發(fā)布時間：2018-04-12 15:09

  本文選題：綜合性的詞匯教學法 + 信息深加工理論�。� 參考：《山西師范大學》2017年碩士論文

【摘要】：詞匯是語言的基本組成部分,因此詞匯教學在英語教學中占據(jù)非常重要的地位。近年來,詞匯教學備受關(guān)注。許多詞匯教學方法相繼涌現(xiàn),其中兩個典型的方法非常受歡迎并被廣泛研究,即隱性詞匯教學法與顯性詞匯教學法。Sokman(2002)支持顯性教學法,他認為詞匯應該被給予直接的關(guān)注,首先脫離語境進行講解,再從不同方面詳細解釋詞匯知識。然而Nagy(2002)支持隱性教學法,他認為詞匯應該通過讓學生完成一些學習活動,無意識地被教授。可見,兩種詞匯教學法各有優(yōu)勢與不足。本研究提出的假設是將隱性與顯性詞匯教學法相結(jié)合更有利于學習者詞匯學習的提高。有些學者已經(jīng)做了進一步的研究證明了這個假設(Nation,2003;Schmitt,2008)。目前,國內(nèi)外學者對顯性與隱性教學法做了大量研究并且取得了矚目成就,但大多數(shù)研究均以大學生為研究對象,而對初高中詞匯教學的研究甚少。此外,初中的詞匯教學現(xiàn)狀大體上不盡如人意。因此初中英語詞匯教學方法應備受關(guān)注。本研究基于信息深加工理論,借助隱性與顯性相結(jié)合的詞匯教學法,以初中生為研究對象,試圖通過實證研究探索較為高效與可行的教學模式。信息深加工理論認為學習者可以從不同程度編碼信息,并引出不同程度的記憶軌跡,即信息加工程度越深,記憶保持越持久。該研究將提出該模式的具體方法,展現(xiàn)課堂教學步驟,進行實證研究,證明綜合的詞匯教學法無論記憶保持時間長短都比顯性的教學方法更有效。為了證明綜合詞匯教學法是否有效,該研究選擇初中的兩個班級作為研究對象進行實驗。一個班級被設定為實驗班接受綜合詞匯教學法的訓練,另一個班級為控制班接受傳統(tǒng)教學法即顯性詞匯教學法。經(jīng)過三個月的訓練,兩個班級均完成了后測以便發(fā)現(xiàn)兩種教學方法的不同效果。本文使用SPSS中的配對樣本及獨立樣本t檢驗分析學生的測試成績。統(tǒng)計結(jié)果及定量分析如下:a.在即時后測中,實驗班取得的分數(shù)高于控制班,這表明綜合詞匯教學法在促進學生詞匯學習上比顯性方法更有效。b.在延時后測中,實驗班也比控制班取得更高的分數(shù),這表明綜合詞匯教學法比顯性教學法更有利于維持詞匯的記憶。c.在即時后測與延時后測中,實驗班在接受與產(chǎn)出詞匯測試中比控制班均表現(xiàn)優(yōu)秀。對于接受性與產(chǎn)出性詞匯知識的學習,綜合的教學方法更有效。通過實驗研究與討論,該研究認為教師在詞匯教學中應該采用綜合詞匯教學法,包括大量接觸詞匯,將未知詞匯與已知詞匯相結(jié)合,從不同方面解釋詞匯知識,提供更多的練習機會等等。綜合性的詞匯教學法不僅可以激發(fā)學習者的情感,興趣,感受與經(jīng)歷,還可以再激發(fā)他們大腦中的詞匯知識,并將新詞匯與已學詞匯相結(jié)合。在整個認知過程中,學習者通過不斷檢索與記憶,將新詞匯內(nèi)化為他們已有的認知框架,并將已知的詞匯知識加以鞏固。此外,綜合性的詞匯教學法證明經(jīng)過深加工使詞匯變得更有意義,并且在學習者的頭腦中可以長期存儲,這與Craik and Lockhart(1972)的觀點相一致�？傊�,綜合性的詞匯教學法激發(fā)學習者投入認知與情感,促進詞匯學習。
[Abstract]:Vocabulary is the basic component of language, so vocabulary teaching occupies a very important position in English teaching. In recent years, vocabulary teaching has attracted much attention. Many vocabulary teaching methods have emerged, among which two typical methods are very popular and has been widely studied, namely the implicit vocabulary teaching and explicit vocabulary teaching method (2002.Sokman) support explicit teaching, he believes that vocabulary should be given immediate attention, first out of context to explain, from the different aspects of a detailed explanation of vocabulary knowledge. However, Nagy (2002) to support the recessive teaching method, he thought the words should be by allowing students to complete some learning activities, unconsciously by the professor. Visible, two words teaching methods have their advantages and disadvantages. In this paper it is assumed that the implicit and explicit vocabulary teaching method is more conducive to the learners to improve their vocabulary learning. Some scholars have done. Further studies show that this hypothesis (Nation, 2003; Schmitt, 2008). At present, domestic and foreign scholars on the explicit and implicit teaching method has done a lot of research and made great achievements, but most of them are college students as the research object, and Study on the junior high school and senior high school vocabulary teaching is very little. In addition, the status of vocabulary teaching junior high school generally not satisfactory. Therefore the junior middle school English vocabulary teaching methods should be concerned. This study is based on the information processing theory, by means of the combination of implicit and explicit vocabulary teaching, junior high school students as the research object, through the empirical research to more efficient and feasible teaching model. Deep processing of information theory is that learners from the different degree of encoding information, and leads to the memory traces in different degree, the degree of information processing more deeply, more memory lasting. The study will put forward specific methods of the model, show The classroom teaching procedure, empirical research proves that vocabulary teaching method integrated either memory retention time are more effective than explicit teaching method. In order to prove the validity of the comprehensive vocabulary teaching method, the study selected two classes of junior high school as the research object of the experiment. One class was set as the experimental class received comprehensive vocabulary teaching method the training of another class as the control class received the traditional teaching method that explicit vocabulary teaching method. After three months of training, the two classes were completed after the test in order to find the different effects of two kinds of teaching methods. This paper use the paired sample SPSS and independent samples t test analysis of student test scores. The results are as follows: statistical and quantitative A. in the immediate post test, the experimental class scores higher than that of the control class, which indicates that the integrated vocabulary teaching method in promoting students' vocabulary learning than explicit methods .b. is effective in the delayed post test, the experimental class also achieved higher scores than the control class, which indicates that the integrated vocabulary teaching is the dominant teaching method is more conducive to maintaining the vocabulary of memory.C. in the immediate post test and delayed post test, the experimental class in accepting and productive vocabulary tests than the control class for outstanding performance. With the knowledge of productive vocabulary learning, comprehensive teaching method is more effective. Through the research and discussion of the experimental, this study suggests that the teachers should adopt comprehensive vocabulary teaching methods in vocabulary teaching, including a large number of contact vocabulary, vocabulary and vocabulary will be the unknown known combination of interpretation from different aspects of vocabulary knowledge, provide more opportunities for exercise etc. comprehensive vocabulary teaching method can not only stimulate learners' interest, emotion, feeling and experience, can also stimulate the vocabulary knowledge of their brains, and will have to learn new vocabulary and vocabulary. . in the cognitive process, learners through continuous search and memory, the new vocabulary for their existing internalized cognitive framework, and vocabulary knowledge known to be consolidated. In addition, that comprehensive vocabulary teaching methods through the deep processing of the vocabulary becomes more meaningful, and can be long-term storage in the learner's mind with this, Craik and Lockhart (1972) consistent point of view. In short, comprehensive vocabulary teaching method can arouse learners into cognition and emotion, facilitate vocabulary learning.

【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1740262