本文關(guān)鍵詞： 初中詞匯教學(xué) 語(yǔ)境 應(yīng)用　出處：《福建師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：在英語(yǔ)教學(xué)中,最關(guān)鍵的要素不取決于你純正的發(fā)音,完美的語(yǔ)法,而是詞匯掌握的程度。語(yǔ)言的三大要素之一是詞匯。語(yǔ)境在很大程度上制約著話語(yǔ)的意義,話語(yǔ)的真正內(nèi)含在沒(méi)有語(yǔ)境的幫助作用下是很難確定的。詞匯教學(xué)的關(guān)鍵就在于語(yǔ)境的應(yīng)用�，F(xiàn)今,初中英語(yǔ)詞匯教學(xué)仍然存有許多弊病。例如,傳統(tǒng)教學(xué)法的課堂氛圍沉悶；教師忽略語(yǔ)境在詞匯教學(xué)中的重要性,孤立地講解詞匯；學(xué)生對(duì)詞義的片面了解,所學(xué)詞匯不能恰當(dāng)?shù)剡\(yùn)用；費(fèi)時(shí)低效的結(jié)果是讓學(xué)生畏懼詞匯學(xué)習(xí),視之為英語(yǔ)學(xué)習(xí)中的沉重負(fù)擔(dān)。因此,找到一種行之有效的適用于初中詞匯教學(xué)的方法迫在眉睫了。目前,基于語(yǔ)境理論的詞匯教學(xué)已被廣大師生所認(rèn)可。因?yàn)?同一個(gè)單詞會(huì)隨著語(yǔ)境的不同而不同,語(yǔ)境對(duì)詞匯的含義有著解釋和限制的重要作用。但語(yǔ)境運(yùn)用于初中英語(yǔ)詞匯教學(xué)的研究仍然不完善,處于起步階段。因此,筆者在前人研究的理論基礎(chǔ)上,對(duì)詞匯教學(xué)中運(yùn)用語(yǔ)境理論進(jìn)行了探索和分析。在本論文中,筆者對(duì)兩個(gè)問(wèn)題進(jìn)行論證：(1)基于語(yǔ)境理論的詞匯教學(xué)優(yōu)于傳統(tǒng)的詞匯教學(xué)法,能激發(fā)學(xué)生詞匯學(xué)習(xí)的興趣。(2)基于語(yǔ)境理論的詞匯教學(xué)能改善學(xué)生詞匯學(xué)習(xí)策略,提高學(xué)生的完形填空測(cè)試能力。筆者通過(guò)閱讀文獻(xiàn)、觀察、訪談、問(wèn)卷和實(shí)驗(yàn)等方法,以人教版新目標(biāo)九年級(jí)上冊(cè)課本為教材,結(jié)合相關(guān)的練習(xí),對(duì)語(yǔ)境理論應(yīng)用于初中英語(yǔ)詞匯教學(xué)進(jìn)行實(shí)驗(yàn)研究。在兩個(gè)平行班歷時(shí)四個(gè)月的實(shí)驗(yàn)中,筆者對(duì)運(yùn)用語(yǔ)境理論進(jìn)行詞匯教學(xué)的實(shí)驗(yàn)班和運(yùn)用傳統(tǒng)詞匯教學(xué)的對(duì)照班的學(xué)生分別進(jìn)行了兩次詞匯測(cè)試,并且對(duì)實(shí)驗(yàn)班的學(xué)生進(jìn)行了兩次問(wèn)卷調(diào)查和實(shí)驗(yàn)后的一次訪談。最后的數(shù)據(jù)結(jié)果顯示：實(shí)驗(yàn)班學(xué)生的完形填空和總分的兩個(gè)平均分都遠(yuǎn)遠(yuǎn)高于以傳統(tǒng)教學(xué)法的對(duì)照班,實(shí)驗(yàn)班前、后測(cè)的成績(jī)差距也非常明顯,并且實(shí)驗(yàn)班的學(xué)生更多地關(guān)注詞匯所出現(xiàn)的語(yǔ)境,詞匯學(xué)習(xí)策略大有改進(jìn),學(xué)習(xí)成績(jī)明顯提高。因此,論文最后得出的結(jié)論是,基于語(yǔ)境理論的詞匯教學(xué)法優(yōu)于傳統(tǒng)的詞匯教學(xué)法,能激發(fā)學(xué)生詞匯學(xué)習(xí)的興趣,改善學(xué)生的詞匯學(xué)習(xí)策略,提高學(xué)生的完形填空測(cè)試能力。同時(shí),在英語(yǔ)教學(xué)的研究領(lǐng)域中,語(yǔ)境詞匯教學(xué)仍有很大的發(fā)展空間有待開拓。
[Abstract]:In English teaching, the most important factor is not your pure pronunciation, perfect grammar, but the degree of vocabulary mastery. One of the three elements of language is vocabulary. Context greatly restricts the meaning of discourse. The real implication of discourse is difficult to determine without the help of context. The key of vocabulary teaching lies in the application of context. Nowadays, there are still many disadvantages in vocabulary teaching in junior high school. For example, the classroom atmosphere of traditional teaching method is dull; Teachers ignore the importance of context in vocabulary teaching and explain vocabulary in isolation; students' unilateral understanding of the meaning of words, the words learned can not be properly used; the result of time-consuming and inefficient is to make students fear vocabulary learning, Therefore, it is urgent to find an effective method for vocabulary teaching in junior high school. At present, vocabulary teaching based on context theory has been accepted by teachers and students. The same word will vary with the context. Context plays an important role in explaining and limiting the meaning of vocabulary. However, the application of context in English vocabulary teaching in junior high school is still not perfect and is still in its infancy. On the basis of the previous studies, the author explores and analyzes the use of context theory in vocabulary teaching. In this paper, the author demonstrates that the lexical teaching based on context theory is superior to the traditional vocabulary teaching method. The vocabulary teaching based on context theory can improve students' vocabulary learning strategies and improve students' cloze test ability. Taking the textbook of the first grade of the ninth grade as the teaching material, and combining the relevant exercises, this paper makes an experimental study on the application of context theory to the teaching of English vocabulary in junior high school. In the four-month experiment of two parallel classes, The author conducted two vocabulary tests on the students in the experimental class of vocabulary teaching using context theory and the control class with traditional vocabulary teaching. Two questionnaires and one interview were conducted to the students in the experimental class. The final data showed that the average scores of cloze filling and total score of the experimental class were much higher than those of the control class with the traditional teaching method. Before the experimental class, the difference between the post-test scores is also very obvious, and the students in the experimental class pay more attention to the context of vocabulary, vocabulary learning strategy has been greatly improved, and the learning results are significantly improved. Therefore, the final conclusion of the paper is:. The vocabulary teaching method based on context theory is superior to the traditional vocabulary teaching method, which can stimulate students' interest in vocabulary learning, improve students' vocabulary learning strategies and improve students' cloze test ability. There is still a lot of room for the development of contextual vocabulary teaching.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1510819