眾所周知,詞匯是英語教學(xué)的基礎(chǔ),英語知識的學(xué)習(xí)和技能的應(yīng)用都離不開詞匯的支撐,而英語詞匯對于初中學(xué)生,尤其是農(nóng)村初中學(xué)生來說仍然是很難攻克的難題。20世紀(jì)90年代以來,多模態(tài)話語分析理論被許多學(xué)者應(yīng)用到外語教育教學(xué)領(lǐng)域。多模態(tài)旨在研究把視覺、聽覺等多種模態(tài)應(yīng)用到教學(xué)過程中,從而提高學(xué)生的英語水平。但是到目前為止,多模態(tài)教學(xué)模式在農(nóng)村初中英語詞匯教學(xué)領(lǐng)域研究較少,尤其是針對不同詞類各種模態(tài)之間如何有效結(jié)合方面的研究更少。基于這種情況,本文主要研究英語詞匯教學(xué)中多模態(tài)結(jié)合使用對農(nóng)村初中學(xué)生英語詞匯水平的作用�；诙嗄B(tài)教學(xué)模式,本文對以下兩個問題進(jìn)行了探索研究。（1）農(nóng)村初中學(xué)生對于多模態(tài)教學(xué)的態(tài)度如何?（2）多模態(tài)教學(xué)模式能否提高農(nóng)村初中學(xué)生的英語詞匯水平?本次實驗的對象是甘肅省隴南市宕昌縣南陽中學(xué)初一年級兩個班的學(xué)生。作者采用詞匯前后測卷以及問卷調(diào)查的方法,歷時四個月,對于多模態(tài)教學(xué)在農(nóng)村初中英語詞匯教學(xué)中的應(yīng)用進(jìn)行了實證研究。在教學(xué)實驗前,作者通過前測試題,分析學(xué)生在詞匯水平上是否存在差異。在實驗過程中,在實驗班采用多模態(tài)教學(xué)法,在控制班采用語法翻譯法。在試驗后分發(fā)調(diào)查問卷來調(diào)查學(xué)生... 

【文章來源】：西北師范大學(xué)甘肅省

【文章頁數(shù)】：83 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Thesis Structure
Chapter Two Literature Review
    2.1 Key Terms
        2.1.1 Multimodality
        2.1.2 Multimodal Teaching Mode
        2.1.3 Combination of Modes
        2.1.4 Vocabulary Teaching
    2.2 Previous Research
        2.2.1 Research on Multimodal Teaching Mode Abroad and at Home
        2.2.2 Research on English Vocabulary Teaching Abroad and at Home
        2.2.3 Research on Multimodal English Vocabulary Teaching Abroad and at Home
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 A Theoretical Framework for Multimodal Discourse Analysis
Chapter Four Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Test papers
        4.3.2 Questionnaire
    4.4 Research Procedures
        4.4.1 Pretest
        4.4.2 Research Experiment
        4.4.3 Teaching procedures
        4.4.4 Delivering Questionnaire
        4.4.5 Post-test
    4.5 Data Collection
Chapter Five Results and Discussion
    5.1 Students’Attitude towards the Multimodal Teaching Mode
        5.1.1 The Result of Questionnaire about Students’Attitude
        5.1.2 Discussion about Questionnaire
    5.2 Students’Vocabulary Achievement by Using Multimodal Teaching Modes
        5.2.1 The Result of Pretest Scores in Experimental and Control Class
        5.2.2 Discussion about Pre-test Scores
        5.2.3 The Result of Post-test Scores in Experimental and Control Class
        5.2.4 Discussion about Post-test Scores
Chapter Six Conclusion and Implication
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions
References
Appendix ⅠPre-test Paper
Appendix ⅡPost-test Paper
Appendix Ⅲ Pre-test Scores of Students
Appendix Ⅳ Post-test Scores of Students
Appendix Ⅴ Questionnaire
Acknowledgement
個人簡歷、在學(xué)期間發(fā)表的論文及研究成果



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