詞匯是語言的核心組成部分,對外語學習者具有重要意義。然而,一直以來,英語詞匯學習總是被英語教師所忽略并且英語詞匯學習中存在諸多問題。因此,對于研究者和英語教師來說來說,找出適合學生的詞匯學習策略是至關重要的。由于這些原因,作者引入一種新的筆記方法——5R筆記策略,用于克服小學英語詞匯學習存在的問題。本文中,作者吸收5R筆記策略模板,并將它的五個步驟與英語詞匯教學結(jié)合起來。對5R筆記策略在小學英語詞匯學習中的應用進行了實證研究,并提出了以下研究問題:問題1:5R筆記策略是否能提高小學高年級學生的英語詞匯學習興趣?問題2:5R筆記策略是否能提高小學高年級學生的英語詞匯水平?基于這些問題,作者于2018年9月至2018年12月在遼寧西柳中心小學進行了為期四個月的實驗。實驗的參與者是來自兩個平行班的86名學生,他們由同一位英語老師授課。實驗班使用5R筆記策略學習英語詞匯,控制班使用傳統(tǒng)筆記策略學習英語詞匯。實驗工具有調(diào)查問卷、測試和訪談。數(shù)據(jù)采集后,利用SPSS統(tǒng)計軟件對實驗結(jié)果進行分析。實驗結(jié)束之后,結(jié)論顯示如下:首先,使用5R筆記策略的小學高年級學生比使用傳統(tǒng)筆記法的學生在英語詞匯上表現(xiàn)出更...

【文章頁數(shù)】：72 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose and significance
    1.3 The overall structure of the thesis
Chapter Two Literature review
    2.1 The5R Note-taking Strategy
        2.1.1 Background of the5R Note-taking Strategy
        2.1.2 Implement of the5R Note-taking Strategy
        2.1.3 Examples on the5R Note-taking Strategy
        2.1.4 Previous studies on the5R Note-taking Strategy abroad
        2.1.5 Previous studies on the5R Note-taking Strategy at home
        2.1.6 Summary
    2.2 Relevant concepts
        2.2.1 Lexical competence
        2.2.2 Learning interest
    2.3 Theoretical foundation
        2.3.1 The Humanistic Learning Theory
        2.3.2 The Information Processing Theory
        2.3.3 The Constructivism Theory of learning
Chapter Three Research methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Test
        3.3.3 Interview
    3.4 Research design
        3.4.1 Teaching procedures
        3.4.2 Teaching samples
    3.5 Data collection
Chapter Four Data analysis and discussion
    4.1 Data analysis framework
    4.2 Data analysis and discussion of Research Question One
        4.2.1 Descriptive statistics of questionnaire in CC and EC
        4.2.2 The further analysis of the data results of Question one
    4.3 Data analysis and discussion of Research Question Two
        4.3.1 Comparison of the results of CC and EC in pre-test
        4.3.2 Comparison of the results of CC and EC in post-test
        4.3.3 Comparison of the results of CC in pre-test and post-test
        4.3.4 Comparison of the results of EC in pre-test and post-test
    4.4 Analysis and discussion of the interview
    4.5 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations and suggestions for the future study
References
Appendix I Questionnaire on students’vocabulary learning interest
Appendix II Vocabulary Pre-test
Appendix III Vocabulary post-test
Appendix Ⅳ Outline of interview
Appendix Ⅴ Scores of the vocabulary pre-test and post-test
Acknowledgements
The list of the research papers published by the author



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