作為語言三大要素（語音、詞匯、語法）之一的詞匯在外語學(xué)習(xí)中有著舉足輕重的地位,因此詞匯教學(xué)成為外語教學(xué)的主要任務(wù)之一。但當(dāng)前傳統(tǒng)的單模態(tài)詞匯教學(xué)方法已經(jīng)不能滿足學(xué)生詞匯學(xué)習(xí)的需求,詞匯教學(xué)模式亟需改善。隨著信息技術(shù)的變革與發(fā)展,人與人的交際渠道逐漸被拓寬,意義的表達(dá)不再單純地通過語言來實(shí)現(xiàn),除語言之外,還可以通過其它符號(hào)資源或者多種符號(hào)的組合來表現(xiàn)。因此,多模態(tài)理論逐漸受到廣泛地關(guān)注。近年來,多模態(tài)理論大多被運(yùn)用到閱讀、語法和寫作教學(xué)中,只有少量的研究將多模態(tài)理論與詞匯教學(xué)相結(jié)合�；谏鲜霰尘�,本研究將多模態(tài)理論應(yīng)用于農(nóng)村初中英語詞匯教學(xué),探究其對(duì)學(xué)生詞匯知識(shí)的影響。本研究試圖探討以下三個(gè)問題:與傳統(tǒng)詞匯教學(xué)相比,1)多模態(tài)詞匯教學(xué)對(duì)農(nóng)村初中生英語詞匯廣度知識(shí)的即時(shí)習(xí)得和延時(shí)習(xí)得有何影響?2)多模態(tài)詞匯教學(xué)對(duì)農(nóng)村初中生英語詞匯深度知識(shí)的即時(shí)習(xí)得和延時(shí)習(xí)得有何影響?3)多模態(tài)詞匯教學(xué)對(duì)農(nóng)村初中生英語詞匯強(qiáng)度知識(shí)的積極、消極回想和積極、消極認(rèn)知有何影響?本研究以靖江市某農(nóng)村初中八年級(jí)兩個(gè)平行班的106名學(xué)生為研究對(duì)象,開展了為期兩個(gè)半月的實(shí)證研究。其中實(shí)驗(yàn)班與控制班均是53人。在教學(xué)實(shí)驗(yàn)中... 

【文章來源】：南京師范大學(xué)江蘇省 211工程院校

【文章頁數(shù)】：112 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Research Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Studies of Multimodality
        2.1.1 Definition of Multimodality
        2.1.2 Theoretical Basis of Multimodality
        2.1.3 Relationships among Different Modalities
        2.1.4 Application of Multimodality at Home and Abroad
        2.1.5 Summary
    2.2 Studies of Vocabulary Teaching
        2.2.1 Definition and Content of Vocabulary Teaching
        2.2.2 Methods of Vocabulary Teaching
        2.2.3 Research on Vocabulary Teaching at Home and Abroad
        2.2.4 Summary
    2.3 Studies of Vocabulary Knowledge
        2.3.1 Definition of Vocabulary Knowledge
        2.3.2 The Breadth of Vocabulary Knowledge
        2.3.3 The Depth of Vocabulary Knowledge
        2.3.4 The Strength of Vocabulary Knowledge
        2.3.5 Summary
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 English8A(Yilin Press2013 Edition)
        3.3.2 Scales for Tests
    3.4 Research Procedures
        3.4.1 Research Preparation
        3.4.2 Teaching Experiment
        3.4.3 Research Evaluation
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Effects on Students’Timely Acquisition and Delayed Acquisition in BVK
        4.1.1 Pre-test in BVK
        4.1.2 Timely Acquisition in BVK
        4.1.3 Delayed Acquisition in BVK
        4.1.4 The Final Test of BVK
        4.1.5 Summary
    4.2 Effects on Students’Timely Acquisition and Delayed Acquisition in DVK
        4.2.1 Pre-test in DVK
        4.2.2 Timely Acquisition in DVK
        4.2.3 Delayed Acquisition in DVK
        4.2.4 The Final Test in DVK
        4.2.5 Summary
    4.3 Effects on Students’Active Recall,Passive Recall,Active Recognition and Passive Recognition in SVK
        4.3.1 Pre-test
        4.3.2 Posttest
        4.3.3 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Recommendations
Bibliography
AppendixⅠ Vocabulary Level Test
AppendixⅡ Vocabulary Knowledge Scale
AppendixⅢ Tests for the Strength of Vocabulary Knowledge
AppendixⅣ Questionnaire
AppendixⅤ Interview
AppendixⅥ Brief Lesson Plans for Multimodal Vocabulary Teaching and Traditional Vocabulary Teaching
Acknowledgements


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期刊論文
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碩士論文
[1]多模態(tài)理論在高中英語詞匯教學(xué)中的應(yīng)用研究[D]. 張娜燕.南京師范大學(xué) 2018
[2]多模態(tài)教學(xué)對(duì)英語詞匯習(xí)得效果的實(shí)證研究[D]. 甘洛熒.贛南師范學(xué)院 2012
[3]論詞匯學(xué)習(xí)策略與詞匯搭配錯(cuò)誤之關(guān)系[D]. 黎素薇.湖南師范大學(xué) 2005



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