詞匯是英語(yǔ)學(xué)習(xí)的基礎(chǔ),也是英語(yǔ)教學(xué)中非常重要的部分,英語(yǔ)詞匯水平直接影響綜合語(yǔ)言運(yùn)用能力,許多教師在英語(yǔ)課堂上教學(xué)手段單一,缺乏持續(xù)性和系統(tǒng)性,導(dǎo)致學(xué)生英語(yǔ)詞匯學(xué)習(xí)興趣不高,從而影響了英語(yǔ)成績(jī),詞匯學(xué)習(xí)成為了學(xué)生學(xué)習(xí)英語(yǔ)的障礙,因此,探索一種適合高中生的有效的詞匯學(xué)習(xí)方法是非常必要的。在教學(xué)實(shí)踐中,英語(yǔ)教師越來(lái)越關(guān)注于對(duì)教學(xué)有所啟發(fā)的語(yǔ)義場(chǎng)理論,力圖把語(yǔ)義學(xué)的詞匯研究理論與英語(yǔ)教學(xué)中的詞匯教學(xué)聯(lián)系起來(lái),從而提高教學(xué)質(zhì)量。本研究主要圍繞兩個(gè)問(wèn)題進(jìn)行:1.語(yǔ)義場(chǎng)理論能否提高高中學(xué)生對(duì)英語(yǔ)詞匯學(xué)習(xí)的興趣?2.語(yǔ)義場(chǎng)理論能否有效提高高中學(xué)生的英語(yǔ)詞匯測(cè)試成績(jī)?為解決這些研究問(wèn)題,本次研究是在河北省成安縣第一中學(xué)進(jìn)行,研究時(shí)間是從2018年9月至2019年1月,研究對(duì)象是高一年級(jí)兩個(gè)班共134名學(xué)生,這兩個(gè)班學(xué)生的詞匯成績(jī)相近,一個(gè)班為實(shí)驗(yàn)班,采用基于語(yǔ)義場(chǎng)理論的詞匯教學(xué)方法,一個(gè)班為控制班,采用傳統(tǒng)教學(xué)方法,問(wèn)卷調(diào)查、測(cè)試和訪(fǎng)談?dòng)脕?lái)收集實(shí)驗(yàn)數(shù)據(jù),實(shí)驗(yàn)結(jié)束后,對(duì)數(shù)據(jù)進(jìn)行收集和分析。結(jié)果表明,將語(yǔ)義場(chǎng)理論可以提高學(xué)生英語(yǔ)詞匯學(xué)習(xí)興趣,同時(shí)也會(huì)有效的提高學(xué)生的英語(yǔ)詞匯成績(jī),因此,將語(yǔ)義場(chǎng)理論運(yùn)用到高... 

【文章來(lái)源】：渤海大學(xué)遼寧省

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose of research
    1.3 Significance of research
    1.4 Structure of thesis
Chapter Two Literature review
    2.1 Semantic Field Theory
        2.1.1 Definition of Semantic Field Theory
        2.1.2 Sense relations in Semantic Field Theory
        2.1.3 Function of Semantic Field Theory
    2.2 English vocabulary teaching
        2.2.1 Studies on English vocabulary teaching abroad
        2.2.2 Studies on English vocabulary teaching at home
    2.3 Previous Studies on Semantic Field Theory in English vocabulary teaching
        2.3.1 The relationship between Semantic Field Theory and English vocabulary
        2.3.2 Studies on Semantic Field Theory in English vocabulary teaching abroad
        2.3.3 Studies on Semantic Field Theory in English vocabulary teaching at home
    2.4 Summary
Chapter Three Research methodology and method
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 Interview
    3.4 Research procedures
        3.4.1 Pre-test
        3.4.2 Pre-questionnaire
        3.4.3 Teaching procedures
        3.4.4 Post-test
        3.4.5 Post-questionnaire
        3.4.6 Interview
    3.5 Data collection
Chapter Four Data analysis and discussion
    4.1 Data analysis and discussion of questionnaires
        4.1.1 Data analysis and discussion of pre-questionnaire in EC and CC
        4.1.2 Data analysis and discussion of post-questionnaire in EC and CC
        4.1.3 Comparison of the results of the questionnaires in EC
        4.1.4 Comparison of the results of the questionnaires in CC
    4.2 Data analysis and discussion of tests
        4.2.1 Data analysis and discussion of pre-test in EC and CC
        4.2.2 Data analysis and discussion of post-test in EC and CC
        4.2.3 Comparison of the results of pre-test and post-test in EC
        4.2.4 Comparison of the results of pre-test and post-test in CC
    4.3 Analysis and discussion of interview in EC
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for further study
References
Appendix Ⅰ: Questionnaire on interest in English vocabulary learning
Appendix Ⅱ: Pre-test paper
Appendix Ⅲ: Post-test paper
Appendix Ⅳ:Questions for Interview
Appendix Ⅴ:Vocabulary scores of pre-test and post-test in EC and CC
Acknowledgements
The list of the research papers published by the author



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