發(fā)布時(shí)間：2018-01-03 05:30

  本文關(guān)鍵詞：任務(wù)后對(duì)比性形式聚焦在高中英語詞匯教學(xué)中的應(yīng)用研究　出處：《湖南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 形式聚焦教學(xué) 對(duì)比性形式聚焦 高中詞匯教學(xué)

【摘要】：本文主要研究對(duì)比性形式聚焦在高中英語詞匯教學(xué)中的應(yīng)用。流行的以意義為目的的課堂教學(xué)方法強(qiáng)調(diào)在沒有對(duì)語言形式具體解釋的條件下通過盡可能多地使用語言來學(xué)習(xí)語言。然而,二語學(xué)習(xí)者在二語詞匯習(xí)得方面仍然存在問題。由于學(xué)習(xí)者不理解具體和恰當(dāng)?shù)亩Z形式用法,他們?cè)谑褂枚Z交流時(shí)表現(xiàn)欠佳。其次,他們更傾向于跟隨一語的思考方式來使用二語。因此,語言形式和跨語言知識(shí)在學(xué)習(xí)二語時(shí)占據(jù)很重要的地位。本文主要基于注意假說、形式聚焦理論和投入量假說,研究問題如下：1)學(xué)習(xí)者對(duì)在詞匯教學(xué)中應(yīng)用任務(wù)后對(duì)比性形式聚焦的態(tài)度如何?2)以下三種教學(xué)方法：任務(wù)后對(duì)比性形式聚焦、以意義為中心的教學(xué)法以及以形式為中心的教學(xué)法對(duì)高中英語詞匯習(xí)得即時(shí)和延時(shí)的影響差異是什么?本實(shí)驗(yàn)以湖南省祁東縣二中高一年級(jí)三個(gè)平行班作為實(shí)驗(yàn)組和對(duì)照組,主要采取教學(xué)實(shí)驗(yàn)和問卷調(diào)查進(jìn)行研究,通過詞匯測(cè)試收集數(shù)據(jù),實(shí)驗(yàn)數(shù)據(jù)通過單因素方差分析進(jìn)行分析。本文研究發(fā)現(xiàn)：1)學(xué)習(xí)者對(duì)在詞匯學(xué)習(xí)中應(yīng)用任務(wù)后對(duì)比性形式聚焦持積極態(tài)度,他們認(rèn)為任務(wù)后對(duì)比性形式聚焦能夠提高他們的學(xué)習(xí)興趣,口語表達(dá)能力,書面寫作能力,延長詞匯記憶效果,以及跨文化交際能力,這表明在詞匯教學(xué)中應(yīng)用任務(wù)后對(duì)比性形式聚焦是可行的2)上述三種教學(xué)方法對(duì)高中英語詞匯習(xí)得的影響存在差異。而且,采取任務(wù)后對(duì)比性形式聚焦的實(shí)驗(yàn)組在即時(shí)和延時(shí)詞匯測(cè)試中成績(jī)明顯高于其他兩組。作者希望通過本研究能夠幫助中學(xué)英語教師認(rèn)識(shí)到任務(wù)后對(duì)比性形式聚焦的重要性,從而為其教學(xué)提供一些借鑒,使英語課堂教學(xué)更加有效。本文也存在很多局限性：首先,詞匯知識(shí)還存在其他的方面,比如要求學(xué)習(xí)者提供一個(gè)他們是否熟悉詞匯的自我評(píng)價(jià)。盡管在此研究中詞匯最難部分積極回憶進(jìn)行了測(cè)試,但是詞匯知識(shí)的其他方面應(yīng)該有進(jìn)一步的研究；第二,研究者也應(yīng)研究和比較其他類型形式聚焦的效果。
[Abstract]:This paper mainly studies the comparative form focused on English Vocabulary Teaching in senior high school. The popular meaning of classroom teaching methods to emphasize in no specific interpretation of language forms under the condition of the use of language to learn the language as much as possible. However, there are still two language learners in two language vocabulary acquisition. Because learners do not understand the two language specific and appropriate usage, their poor performance in the use of two language communication. Secondly, they tend to follow the way of thinking to use two languages. Therefore, language form and cross language knowledge plays a very important role in learning a two language. This paper is mainly based on the noticing hypothesis focus on form, theory and the input hypothesis, the research questions are as follows: 1) learners on how to contrast form focused attitude application tasks in vocabulary teaching? 2) the following three kinds of teaching methods After the comparative form: task focus, what is the effect of teaching method to the meaning as the center and focus on form teaching method in senior high school English vocabulary acquisition of immediate and delayed differences? This experiment in Qidong County of Hunan province No.2 high school the first grade three classes as the experimental group and the control group, mainly adopt the teaching experiment and the questionnaire, collecting data through a vocabulary test, the analysis of the experimental data by single factor variance analysis. This study found that: 1) study on Application of task in vocabulary learning after the contrastive focus on form a positive attitude, they think that the task of contrastive focus on form can improve their interest in learning, oral expression ability writing, writing ability, extend vocabulary memorization, and intercultural communicative competence, which indicates that the application of task in vocabulary teaching after the contrastive focus on form 2) above is feasible Effect of three kinds of teaching methods in senior high school English vocabulary acquisition differences. Moreover, to take the task of experimental group after contrast form focusing on the immediate and delayed vocabulary test scores were significantly higher than the other two groups. The author hopes that this study can help English teachers recognize the importance of comparative form focused tasks, so as to provide some the reference for the teaching, make classroom teaching more effective. This paper also has many limitations: first, there are other aspects of vocabulary knowledge, learners such as whether they were asked to provide a familiar word self evaluation. Although in this study, the most difficult part of active vocabulary memory was tested, but other aspects of vocabulary knowledge there should be further research; second, researchers should also study and compare to other types of focusing effect.

【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【相似文獻(xiàn)】

相關(guān)期刊論文 前8條

1 費(fèi)惠彬;;隱性對(duì)比性話題句——以漢語和日語為例[J];西南民族大學(xué)學(xué)報(bào)(人文社科版);2009年06期

2 田善繼;非對(duì)比性偏誤淺析[J];漢語學(xué)習(xí);1995年06期

3 劉乃華;試析留學(xué)生學(xué)習(xí)漢語中的非對(duì)比性錯(cuò)誤[J];南京師大學(xué)報(bào)(社會(huì)科學(xué)版);1991年04期

4 邵楠希;;俄語單詞“ОДИН”的應(yīng)用特點(diǎn)和多義性研究[J];中國俄語教學(xué);2012年03期

5 龔波;;假設(shè)句的語義特征[J];重慶三峽學(xué)院學(xué)報(bào);2010年01期

6 陳亞君;;《論語》中關(guān)鍵詞英譯與信息對(duì)比性[J];三峽大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2012年S1期

7 王天佑;;“寧可A”后無舍棄項(xiàng)照應(yīng)考察[J];五邑大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2012年03期

8 ;[J];;年期

相關(guān)會(huì)議論文 前3條

1 王艷;;物理教學(xué)中對(duì)比性實(shí)驗(yàn)的運(yùn)用[A];江蘇省教育學(xué)會(huì)2006年年會(huì)論文集（理科專輯）[C];2006年

2 唐忠平;方麗;林鳳;李春棠;肖英;;呼吸機(jī)相關(guān)性肺炎患者囊上滯留物與氣道分泌物細(xì)菌培養(yǎng)的對(duì)比性臨床研究[A];第三屆重癥醫(yī)學(xué)大會(huì)論文匯編[C];2009年

3 胡道予;方磊;裴貽剛;郭英;彭玲;;64層螺旋CT和16層螺旋CT診斷小腸出血的對(duì)比性實(shí)驗(yàn)研究[A];湖北省抗癌協(xié)會(huì)腫瘤介入學(xué)專業(yè)委員會(huì)成立大會(huì)暨第一次腫瘤介入學(xué)術(shù)大會(huì)論文匯編[C];2009年

相關(guān)碩士學(xué)位論文 前2條

1 趙素梅;任務(wù)后對(duì)比性形式聚焦在高中英語詞匯教學(xué)中的應(yīng)用研究[D];湖南師范大學(xué);2015年

2 王曉華;對(duì)比性過渡詞的語篇分析[D];上海師范大學(xué);2005年

，

本文編號(hào)：1372591