語(yǔ)境在英語(yǔ)詞匯學(xué)習(xí)中有著重要的意義,多元化的語(yǔ)境理論研究為語(yǔ)境下的詞匯教學(xué)提供了豐富的理論基礎(chǔ)。在我國(guó)高中英語(yǔ)詞匯教學(xué)依然采用傳統(tǒng)的教學(xué)法,運(yùn)用語(yǔ)境理論進(jìn)行詞匯教學(xué)的實(shí)踐運(yùn)用還比較少。本文把語(yǔ)境理論引入英語(yǔ)詞匯教學(xué)中,提出了語(yǔ)境詞匯教學(xué)法,對(duì)語(yǔ)境下的詞匯教學(xué)進(jìn)行了探索和嘗試。論文在回顧了國(guó)內(nèi)外專家學(xué)者對(duì)語(yǔ)境理論的研究成果的同時(shí),對(duì)語(yǔ)境理論及詞匯習(xí)得理論進(jìn)行了闡述。本文旨在語(yǔ)境教學(xué)理論指導(dǎo)下,在高中詞匯教學(xué)和詞匯學(xué)習(xí)的過(guò)程中,探索如何有效實(shí)施英語(yǔ)詞匯教學(xué),從而提高學(xué)生的學(xué)習(xí)興趣,加強(qiáng)學(xué)生詞匯習(xí)得。筆者考慮到我國(guó)現(xiàn)階段高中詞匯教學(xué)存在的普遍問(wèn)題并試圖以語(yǔ)境理論為指導(dǎo),通過(guò)相關(guān)實(shí)驗(yàn)研究,驗(yàn)證以下三個(gè)問(wèn)題?1.通過(guò)語(yǔ)境為指導(dǎo)的高中詞匯教學(xué)是否能夠提高學(xué)生學(xué)習(xí)詞匯的興趣?2.通過(guò)語(yǔ)境為指導(dǎo)的高中詞匯教學(xué)是否能夠有效促進(jìn)學(xué)生的詞匯記憶能力?3.通過(guò)語(yǔ)境為指導(dǎo)的高中詞匯教學(xué)是否能夠有效提高學(xué)生的猜詞能力?作者在廣東省廣州市的某高中進(jìn)行了為期四個(gè)月的實(shí)驗(yàn)。從高一年級(jí)選擇兩個(gè)班,隨機(jī)分為實(shí)驗(yàn)班和對(duì)照班。在實(shí)驗(yàn)前,她對(duì)實(shí)驗(yàn)班進(jìn)行了問(wèn)卷調(diào)查,以獲取學(xué)生詞匯學(xué)習(xí)的具體數(shù)據(jù),同時(shí)對(duì)兩個(gè)班級(jí)進(jìn)行了試驗(yàn)前測(cè)試。實(shí)驗(yàn)... 

【文章來(lái)源】：廣州大學(xué)廣東省

【文章頁(yè)數(shù)】：103 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter one Introduction
    1.1 Research background
    1.2 Research Objectives and Significance
    1.3 Structure of the Paper
Chapter Two Literature Review
    2.1 Related Study on English Vocabulary Teaching Based on Context Abroad
    2.2 Related Study on English Vocabulary Teaching Based on Context at Home
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 The Context Theory
        3.1.1 The Definition of Context
        3.1.2 A Brief Review of Context Theory
        3.1.3 The Classification of Context
        3.1.4 The Function of Context
    3.2 Vocabulary Acquisition Theory
        3.2.1 Vocabulary Knowledge
        3.2.2 Ways of Vocabulary Acquisition
    3.3 Constructivism Theory
    3.4 Vocabulary Teaching Method
    3.5 Context-based Vocabulary Teaching Method
    3.6 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Variables
    4.4 Research Instruments
        4.4.1 Questionnaire
        4.4.2 Test Paper
    4.5 Procedures
        4.5.1 Pre-questionnaire and Pre-tests
        4.5.2 Post-questionnaire and Post-tests
    4.6 Teaching Procedures
        4.6.1 Teaching in Control Class
        4.6.2 Teaching in Experimental Class
    4.7 Summary
Chapter Five Results Analysis and Discussion
    5.1 Results of the Questionnaire on Students ' Interest of Learning English Vocabulary
        5.1.1 Results of Pre-questionnaire of EC and CC
        5.1.2 Results of Post-questionnaire between EC and C
        5.1.3 Results of Paired Sample Test of Pre-questionnaire and Post-questionnaire in EC
        5.1.4 Results of Pre-questionnaire and Post-questionnaire in C
    5.2 Results of the Tests on Students’ Ability of Memorizing Words
        5.2.1 Results of Pre-test between EC and CC
        5.2.2 Results of Post-test between EC and CC
        5.2.3 Results of t Pre-test and Post-test in EC
    5.3 Results of the Tests on Students ' Ability of Guessing the Meaning of New Words
        5.3.1 Results of Pre-test and Analysis
        5.3.2 Results of Post-test and Analysis
    5.4 Discussion
        5.4.1 Discussion on the Results of Research Question one
        5.4.2 Discussion on the Results of Research Question Two
        5.4.3 Discussion on the Results of Research on Question Three
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Limitations
    6.3 Implications and Suggestions6
    6.4 Suggestions for Further Study
References
Appendixes
    Appendix Ⅰ Questionnaire
    Appendix Ⅱ Results of Questionnaire
    Appendix Ⅲ Vocabulary Test （pre-test）
    Appendix Ⅳ Vocabulary Test （pro-test）
    Appendix Ⅴ Scores of the Two Tests
    Appendix Ⅵ Words' Guessing Test （pre-test）
    Appendix Ⅶ Words' Guessing Test （post-test）
    Appendix Ⅷ Scores of the Two Tests （pre-test & post-test）


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