本研究旨在探究微視頻對高中生英語詞匯學(xué)習(xí)的影響。詞匯,語言三要素之一,是學(xué)語言的最基本的材料。正如著名語言學(xué)家威爾金斯（1972）所說:“沒有語法,人們可以表達(dá)的事物寥寥無幾,而一旦沒有詞匯,人們則根本無法表達(dá)任何事物�！苯旰苌儆猩婕拔⒁曨l用于高中生英語詞匯學(xué)習(xí)的研究,相關(guān)的實(shí)證研究也極少。因此,本研究不僅在理論上豐富了這方面的研究,同時(shí)在實(shí)踐上為英語教師提供了相關(guān)的教學(xué)指導(dǎo)�；谡J(rèn)知負(fù)荷理論和輸入假說,本研究提出以下研究問題:（1）微視頻對高中生英語詞匯學(xué)習(xí)有什么影響?（2）高中生對微視頻持有什么態(tài)度?實(shí)驗(yàn)采用了定性和定量相結(jié)合的方法,持續(xù)大約兩個(gè)月。在定量研究中,受試來自兩個(gè)平行班的100名學(xué)生,研究工具包括一次前測和兩次后測,教學(xué)材料為《牛津高中英語》和微視頻,實(shí)驗(yàn)班學(xué)生利用微視頻進(jìn)行目標(biāo)詞匯學(xué)習(xí),所有受試均參加及時(shí)和延時(shí)后測,測試數(shù)據(jù)由研究者及其同事進(jìn)行收集和分析。在定性研究中,訪談對象為實(shí)驗(yàn)班的六名學(xué)生,通過半結(jié)構(gòu)化的問題以了解他們對微視頻詞匯學(xué)習(xí)方法的態(tài)度,訪談在教師辦公室進(jìn)行。本研究有兩個(gè)主要的發(fā)現(xiàn):其一,雖然微視頻對高中生的及時(shí)詞匯記憶沒有明顯的作用,但其對高中生的延... 

【文章來源】：揚(yáng)州大學(xué)江蘇省

【文章頁數(shù)】：70 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgments
Abstract
摘要
Chapter one Introduction
    1.1 Background of the research
        1.1.1 Importance of vocabulary learning in senior high school
        1.1.2 Situation of vocabulary teaching and learning in senior high school
        1.1.3 Challenge of the new curriculum standards and College Entrance Examination
    1.2 Significance of the research
    1.3 Structure of the thesis
Chapter Two Literature Review
    2.1 Key terms in this study
        2.1.1 Vocabulary and English vocabulary learning
            2.1.1.1 Vocabulary
            2.1.1.2 English vocabulary learning
        2.1.2 Micro-lecture video
            2.1.2.1 Definition of micro-lecture video
            2.1.2.2 Features of micro-lecture video
    2.2 Theoretical foundations in this study
        2.2.1 Cognitive Load Theory
        2.2.2 Input Hypothesis
    2.3 Related studies of micro-lecture videos in education
        2.3.1 Related studies of micro-lecture videos in education abroad
        2.3.2 Related studies of micro-lecture in education at home
        2.3.3 Comments on previous studies of micro-lecture in education
Chapter Three Methodology
    3.1 Research questions
    3.2 Research designs
        3.2.1 Quantitative design
            3.2.1.1 Participants
            3.2.1.2 Instruments
            3.2.1.3 Teaching materials
            3.2.1.4 Treatment
            3.2.1.5 Data collection and data analysis
        3.2.2 Qualitative design
            3.2.2.1 Subjects
            3.2.2.2 Instrument
            3.2.2.3 Data collection and data analysis
Chapter Four Results and Discussion
    4.1 Effects of the micro-lecture videos on senior high students' English vocabulary learning
        4.1.1 Effects of micro-lecture videos on students' immediate retention of target vocabulary
        4.1.2 Effects of micro-lecture videos on students' delayed retention of target vocabulary
    4.2 Senior high school students' attitudes towards micro-lecture videos
        4.2.1 Advantages of the micro-lecture videos
            4.2.1.1 Helping students expand English vocabulary volume
            4.2.1.2 Helping students cultivate their autonomous learning ability
            4.2.1.3 Helping students develop their interest in learning English vocabulary
            4.2.1.4 Helping students remember vocabulary for a much longer time
        4.2.2 Disadvantages of the micro-lecture videos
            4.2.2.1 Consuming much time to make use of the micro-lecture videos
            4.2.2.2 Distracting students from their learning tasks
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations of the research
    5.4 Suggestions for further researches
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ



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