of EC
  • 5.2 Comparison of the two vocabulary tests
  • 5.2.1 Compare the average score of EC and CC in vocabulary tests..
  • 5.2.2 Compare the performance of the best students and worst students in EC and CC
  • 5.3 Comparison of the two English competence tests
  • 5.4 Conclusion
  • 6.C hapter Six Further suggestions and limitation
  • 6.1 Further suggestions on the vocabulary teaching
  • 6.2 The limitation of the experiment
  • Bibliography

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    以语境和词块为基础注重复现的初中英语词汇教学
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