詞匯教學(xué)是貫穿高中英語(yǔ)教學(xué)的必不可少的環(huán)節(jié)。英語(yǔ)課程改革后對(duì)英語(yǔ)詞匯要求的提高使教師面臨新的挑戰(zhàn)。用傳統(tǒng)的脫離語(yǔ)境式的詞匯教學(xué)已經(jīng)不能滿足學(xué)生的詞匯學(xué)習(xí)需求。而筆者通過(guò)問(wèn)卷調(diào)查,訪談和前測(cè)發(fā)現(xiàn)并確認(rèn)自己班的學(xué)生在詞匯學(xué)習(xí)方面的確存在諸多問(wèn)題。學(xué)生在詞匯學(xué)習(xí)認(rèn)識(shí)上存在誤區(qū),主要通過(guò)死記硬背的方法來(lái)機(jī)械地記憶詞匯。學(xué)生的英語(yǔ)詞匯學(xué)習(xí)與其真實(shí)存在的語(yǔ)境相脫節(jié),缺乏相應(yīng)的詞匯學(xué)習(xí)策略也沒(méi)有形成良好的詞匯學(xué)習(xí)習(xí)慣,這就導(dǎo)致了很多學(xué)生在詞匯學(xué)習(xí)方面顯得力不從心,同時(shí)也降低了學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的興趣和信心。而利用語(yǔ)境理解詞匯并把語(yǔ)境理論貫穿與詞匯教學(xué)中,可以讓學(xué)生更好的學(xué)習(xí)詞匯。于是筆者通過(guò)梳理相關(guān)的文獻(xiàn)和對(duì)相關(guān)理論的學(xué)習(xí),確定了語(yǔ)境理論在高中英語(yǔ)的詞匯教學(xué)中有一定的可能性和有效性。因此,筆者按照“計(jì)劃—實(shí)踐—反思并調(diào)整—再實(shí)踐—再反思”的行動(dòng)研究計(jì)劃進(jìn)行了為期12周的探索。采用語(yǔ)境詞匯教學(xué)法,通過(guò)多樣化的呈現(xiàn)詞匯,操練,檢測(cè)和運(yùn)用等方式對(duì)學(xué)生進(jìn)行訓(xùn)練和指導(dǎo),最后在分析三次測(cè)試,調(diào)查問(wèn)卷和訪談的數(shù)據(jù)發(fā)現(xiàn),學(xué)生在詞匯學(xué)習(xí)的態(tài)度,策略和能力上都有了明顯的進(jìn)步。教師也在不斷的探索和教學(xué)反思中提高了課堂教學(xué)的效...

【文章頁(yè)數(shù)】：103 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgements
Chapter One Introduction
    1.1 Research Background and Current problems
    1.2 Purposes of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter Two Literature Review
    2.1 Overview of Context
        2.1.1 Definition of Context
        2.1.2 Classification of Context
        2.1.3 Theoretical Foundations for Context Theory
    2.2 Model of Vocabulary Teaching Based on Context Theory
    2.3 Previous Studies on English Lexical teaching Based on Context Theory Abroadand at Home
        2.3.1 English Lexical Teaching Based on Context Theory Abroad
        2.3.2 English Lexical Teaching Based on Context Theory at Home
    2.4 Summary of Previous Studies on English Lexical Teaching Based on ContextTheory
Chapter Three Action Research Design
    3.1 The Overall plan of the Action Research
    3.2 The Participants
    3.3 The Instruments
        3.3.1 Questionnaire
        3.3.2 Test
        3.3.3 Interview
        3.3.4 Classroom Observation
Chapter Four Preparation of the Action Research
    4.1 Discovery of the Problems
    4.2 Data Collection and Analysis
        4.2.1 Results and Analysis of Pre-questionnaire
        4.2.2 Results and Analysis of Interview
        4.2.3 Results and Analysis of Pre-test
    4.3 Restatement of the Problems
Chapter Five Implementation of Action Research
    5.1 The First Stage of Action Research
        5.1.1 The Plan of The First Stage
        5.1.2 The Procedure of the First Stage
    5.2 Results of Lexical Teaching Based on Context Theory
        5.2.1 Results and Analysis of Interview
        5.2.2 Results and Analysis of Classroom Observation
        5.2.3 Results and Analysis of While-test
    5.3 Reflection and Modification
    5.4 The Second Stage of Action Research
    5.5 Results of Modification
        5.5.1 Results and Analysis of Interview
Chapter Six Conclusions
    6.1 Major Findings of the Research
    6.2 Implications for Vocabulary Teaching
    6.3 Limitations of the Study
    6.4 Suggestions for Future Study
References
Appendix A Pre-questionnaire
Appendix B Post-questionnaire
Appendix C Pre-interview
Appendix D While-interview
Appendix E Post-interview
Appendix F Pre-test Paper
Appendix G While-test Paper
Appendix H Post-test Paper
Appendix I Classroom Observation List



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