The Application of Narrative in Senior High School Vocabulary Teaching

论文摘要

词汇教学是英语教学的重要环节,虽然新的教学方法不断被运用到词汇教学中来,但并没有进一步提高中学学生的词汇学习效率,许多学生仍然不能脱身于机械学习词汇。近年来,人们逐渐意识到要使得学生比较良好的掌握和运用词汇,应该应用直接词汇教学,因此本文运用叙事探究理论,以直接词汇教学为主要教学手段。在此,笔者从教学实际出发,提出了以叙事探究理论指导高中英语词汇教学的观点。于是,笔者从教学实践的观点出发,运用叙事探究理论于具体的高中英语词汇教学。首先,从词汇教学的重要性入手,随后介绍了词汇教学目前的状况,然后更进一步详细介绍了叙事探究理论。先从理论上探讨叙事探究理论运用于词汇教学的可行性。然后以叙述探究理论为依据,以直接词汇教学为主的词汇教学模式,加之用实验进行实证检验,分别从理论上和实证论证了叙述探究理论运用于词汇教学的可行性。从实践上证明了叙事探究理论运用于高中词汇教学对高中英语词汇教学具有一定的指导意义。本文详细介绍了叙事词汇教学法在高中英语词汇教学中的具体实施。为了验证叙述探究理论运用于高中词汇教学法是否有助于学生的词汇学习能力和整个英语能力的提高,笔者在教学中安排了教学实验。其间,实验班用叙事词汇教学法教学,对照班用叙事词汇教学法以外的传统词汇教学法教学,最后用SPSS软件对教学实验中前测数据和后测数据分别进行独立样本T检验。实验前,实验班与对照班词汇能力和语言综合能力均无显著差异;实验后,实验班学生的词汇能力和语言综合能力成绩均一定程度上高于对照班,差异较为明显。本文的研究结果表明:将叙述探究理论运用于高中英语词汇教学能较好地促进高中学生英语词汇的习得,提升学生的词汇掌握能力。并且整个英语水平同时获得了相应的提高。希望本研究能给高中英语词汇教学提供一定的参考价值,并为进一步的研究提供基础。本文是创新性地以叙事词汇教学为手段,结合叙事探究理论,运用于高中英语词汇教学的一次尝试性研究,笔者期待专家学者的批评与指正。

论文目录

• ABSTRACT
• 摘要
• Chapter One Introduction
• 1.1 The Importance of Vocabulary in English Study
• 1.2 The Current Situation of Vocabulary Teaching and Learning in Chinese High Schools
• 1.3 Overall Structure of the Thesis
• Chapter Two Literature Review
• 2.1 The Background of the Research
• 2.2 Story and Narrative Inquiry
• 2.2.1 Story
• 2.3 Narrative Inquiry
• 2.3.1 The Nature of Narrative
• 2.3.2 Characteristics of Narrative Inquiry
• 2.3.3 The Importance of Narratives in Education
• 2.3.3.1 The Creation a Sense of Community
• 2.3.3.2 The Engaging in Narratives
• 2.3.3.3 Holistic
• 2.3.3.4 Speaking a Universal Language
• 2.3.4 Narrative Inquiry as Pedagogy
• 2.3.4.1 Constructed Knowing
• 2.3.4.2 Teacher Stance
• 2.3.5 The Story in Narrative Inquiry
• 2.3.5.1 Story as a Mode of Knowing
• 2.3.5.2 Story Knowledge
• 2.3.5.3 The Centrality of Story in Thinking
• 2.4 Psychological Foundation of Narrative Theory in Vocabulary Teaching
• 2.4.1 Memory
• 2.4.2 Emotion
• 2.5 Linguistic Foundation of Narrative Teaching Method
• 2.5.1 Direct Vocabulary Teaching Method
• 2.6 Social Foundation of Narrative Teaching Method
• 2.6.1 Experience
• Chapter Three The Application of Narrating Stories in Vocabulary Teaching
• 3.1 Constructing Common Knowledge of New Words by Using Direct Vocabulary Instruction
• 3.2 Narrating New Words in Stories
• 3.2.1 Long Stories and Short Stories
• 3.3 A Variety of Useful Techniques
• 3.3.1 Dictionary Work
• 3.3.2 Note-taking
• 3.3.4 Encouraging Extensive Reading
• Chapter Four An Experimental Study
• 4.1 Design of the Study
• 4.1.1 Research Questions
• 4.1.2 Participants
• 4.1.3 Experimental Instruments
• 4.1.3.1 The Pre-tests
• 4.1.3.2 The Post-tests
• 4.1.3.3 The Questionnaire
• 4.1.4 Procedures
• 4.2 Teaching Practice
• 4.2.1 Using Direct Vocabulary Teaching Method to Construct Basic Knowledge of New Words
• 4.2.2 Narrating Stories with New Words （8 minutes）
• 4.2.2.1 The Long Story
• 4.2.2.2 The Short Story （10 minutes）
• 4.2.2.3 Composition-writing
• 4.3 Data Analysis
• 4.3.1 Analysis of the Pre-test
• 4.3.2 Analysis of the Vocabulary Post-test
• 4.3.3 Analysis of the Integrated Post-test
• 4.3.4 Analysis of the Questionnaire
• 4.4 Results and Discussion
• 4.4.1 Main Results
• 4.4.2 Discussion
• Chapter Five Conclusion
• 5.1 Implications of the Study for Senior School English Teaching
• 5.2 Limitation of the Research
• 5.3 Suggestions for Further Study
• Acknowledgements
• Bibliography
• Appendix I
• Appendix II
• Appendix III
• 攻硕期间取得的研究成果