2011版中小學(xué)英語教學(xué)課程標(biāo)準(zhǔn)提出,小學(xué)階段要求學(xué)生掌握并會(huì)用的詞匯量是600至700,然而現(xiàn)階段小學(xué)英語課堂上詞匯教學(xué)情況卻不盡如人意。盡管許多學(xué)生很努力地記憶單詞,他們還是很容易在機(jī)械學(xué)習(xí)中產(chǎn)生厭倦情緒,所學(xué)詞匯易忘、易錯(cuò)。在小學(xué)英語教學(xué)中,歌曲的作用毋庸置疑。英文歌曲多作為課堂的輔助手段,而關(guān)于課堂詞匯習(xí)得的研究多以高校學(xué)生為對象,因此,結(jié)合英文歌曲進(jìn)行小學(xué)課堂詞匯教學(xué)的模式的研究和開發(fā),對小學(xué)英語詞匯教學(xué)有重要意義。以Krashen的輸入假設(shè),Gardner的多元智能理論以及John Dewey的興趣教育思想為理論基礎(chǔ),本實(shí)驗(yàn)研究歌曲輔助教學(xué)對小學(xué)生英語詞匯學(xué)習(xí)的影響,尤其是學(xué)生的詞匯學(xué)習(xí)興趣以及詞匯記憶這兩個(gè)因變量與自變量歌曲輔助教學(xué)的關(guān)系。來自四年級兩個(gè)班級的80名學(xué)生通過兩個(gè)前測(上學(xué)期期末測試以及詞匯等級測試)被選為受試參加為期19周的實(shí)驗(yàn),兩個(gè)班級隨機(jī)選為實(shí)驗(yàn)班及控制班。實(shí)驗(yàn)班的學(xué)生在歌曲輔助教學(xué)的方式下學(xué)習(xí)目標(biāo)詞匯,而控制班的學(xué)生在傳統(tǒng)教學(xué)的方式下學(xué)習(xí)目標(biāo)詞匯。在實(shí)驗(yàn)期間,每完成一課目標(biāo)詞匯兩個(gè)班的學(xué)生都進(jìn)行一次目標(biāo)詞匯的即時(shí)后測,關(guān)于6組目標(biāo)詞匯的即時(shí)后測總共有...

【文章頁數(shù)】：95 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
Chapter One Introduction
    1.1. Research background
    1.2. Research Significance
    1.3. Research Objectives
    1.4. Organization of the Thesis
Chapter Two Literature Review
    2.1. Definitions of Key Concepts
        2.1.1. Vocabulary Presentation
        2.1.2. Multimedia Assisted Vocabulary Teaching
        2.1.3. Incidental Vocabulary Acquisition
        2.1.4. Vocabulary Retention
    2.2. Previous Researches on Incidental Vocabulary Acquisition
        2.2.1. Relevant Researches from the Aspects of Reading and Writing
        2.2.2. Relevant Researches from the Aspects of Listening and Speaking
    2.3. Empirical Researches on the Effects of Song-aided Instruction on Vocabulary Learning
    2.4. Limitations of the Previous Researches
Chapter Three Theoretical Framework
    3.1. Krashen’s Input Hypothesis
    3.2. Gardner’s Multiple Intelligences Theory
    3.3. John Dewey’s Thought of Interest Education
    3.4. Implication of the Theories for this Research
Chapter Four Methodology
    4.1. Research Questions and Hypotheses
    4.2. Participants
    4.3. Variables
    4.4. Instruments
        4.4.1. Target Words Selecting
        4.4.2. Vocabulary Tests
        4.4.3. Questionnaires
        4.4.4. Interview
    4.5. Research Procedures
        4.5.1. Preliminary Investigation (the 1st week)
        4.5.2. Pretest of Target Words (the 2nd week)
        4.5.3. Teaching Treatment (the 5th to 16th week)
        4.5.4. Sample Teaching Procedures
        4.5.5. Posttests (the 6th to 18th week)
        4.5.6. the Second Questionnaire and the Interview (the 19th week)
    4.6. Data Collection and Analysis
        4.6.1. Data Collection
        4.6.2. Data Analysis
Chapter Five Results and Discussion
    5.1. Results
        5.1.1. Results of the Learners’ English Proficiency Before the Experiment
        5.1.2. Results of the 6 Immediate Posttests and the Delayed Posttest of Vocabulary
        5.1.3. Results of the Questionnaires
        5.1.4. Results of the Interview
    5.2. Discussion
        5.2.1. Discussion in relation to Research Question 1
        5.2.2. Discussion in relation to Research Question 2
Chapter Six Conclusion
    6.1. Major Findings of the Study
    6.2. Pedagogical Implications
    6.3. Limitations of the Study
    6.4. Suggestions for Further Research
References
Appendix Ⅰ Test of Vocabulary Size
Appendix Ⅱ Pretest of Target Words
Appendix Ⅲ 6 Immediate Posttests
Appendix Ⅳ Delayed Posttest
Appendix Ⅴ 英語詞匯學(xué)習(xí)興趣問卷調(diào)查(實(shí)驗(yàn)前)
Appendix Ⅵ 英語詞匯學(xué)習(xí)興趣問卷調(diào)查(實(shí)驗(yàn)后)
Appendix Ⅶ 訪談
Appendix Ⅷ Song Lyrics
Appendix Ⅸ Word List



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