本文選題：語(yǔ)境 + 商務(wù)英語(yǔ)�。� 參考：《贛南師范學(xué)院》2013年碩士論文

【摘要】：認(rèn)知語(yǔ)言學(xué)的研究表明，，語(yǔ)境對(duì)英語(yǔ)詞匯學(xué)習(xí)有促進(jìn)作用，語(yǔ)境理論研究為詞匯教學(xué)提供了豐富的理論基礎(chǔ)。目前，語(yǔ)境在商務(wù)英語(yǔ)詞匯教學(xué)的實(shí)證研究明顯不足，本文提出把語(yǔ)境理論引入商務(wù)英語(yǔ)詞匯教學(xué)，并通過(guò)實(shí)驗(yàn)的方式驗(yàn)證其教學(xué)效果。 本文首先回顧了國(guó)內(nèi)外專家學(xué)者在語(yǔ)境理論方面的研究成果，對(duì)詞匯和商務(wù)英語(yǔ)詞匯的教學(xué)發(fā)展情況進(jìn)行了的闡述。在此基礎(chǔ)上，以劍橋商務(wù)英語(yǔ)初級(jí)（伍德主編）課本為教材，在10級(jí)英語(yǔ)的兩個(gè)班級(jí)中進(jìn)行為期一個(gè)學(xué)期的語(yǔ)境教學(xué)實(shí)驗(yàn)。在實(shí)驗(yàn)班的教學(xué)過(guò)程中，任課老師從新詞的導(dǎo)入、創(chuàng)設(shè)情境授課、鞏固等方面來(lái)運(yùn)用語(yǔ)境教授詞匯，而對(duì)照班則依然采用傳統(tǒng)的詞匯教學(xué)方法�？紤]到課堂教學(xué)時(shí)間的有限性以及現(xiàn)實(shí)情況，語(yǔ)境詞匯教學(xué)在以下三個(gè)層面進(jìn)行:詞匯語(yǔ)境、言語(yǔ)語(yǔ)境和情景語(yǔ)境。實(shí)驗(yàn)過(guò)程中，分別對(duì)學(xué)生商務(wù)英語(yǔ)詞匯和綜合能力進(jìn)行了前后測(cè)試，然后對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行了統(tǒng)計(jì)比較分析。結(jié)果表明,利用語(yǔ)境進(jìn)行商務(wù)英語(yǔ)詞匯教學(xué)符合記憶與認(rèn)知規(guī)律，有利于提高學(xué)生學(xué)習(xí)興趣和詞匯運(yùn)用能力。以語(yǔ)境詞匯教學(xué)的實(shí)驗(yàn)班，其詞匯產(chǎn)出能力和商務(wù)英語(yǔ)綜合成績(jī)要高于以傳統(tǒng)方法進(jìn)行詞匯教學(xué)的對(duì)照班。論文最后對(duì)語(yǔ)境教學(xué)提出了幾點(diǎn)建議。
[Abstract]:The research of cognitive linguistics shows that context plays an important role in English vocabulary learning and context theory provides a rich theoretical basis for vocabulary teaching.At present, the empirical study of context in business English vocabulary teaching is obviously insufficient. This paper proposes to introduce context theory into business English vocabulary teaching, and to verify its teaching effect by means of experiments.Firstly, this paper reviews the research achievements of experts and scholars at home and abroad in the field of context theory, and expounds the development of vocabulary and business English vocabulary teaching.On this basis, a one-semester contextual teaching experiment is carried out in two classes of CET-10 with Cambridge Business English Primary (Wood Editor-in-Chief) as the teaching material.In the teaching process of experimental class, teachers use context to teach vocabulary from the aspects of introducing new words, creating situational teaching and consolidating, while the control class still adopts the traditional vocabulary teaching method.Considering the limitation of classroom teaching time and the actual situation, contextual vocabulary teaching is carried out on the following three levels: lexical context, speech context and situational context.In the course of the experiment, the students' vocabulary and comprehensive ability of business English were tested before and after the experiment, and then the results were compared and analyzed statistically.The results show that the use of context in business English vocabulary teaching accords with the rules of memory and cognition and is helpful to improve students' interest in learning and their ability to use vocabulary.The experimental class with contextual vocabulary teaching has higher vocabulary output ability and business English comprehensive score than the control class which uses traditional methods.At the end of the paper, some suggestions on context teaching are put forward.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H319.3;G712.4

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