隨著英語(yǔ)課程改革的發(fā)展,英語(yǔ)課堂教學(xué)從以教師為主體轉(zhuǎn)變?yōu)橐詫W(xué)生為主體,從重視語(yǔ)法和詞匯知識(shí)的教學(xué)轉(zhuǎn)變?yōu)橐耘囵B(yǎng)學(xué)生的實(shí)際語(yǔ)言運(yùn)用能力為主,但是目前學(xué)生的實(shí)際語(yǔ)言運(yùn)用能力并沒(méi)有得到明顯的提升�；谥袊�(guó)的國(guó)情,中國(guó)的學(xué)生,尤其是中學(xué)生,缺乏真實(shí)語(yǔ)境,英語(yǔ)學(xué)習(xí)主要都在課堂上。語(yǔ)言運(yùn)用能力得不到提升加之語(yǔ)法詞匯知識(shí)不扎實(shí),導(dǎo)致英語(yǔ)教學(xué)效果不佳。因此近幾年不少語(yǔ)言研究者和英語(yǔ)教師又重新開始關(guān)注詞匯和語(yǔ)法的教學(xué)。詞匯作為語(yǔ)言的一個(gè)最基本的分支,它的重要性不言而喻,而詞匯習(xí)得在第二語(yǔ)言習(xí)得中也占據(jù)著重要的地位。詞匯呈現(xiàn)作為詞匯教學(xué)的第一步,我國(guó)對(duì)其卻少有研究。為了改變教學(xué)現(xiàn)狀,提升英語(yǔ)教學(xué)效果,尋求一種有效的詞匯呈現(xiàn)方式迫在眉睫。本研究以語(yǔ)義場(chǎng)理論和深層加工理論為理論依據(jù),采用拉丁方的實(shí)驗(yàn)方法,旨在探討語(yǔ)義相關(guān)的詞匯呈現(xiàn)方式和語(yǔ)義無(wú)關(guān)的詞匯呈現(xiàn)方式的有效性及作用;并對(duì)比研究?jī)煞N詞匯呈現(xiàn)方式,何種呈現(xiàn)方式對(duì)學(xué)生詞匯的記憶效果最佳;首先,通過(guò)調(diào)查問(wèn)卷了解學(xué)生對(duì)于本次實(shí)驗(yàn)及平時(shí)學(xué)習(xí)中對(duì)于兩種詞匯呈現(xiàn)方式的態(tài)度及偏好。實(shí)驗(yàn)前保證受試英語(yǔ)水平以及詞匯水平一致,并以沒(méi)有一個(gè)受試認(rèn)識(shí)的原則確定80名受試和30個(gè)目標(biāo)...

【文章頁(yè)數(shù)】：64 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Conceptual Definitions of the Study
        2.1.1 Definition of Vocabulary
        2.1.2 Definition of Vocabulary Acquisition
        2.1.3 Definition of Vocabulary Presentation
    2.2 Previous Studies on Second Language Vocabulary Acquisition
    2.3 Previous Studies on the Two Modes of Vocabulary Presentation
    2.4 Theoretical Framework
        2.4.1 Semantic Field Theory
        2.4.2 Theory of Depths of Processing
        2.4.3 Interference Theory
Chapter Three Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Target Words Selection
        3.3.3 Tests
    3.4 Research Procedure
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Results from the Questionnaire
    4.2 Results from the tests
        4.2.1 Results from the Pretest
        4.2.2 Results from the Test 1
        4.2.3 Results from the Test 2
        4.2.4 Results from the Comparison of Test 1 and Test 2
    4.3 Summary and Discussion
        4.3.1 Summary and Discussion on Students’ Attitudes and Preferences to Different VPMs
        4.3.2 Summary and Discussion on the Effects of Different VPMs to Second Language Acquisition
        4.3.3 Summary and Discussion on the Effects of Different VPMs to Forgetting Rate
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implication for English Vocabulary Teaching
    5.3 The Limitations of the Present Study
    5.4 The Prospects for Further Study
References
Appendix One
Appendix Two
Appendix Three
Appendix Four
Acknowledgements



本文編號(hào)：3883625