词汇策略与中学生英语词汇的发展

论文摘要

这项研究的目的是我们要弄清是否还有更有效的词汇教学方法。多年来我们的英语的基础教育无论是侧重语法还是听说读写能力的培养,都从一定意义上忽略了词汇教学。词汇量增加无疑对中学生是一种挑战,因为他们缺乏有效的词汇策略。这个问题已经引起了许多语言学家和语言研究者的重视。尤其是单词的读法和拼写,对于英语为母语的人都是一个困扰,是个连外籍专家都无法解决的难题。而李如云教授通过多年的研究,发现了这个大家一直探求的密码。所以我尝试用种新的词汇教学方法,表音密码来验证学生的读单词和拼写单词的能力是否通过训练得到有效提高,为词汇的记忆扫除障碍。本文以实践为基础,介绍一种适合中国学生的单词的认读和拼写策略来解决记忆单词难的问题,这个词汇教学策略就是表音密码。本文的研究主要针对以下几个问题:(1)影响学生单词认读和拼写的障碍是什么?(2)表音密码的介入对学生的认读单词和拼写能力有多大提高?(3)这种能力对于英语学习的长远意义是什么?本文的研究对象来自于北京市某城区初中三年级三个班的85名学生。他们的英文水平实验前被认为处于同等水平。实验组通过两个多月的时间完成了表音密码的学习。主要通过前后测,即认读50个假词的成绩,研究者将代表他们解词能力的成绩进行了数据分析,并与对比组的学生成绩进行了比对。实验结果表明,实验组的学生在英语词汇的拼读能力方面的提高远远超过对比组的学生。其中无关因素的影响也加以了讨论,教学效果的调查数据进一步显示表音密码就是我们多年来一直寻找的有效策略,这种策略对提高学生的认读单词有很大的帮助。文章最后作者提出了一些研究过程中的不足及困惑,为今后的进一步完善研究提供了实践意义和理论价值。

论文目录

Acknowledgements

摘要

ABSTRACT

Chapter One:Introduction

1.1 The confusion of English teaching and learning in China

1.2 The role reading plays in learning English

1.3 The role interest plays in language learning

1.4 The origin of Students' learning difficulties

1.5 The purpose and the content of this research paper

Chapter Two:Literature Review

2.1 Three major word attacking strategies

2.2 The IPA system and its problems

2.2.1 The IPA System

2.2.2 The problems of the IPA approach

2.3 The Phonics approach and its problems

2.3.1 The Phonics Approach

2.3.2 The problems of the phonics approach

2.4 The Whole language approach and its problems

2.4.1 The Whole language

2.4.2 The problems of the Whole language approach

2.5 Orthographic cipher and word processing

Chapter Three:Methodology

3.1 Subjects background

3.2 Number of subjects

3.3 Selection process of subjects

3.4 Design of the study

3.5 Instructional contents and materials

3.6 Measures of the experimental procedures

3.7 Instructional procedures

3.7.1 26 Letter names and letter sounds

3.7.2 26 consonant letter sounds and 18 vowel letter sounds

3.7.3 108 letter or letter combinations representing the 44 sounds in English

3.7.4 468 Uninterrupted sounds

3.7.5 Four types of common suffixes

3.8 Instruction of the seven cipher abilities

3.9 The length of the study

Chapter Four:Results

4.1 Students' mastery of the 44 sounds in English

4.2 Students' mastery of the 100 or so phonograms

4.3 Students' mastery of the 468 uninterrupted sounds

4.4 Students' overall word processing abilities

4.5 Students' comments on the validity of the orthographic cipher

Chapter Five:Discussion

5.1 A comparison between the IPA and the cipher

5.2 The theoretical importance of the cipher

5.3.The practical importance of the orthographic cipher

Chapter Six:Conclusion

6.1 Discussion of the results

6.2 Further implications

6.3 Limitations of this study

References

Appendices

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

词汇策略与中学生英语词汇的发展

论文摘要

论文目录

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