本文選題：框架語義學(xué)　切入點：英語詞匯教學(xué)　出處：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：近幾十年,中國的研究者和學(xué)者在英語詞匯教學(xué)方面做出了不懈的努力,但結(jié)果卻差強人意。詞匯也一直困擾著教師和學(xué)生,被認為是阻礙英語學(xué)習(xí)最大的障礙之一。這對于大學(xué)學(xué)生也不例外。本文旨在將框架語義學(xué)理論應(yīng)用于大學(xué)英語詞匯教學(xué)中,為大學(xué)英語詞匯教學(xué)提供一種新的視角。具體的思路是通過將框架這一認知概念結(jié)構(gòu)引入詞匯教學(xué)過程,原因是框架可以是任何一個概念體系,其中的概念之間相互關(guān)聯(lián),要理解這一體系中的任何一個概念,就必須理解整個概念體系。在框架語義學(xué)的指導(dǎo)下,學(xué)生可以很好地理解詞義,并且在詞與詞之間建立聯(lián)系,從而更輕松地背誦單詞。研究者進行了一項實驗,旨在探討框架語義學(xué)對大學(xué)英語詞匯學(xué)習(xí)的有效性。研究對象為某大學(xué)非英語專業(yè)二年級兩個班級,其中一個班級為控制班,另一個班為實驗班�？蚣芑半A段—框架化階段—框架化后階段的三步教學(xué)模式被應(yīng)用于實驗中,調(diào)查問卷和訪問同樣被用作研究工具被應(yīng)用于實驗中。為了了解這一教學(xué)模式是否可行,研究者提出了三個研究問題:1.基于框架語義學(xué)的三步教學(xué)法對大學(xué)生的詞匯學(xué)習(xí)有什么影響?2.基于框架語義學(xué)的詞匯教學(xué)模式對于大學(xué)生的詞匯廣度和深度有什么影響?3.大學(xué)生對于詞匯教學(xué)和詞匯學(xué)習(xí)的理解有了什么樣的變化?通過對后測結(jié)果進行分析,結(jié)果表明實驗班的后測成績高于控制班的后測成績。由此表明,基于框架語義學(xué)的三步教學(xué)法是可行的,基于框架語義學(xué)的詞匯教學(xué)模式在大學(xué)生的詞匯廣度和深度有著積極的影響。調(diào)查問卷和訪問的結(jié)果同樣表明學(xué)生對詞匯教學(xué)和詞匯學(xué)習(xí)的理解產(chǎn)生了變化,學(xué)生對詞匯學(xué)習(xí)產(chǎn)生了興趣,對詞匯學(xué)習(xí)更加有信心。在本文的最后提出了一些關(guān)于框架語義學(xué)的建議。
[Abstract]:In recent decades, Chinese researchers and scholars have made unremitting efforts in English vocabulary teaching, but the results are unsatisfactory.Vocabulary has also been troubling teachers and students, is considered to be one of the biggest obstacles to English learning.This is no exception to college students.The purpose of this paper is to apply frame semantics to college English vocabulary teaching and to provide a new perspective for college English vocabulary teaching.The idea is to introduce the cognitive conceptual structure of the framework into the lexical teaching process, because the framework can be any conceptual system in which the concepts are interrelated, and any concept in this system should be understood.The whole conceptual system must be understood.Under the guidance of frame semantics, students can understand the meaning of words well, and establish a relationship between words and words, so that they can recite words more easily.An experiment was conducted to explore the effectiveness of frame semantics in college English vocabulary learning.The subjects of this study are two classes of non-English majors in a university, one of which is the control class and the other is the experimental class.The three-step teaching model of pre-framing, framing and post-framing is applied in experiments, and questionnaires and interviews are also used as research tools.To see if this teaching model is feasible, the researchers put forward three research questions: 1.How does the three-step teaching method based on frame semantics affect college students' vocabulary learning?How does the lexical teaching model based on frame semantics affect the vocabulary breadth and depth of college students?What has happened to college students' understanding of vocabulary teaching and learning?The results show that the post-test results of the experimental class are higher than those of the control class.It shows that the three-step teaching method based on frame semantics is feasible, and the lexical teaching model based on frame semantics has a positive influence on the vocabulary breadth and depth of college students.The results of questionnaires and interviews also show that students' understanding of vocabulary teaching and vocabulary learning has changed and students have become more interested in vocabulary learning and have more confidence in vocabulary learning.At the end of this paper, some suggestions on frame semantics are put forward.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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本文編號：1723603