近年來,遼寧省逐步實(shí)施英語聽力口語自動(dòng)化考試,這一舉措對(duì)于培養(yǎng)學(xué)生的語言表達(dá)技能提出了更高的要求,其中詞匯理解能力是衡量學(xué)生聽說能力的重要標(biāo)準(zhǔn)。與此同時(shí),義務(wù)教育階段英語課程標(biāo)準(zhǔn)一直強(qiáng)調(diào)教授學(xué)生詞匯時(shí)要調(diào)動(dòng)學(xué)生的多重感官來提高詞匯記憶效果。另外,多模態(tài)理論是指人運(yùn)用視覺、聽覺甚至觸覺等多種感官,通過語言、聲音、圖像、動(dòng)作等多種模態(tài)符號(hào)進(jìn)行交際的現(xiàn)象。由此可見,多模態(tài)理論與英語課程標(biāo)準(zhǔn)教學(xué)理念不謀而合。所以,越來越多的人關(guān)注多模態(tài)詞匯教學(xué)模式。該研究以多模態(tài)理論為基礎(chǔ),探究有關(guān)初中英語詞匯教學(xué)的兩個(gè)問題:（1）基于多模態(tài)理論的詞匯教學(xué)對(duì)學(xué)生詞匯學(xué)習(xí)有什么影響?（2）在多模態(tài)詞匯教學(xué)的影響下,學(xué)生對(duì)詞匯學(xué)習(xí)態(tài)度有什么變化?在定量和定性研究的指導(dǎo)下,研究者以盤錦市某中學(xué)初三5班為實(shí)驗(yàn)對(duì)象,利用測試法、問卷調(diào)查法和訪談法進(jìn)行為期3個(gè)月的教學(xué)實(shí)驗(yàn)。在實(shí)驗(yàn)研究中,研究者對(duì)該班級(jí)進(jìn)行了前測和后測并比較實(shí)驗(yàn)效果。之后在該班進(jìn)行問卷調(diào)查并隨機(jī)抽取6名學(xué)生進(jìn)行訪談以了解學(xué)生在進(jìn)行多模態(tài)詞匯教學(xué)后對(duì)詞匯學(xué)習(xí)的態(tài)度。最后,研究者收集數(shù)據(jù)并利用SPSS25.0統(tǒng)計(jì)軟件進(jìn)行分析,得出實(shí)驗(yàn)結(jié)論。實(shí)驗(yàn)結(jié)果表明,多模態(tài)... 

【文章頁數(shù)】：100 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgments
Abstract in English
Abstract in Chinese
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter2 Literature Review
    2.1 Multimodal Theory
        2.1.1 Definitions of Multimodal Theory
        2.1.2 Media System of Multimodal Theory
        2.1.3 Relations of Different Modalities in Multimodal Theory
        2.1.4 Comprehensive Framework of Multimodal Theory
    2.2 Related Theories on Multimodal Theory
        2.2.1 Systematic Functional Linguistics
        2.2.2 Theory of Social Semiotics
    2.3 English Vocabulary Teaching
        2.3.1 Definition of Vocabulary Teaching
        2.3.2 Contents of Vocabulary Teaching
        2.3.3 Principles of Vocabulary Teaching
    2.4 Relationship between Multimodal Theory and English VocabularyTeaching
    2.5 Previous Studies on Multimodal English Vocabulary Teaching
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter3 Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Tests
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Teaching Procedure
    3.5 Data Collection and Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of the Tests
        4.1.2 Results of the Questionnaire
        4.1.3 Results of the Interview
    4.2 Discussion
        4.2.1 Discussion on the Effects of Multimodal Teaching on Students’Vocabulary Learning
        4.2.2 Discussion on the Changes of Students’Attitudes towards VocabularyLearning after the Application of Multimodal Vocabulary Teaching
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D



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