本文選題：教材詞匯 + 詞匯頻率��； 參考：《上海師范大學》2017年碩士論文

【摘要】：詞匯學習是英語學習的基本要素,是發(fā)展語言基本技能的重要前提。而且在小學英語教學中,礙于小學兒童抽象思維能力的不成熟,語法的教學只能開展最基本的幾項,因而詞匯教學就成了小學階段英語教學的重點。教材作為主要的施教與學習的媒介,在教學過程中占有中心地位,并且它也是主要的詞匯學習來源,因此詞匯在教材中如何分布編排就至關重要。教材詞匯編排順序應符合小學生的認知心理規(guī)律,順應從常用的詞匯學起到不太常用的詞匯順序。最常用的詞匯即為在英語語料庫中頻率相對較高的詞匯,不太常用的詞匯即為頻率較低的詞匯。經(jīng)過調查發(fā)現(xiàn),上海地區(qū)小學統(tǒng)一教材《牛津小學英語(上海版)》的編寫雖然傾注了很多專家的努力,但不可置否,其中詞匯的分布仍存在不足,詞匯編排在一定程度上忽視了詞頻的作用。作為學生們在課堂上獲取詞匯的唯一官方來源,這樣的詞匯編排無疑會增加學生的學習記憶負擔,所以研究詞匯分布就成了亟待解決的首要問題。本文的研究借助于BNC和COCA語料庫進行,縱向比較了上海地區(qū)一至五年級小學英語教材上詞匯分布和高低頻率詞匯的全面分析。借助語料庫的統(tǒng)計分析結果,本論文主要從以下方面進行創(chuàng)新研究:1)全部和每冊教材的詞頻分布研究;2)低頻詞匯在總詞匯中的比例情況并且找出替換低頻詞的同義高頻詞;3)高頻詞匯的復現(xiàn)情況;4)制作基于詞頻標準的文化差異詞匯表。鑒于以上研究,本論文提出以下幾點建議:1)教師和學生都應充分關注高頻詞匯;2)教師可以根據(jù)學生的需求編寫文化差異詞匯表。
[Abstract]:Vocabulary learning is a basic element of English learning and an important prerequisite for the development of basic language skills. In primary school English teaching, due to the immature abstract thinking ability of primary school children, grammar teaching can only carry out the most basic items, so vocabulary teaching has become the focus of primary school English teaching. As the main medium of teaching and learning, the textbook occupies a central position in the teaching process, and it is also the main source of vocabulary learning, so how to distribute and arrange the vocabulary in the teaching material is very important. The order of lexical arrangement in textbooks should conform to the rules of cognitive psychology of pupils and adapt to the order of vocabulary from common lexicology to less commonly used vocabulary. The most commonly used words are the words with relatively high frequency in the English corpus, and the less commonly used words are the words with lower frequency. Through the investigation, it was found that although the compilation of the unified textbook Oxford Primary School English (Shanghai Edition) for primary schools in Shanghai has devoted many experts' efforts, it cannot be ruled out, among which the distribution of vocabulary is still insufficient. To some extent, lexical arrangement neglects the function of word frequency. As the only official source for students to obtain vocabulary in class, this arrangement will undoubtedly increase the burden of learning and memory, so the study of vocabulary distribution has become the most important problem to be solved. With the help of BNC and COCA corpus, the present study makes a longitudinal comparison of vocabulary distribution and high and low frequency vocabulary in primary school English textbooks of grades 1 to 5 in Shanghai. With the help of the corpus-based statistical analysis results, This thesis mainly carries on the innovation research from the following aspects: (1) the word frequency distribution of each textbook and every textbook; (2) the proportion of low frequency vocabulary in the total vocabulary and find out the replacement of low frequency words synonymous high frequency word 3) the repetition of high frequency vocabulary Make a vocabulary of cultural differences based on word frequency standard. In view of the above research, this paper puts forward the following suggestions: 1) both teachers and students should pay full attention to the high frequency vocabulary. (2) Teachers can compile a vocabulary of cultural differences according to the needs of students.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31

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本文編號：1803372