發(fā)布時間：2018-02-14 10:31

  本文關(guān)鍵詞： 詞匯教學 語料庫 檢索 數(shù)字驅(qū)動 自主學習 圖式理論 建構(gòu)主義　出處：《贛南師范學院》2015年碩士論文　論文類型：學位論文

【摘要】：David Arthur Wilkins(1972)提出若沒有語法,則人類交流的東西少之又少,沒有詞匯則無法交流。詞匯教學在外語教學中的地位不言而喻。學生掌握詞匯對語言的綜合能力提升有著重要的作用,影響著學習者的聽、說、讀和寫得能力。正如建房子,需要磚塊一樣,詞匯即是語言學習的磚塊,是語言學習的基礎(chǔ)。迄今為止大量的學者、教師和學生為探索有效的詞匯學習方式而做出了大量的努力。大部分的學習者不能夠合理的根據(jù)語境選擇合適的詞語和運用合適的詞匯,在真實的語境中亦未能夠有合理的表達。大部分的研究,側(cè)重于擴大學習者的詞匯和詞匯的長時記憶。對如何合理地根據(jù)語境選擇詞匯,掌握詞匯的研究仍需要進一步拓展。伴隨著電腦科技和語料庫的發(fā)展,語言學習尤其是詞匯學習進入了一個新的時代。上世紀90年代初期第一次提出數(shù)據(jù)驅(qū)動學習的是Tim Johns。由于語料庫的便捷和豐富的資源,它已經(jīng)改變了學習者的學習策略、學習方式和學習資源�；谡Z料庫的學習,旨在語言學習中提高學習的觀察、發(fā)現(xiàn),歸納和推理能力,同時掌握相應的詞匯意義、詞匯運用和詞匯語義特征。之前基于語料庫的詞匯研究重點在于大學層面,對初中階段的學生所展開的研究極少。本文以語料庫為基礎(chǔ),以自主學習理論,自我發(fā)現(xiàn)法,建構(gòu)主義和圖式理論為依據(jù),研究探索基于語料庫的詞匯學習。在詞匯學習過程中,如何提高學習者的興趣,激發(fā)興趣,優(yōu)化學習策略,形成自主協(xié)作學習能力也是研究的一部分。本論文共包括5個部分,研究的背景和意義在第一章內(nèi)被論述。第二部分為文獻綜述和理論依據(jù)。文獻綜述部分主要闡述了數(shù)據(jù)驅(qū)動學習、語料庫和預料檢索的核心概念界定、發(fā)展及其和英語詞匯教學的關(guān)聯(lián)。重要的理論依據(jù)有建構(gòu)主義、圖式理論、詞塊理論,以及語境理論。第三部分即是實驗設(shè)計,詳細介紹了實驗者,實驗工具、實驗過程和實驗手段。本實驗主要選取的是贛州城區(qū)一所重點中學兩個八年級班級的同學作為實驗對象,分別作為實驗班級和對照班級。在實驗前教師先對實驗班級的同學進行了數(shù)據(jù)驅(qū)動化學習和基于語料庫的詞匯教學進行了介紹。實驗中,教師對實驗班級選擇的教學方式是基予語料庫的詞匯教學,而對對照班級選取的是目前常態(tài)的詞匯教學方式。在實驗前、中和后都分別進行了測試。測試內(nèi)容為每個單元所學的目標詞匯,為了確保試題的可行性和可信性,大部分的試題都選擇月考或者期末考試試卷。為了使結(jié)果更加真實可信,實驗結(jié)束時,研究者向?qū)嶒灠嗉壏职l(fā)了相應的調(diào)查問卷,問題設(shè)置主要分為語料庫的優(yōu)點和確定,共計17項。同時對同年級的英語教師進行了采訪。通過數(shù)據(jù)分析,我們可以得出基于語料庫的初中英語詞匯學習優(yōu)于傳統(tǒng)的詞匯學習方式,有助于提高學習者的詞匯記憶能力和發(fā)展學習者的推理、歸納和自主協(xié)作學習。在實驗的過程中,作者也發(fā)現(xiàn)了一些存在的不足和問題,以供后續(xù)的研究者參考和借鑒。
[Abstract]:David Arthur Wilkins (1972) proposed without grammar, human communication is something less, no words are unable to communicate. It is self-evident the status of vocabulary teaching in foreign language teaching. The students master the vocabulary of the language integrated capacity plays an important role, influence learners' listening, saying, reading and writing ability. As to build a house, need bricks, vocabulary is the language learning bricks, is the basis of language learning. A lot of scholars so far, teachers and students have made great effort to explore the effective way of vocabulary learning. Some learners can not reasonable to choose the proper words according to the context and use the right word, in a real context has yet to have a reasonable expression. Most of the studies focused on the expansion of the learner's vocabulary and vocabulary of long term memory. How to reasonably choose words according to the context. Exchange, master the vocabulary study still need to be further expanded. With the development of computer technology and the corpus of language learning, especially vocabulary learning has entered a new era. The last century the beginning of the 90s first proposed data driven learning is Tim Johns. because the corpus of convenient and rich resources, it has changed the learners learning strategies, learning styles and learning resources. Corpus based learning, improve learning observation, to language learning, the ability of induction and reasoning, and grasp the corresponding lexical meaning, vocabulary and lexical semantic features. The research is focused on vocabulary corpus before university level based on research carried out in junior middle school students very few. Based on the corpus, with the theory of autonomous learning, self discovery method, constructivism and schema theory, research based on Corpus Vocabulary learning. In the process of vocabulary learning, how to improve the learner's interest, to stimulate interest in the optimization of learning strategies, forming a part of collaborative learning ability is also independent. This thesis consists of 5 parts, the background and significance of the research are discussed in the first chapter. The second part is literature review and theoretical basis. The literature review part mainly expounds the data driven learning corpus and expected core concept retrieval is defined, and related development and English vocabulary teaching. The important theoretical basis of constructivism, schema theory, Lexical Chunk Theory and context theory. The third part is the experimental design, introduces the experimenter, experimental instruments, experimental process and experimental methods. This experiment selects two grade eight class a Ganzhou city key middle school students as the research object, were chosen as the experimental class and control class in the real. Prior to the first experimental class teachers are data driven learning and vocabulary teaching based on corpus are introduced. In the experiment, the experimental class teachers to choose teaching methods of vocabulary teaching is based on the corpus, while the control class is selected in the present vocabulary teaching in the normal way. Before the experiment, after neutralization all were tested. The test content for the each unit of the target vocabulary, in order to ensure the reliability and feasibility of the test, most of the questions are the monthly exam or final exam. In order to make the results more credible, at the end of the experiment, the researchers distributed questionnaires corresponding to the experimental class, the main points set for the advantages of corpus and determined, a total of 17. At the same time on the same grade English teachers were interviewed. Through data analysis, we can draw a corpus based early in English The way of learning language vocabulary learning is better than the traditional vocabulary, helps to improve the learners' vocabulary memory ability and the development of learners' reasoning, induction and autonomous collaborative learning. In the process of the experiment, the author also found some shortcomings and problems for future research and reference.

【學位授予單位】：贛南師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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