本文關(guān)鍵詞：基于框架理論的中職英語詞匯教學(xué)行動研究　出處：《廣州大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 框架理論 中職英語詞匯教學(xué) 行動研究

【摘要】：詞匯是理解和使用語言的基礎(chǔ),英語詞匯教學(xué)在幫助學(xué)生提高自身聽、說、讀、寫能力的過程中發(fā)揮著舉足輕重的作用。但是,詞匯量不足卻成為制約許多學(xué)生英語水平提高的一個(gè)重要因素,這在中職學(xué)校中尤為突出。迄今為止,對詞匯教學(xué)所做的研究,大多數(shù)是針對中學(xué)和大學(xué)的,相比較之下,針對中職英語詞匯教學(xué)的研究則顯得極為不足。因此,筆者結(jié)合教育部對中職學(xué)校英語的教學(xué)要求,以英語詞匯教學(xué)作為切入點(diǎn),運(yùn)用認(rèn)知語言學(xué)的框架理論來指導(dǎo)英語詞匯教學(xué)。Fillmore的框架理論揭示了百科知識和個(gè)人經(jīng)驗(yàn)對詞義理解和構(gòu)建的重要作用,這對中職英語詞匯教學(xué)有著重要的指導(dǎo)作用。本文旨在通過行動研究去探討框架理論是否能夠促進(jìn)中職英語詞匯教學(xué),以解決以下兩個(gè)研究問題:1.框架理論在詞匯教學(xué)中的應(yīng)用能否提高中職生的英語詞匯學(xué)習(xí)興趣?2.框架理論在詞匯教學(xué)中的應(yīng)用能否促進(jìn)中職生對英語詞匯的學(xué)習(xí)?本研究對南海信息技術(shù)學(xué)校14酒管1班的40名學(xué)生進(jìn)行為期18周的行動研究,研究過程共分為準(zhǔn)備階段、第一階段和第二階段。本研究采用定量和定性相結(jié)合的方法,通過問卷調(diào)查、課堂觀察、訪談和測試來收集數(shù)據(jù)。數(shù)據(jù)分析的結(jié)果顯示:框架理論在詞匯教學(xué)中的應(yīng)用促進(jìn)了學(xué)生對英語詞匯的理解和記憶,提高了學(xué)生英語詞匯學(xué)習(xí)的興趣,學(xué)生的英語學(xué)習(xí)成績有了較為明顯的提高。
[Abstract]:Vocabulary is the basis of understanding and using language, English vocabulary teaching to help students improve their listening, say, read, play an important role in the process of writing. However, the lack of vocabulary has become an important factor restricting students English level, especially in secondary vocational schools. So far, research do the vocabulary teaching, mostly for schools and universities, by comparison, according to the study of secondary vocational English vocabulary teaching is extremely insufficient. Therefore, according to the Ministry of education for secondary vocational school English teaching requirements, the English vocabulary teaching as a starting point, the theoretical framework of cognitive linguistics to use frame theory guide the teaching of English vocabulary.Fillmore reveals encyclopedic knowledge and personal experience is important to understand the meaning and construction, which have important instruction of secondary vocational English Vocabulary Teaching Use. This paper aims to explore the theoretical framework to whether can promote vocational English vocabulary teaching, in order to solve the following two questions: 1. application of frame theory in vocabulary teaching can improve students' English vocabulary learning? 2. frame theory in vocabulary teaching can promote the application of English vocabulary learning in vocational school students? This research action research for 18 weeks on the South China Sea of information technology school 14 wine tube 40 students in class 1, the research process is divided into the preparation stage, the first stage and the second stage. This study adopts quantitative and qualitative methods, through questionnaire survey, classroom observation, interviews and tests to gather data. The results of data analysis shows that: the application of frame theory in vocabulary teaching to promote the students' understanding and memory of English vocabulary, improve the students' interest in English vocabulary learning, students' English The achievement of language learning has been greatly improved.

【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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本文編號：1390284