詞匯是語(yǔ)言最基本、最重要的要素之一。在英語(yǔ)教學(xué)中，教師和學(xué)生都已認(rèn)識(shí)到詞匯教學(xué)的重要性，雙方在詞匯習(xí)得方面都付出了很大的努力。盡管這樣，詞匯對(duì)于教師和學(xué)生，仍然是英語(yǔ)習(xí)得中最為頭疼的問題。這在一定程度上，歸因于日常英語(yǔ)詞匯教學(xué)方法對(duì)高中學(xué)生認(rèn)知特點(diǎn)的忽略。 框架是Fillmore提出的認(rèn)知概念，指的是經(jīng)驗(yàn)圖式（即概念結(jié)構(gòu)）�？蚣艹尸F(xiàn)于概念層面，并儲(chǔ)存于長(zhǎng)期記憶之中,把與人們經(jīng)驗(yàn)中的特別文化場(chǎng)景、情景和事件有關(guān)的元素和實(shí)體聯(lián)系起來(lái)。就高中學(xué)生的認(rèn)知能力而言，他們已經(jīng)具備了較為完善的認(rèn)知經(jīng)驗(yàn)圖式（即概念結(jié)構(gòu)）。本文對(duì)高中學(xué)生英語(yǔ)詞匯學(xué)習(xí)認(rèn)知情況的調(diào)查，表明框架對(duì)英語(yǔ)詞匯教學(xué)有重要作用。 Fillmore的框架理論揭示了百科知識(shí)和個(gè)人經(jīng)驗(yàn)對(duì)詞義理解和構(gòu)建的重要作用，對(duì)高中英語(yǔ)詞匯教學(xué)有重要的指導(dǎo)作用。根據(jù)對(duì)學(xué)生的調(diào)查、Brown和Payne的詞匯教學(xué)五個(gè)步驟以及錢德明和周慶芳（2005）提出的英語(yǔ)詞匯教學(xué)框架模型，本文進(jìn)一步探討了框架理論運(yùn)用于詞匯教學(xué)的優(yōu)勢(shì)，并對(duì)基于框架理論的高中英語(yǔ)詞匯教學(xué)模型進(jìn)行了討論和運(yùn)用研究。 框架理論運(yùn)用于高中英語(yǔ)詞匯教學(xué)有助于培養(yǎng)學(xué)生的文化意識(shí)、擴(kuò)大詞匯量、辨析...

【文章頁(yè)數(shù)】：60 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Contents
Chapter One Introduction
Chapter Two The Current Situation of English Vocabulary Learning and Teaching in Senior High Schools
    2.1 The Vocabulary Requirements in Syllabus for Senior High School Students ··5
    2.2 Vocabulary Teaching in Senior High Schools
    2.3 Issues in the Senior High School Students·English Vocabulary Learning
Chapter Three Theoretical Framework
    3.1 Fillmore·s Frame Theory
        3.1.1 Definition of Frame
        3.1.2 Frame Description
    3.2 Some Important Concepts Related to Frame Theory
        3.2.1 Inheritance between Frames
        3.2.2 Prototype
        3.2.3 Profile
    3.3 Frame Theory and Vocabulary Teaching: Two Related Studies
        3.3.1 Brown and Payne·s Model for Vocabulary Teaching
        3.3.2 Qian Deming & Zhou Qingfang·s Three-stage Teaching Model
Chapter Four Application of Frame Theory to Senior High School English Vocabulary Teaching
    4.1 Advantages of Applying Frame Theory to English Vocabulary Teaching
        4.1.1 Cultivating Students·CulturalAwareness
        4.1.2 Enlarging Students·Vocabulary
        4.1.3 Helping Students Distinguish Synonyms
        4.1.4 Helping Students Identify the Specific Meaning for Polysemy
        4.1.5 Helping Students Improve Long Term Memory
    4.2 A Model for English Vocabulary Teaching in Senior High Schools Based on Frame Theory
        4.2.1 The Pre-framing Stage
        4.2.2 The Framing Stage
        4.2.3 The Post-framing Stage
    4.3 A Sample of Teaching Design for Senior High School Vocabulary Teaching
Chapter Five Conclusion
    5.1 Summary of the Study
    5.2 Suggestions to Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements



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