詞匯是構(gòu)成語(yǔ)言的重要成分之一,它是語(yǔ)音和語(yǔ)法的重要載體之一。隨著新課程改革的推進(jìn),中學(xué)中的詞匯教學(xué)又被提升到一個(gè)新的高度。然而,詞匯教學(xué)在過(guò)去的英語(yǔ)教學(xué)中一直是個(gè)難點(diǎn)。何種詞匯教學(xué)策略可以用來(lái)幫助學(xué)生掌握大量的基本詞匯成為了一個(gè)值得研究的話題。目前為止,大量的研究是從第二語(yǔ)言習(xí)得者的角度進(jìn)行研究。根據(jù)這一情況,筆者在八一中學(xué)進(jìn)行了一項(xiàng)實(shí)證研究,這項(xiàng)研究具體提出了以下幾個(gè)研究問(wèn)題：1)基本范疇化理論指導(dǎo)下的教學(xué)法對(duì)中學(xué)生詞匯學(xué)習(xí)的廣度有何影響?2)基本范疇化理論指導(dǎo)下的教學(xué)法對(duì)中學(xué)生詞匯學(xué)習(xí)的深度有何影響?為找出這兩個(gè)問(wèn)題的答案,筆者在江蘇省/八一中學(xué)進(jìn)行了為期13周的教學(xué)實(shí)驗(yàn)。首先,筆者在實(shí)驗(yàn)前進(jìn)行了前測(cè),通過(guò)測(cè)試選出水平相近的兩個(gè)班級(jí)。整個(gè)實(shí)證研究過(guò)程花費(fèi)了13周。筆者選取初一(4)班作為實(shí)驗(yàn)組,初一(8)班作為控制組。在實(shí)驗(yàn)過(guò)程中,為了控制無(wú)關(guān)變量對(duì)本次試驗(yàn)的影響,兩個(gè)班級(jí)由同一教師進(jìn)行教學(xué)。在教學(xué)過(guò)程中,控制組繼續(xù)采用傳統(tǒng)的教學(xué)法,而實(shí)驗(yàn)組則采用基本范疇化理論指導(dǎo)下的詞匯教學(xué)法。本次實(shí)驗(yàn)所采用的工具是兩種測(cè)試卷(詞匯水平測(cè)試和詞匯聯(lián)系測(cè)試)以及訪談。教學(xué)結(jié)束后,筆者再組織一次詞匯...

【文章頁(yè)數(shù)】：61 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter one Introduction
    1.1 Background of the research
    1.2 Purpose of the research
    1.3 Significance of the research
    1.4 Organization of the thesis
Chapter Two Literature Review
    2.1 Terms and Basic Concepts
        2.1.1 Category and Categorization
        2.1.2 Basic Level Categories
    2.2 Theoretical Foundations
        2.2.1 Rosch's Basic Level Category Theory
        2.2.2 Bruner's Cognitive Learning Theory
        2.2.3 Ausubel's Cognitive Learning Theory
    2.3 Previous studies of categorization-based vocabulary teaching
        2.3.1 The previous studies abroad
        2.3.2 The previous study at home
Chapter Three Methodology
    3.1 Objectives
    3.2 Research Questions
    3.3 Research Design
        3.3.1 Participants
        3.3.2 Instruments
        3.3.3     Treatment
        3.3.4 Data collection and analysis
Chapter Four Results and Discussions
    4.1 Effects of basic level categorization-based teaching method on vocabulary breadth
        4.1.1 Comparison between experimental class and control class in pre-test
        4.1.2 Comparison between experimental class and control class in post-test
        4.1.3 Comparison between pre-test and post-test in control class
        4.1.4 Comparison between the pre-test and post-test in experimental class
    4.2 Effects of basic level categorization-based teaching method on vocabulary depth
        4.2.1 Comparison between experimental class and control class in pre-test
        4.2.2 Comparison between experimental class and control class in post-test
        4.2.3 Comparison between pre-test and post-test in control class
        4.2.4 Comparison between pre-test and post-test in experimental class
    4.3 The analysis of interview
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications for vocabulary teaching
    5.3 Limitations of and suggestions for the research
References
Appendix Ⅰ Vocabulary Level Test
Appendix Ⅱ Vocabulary Level Test
Appendix Ⅲ Word Associates Test
Appendix Ⅳ Word Associates Test
Appendix Ⅴ Scores of Vocabulary Level Test
Appendix Ⅵ Scores of Word Associate Test
Appendix Ⅶ Interview



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