本文選題：心理詞匯理論 + 有意義學(xué)習(xí)理論��； 參考：《貴州師范大學(xué)》2017年碩士論文

【摘要】：人類語言是以詞匯為基礎(chǔ)的。有關(guān)研究表明詞匯使用錯誤是阻礙二語交流的最大障礙。因此二語詞匯教學(xué)的有效性及學(xué)生習(xí)得詞匯的能力一定程度上決定了外語教學(xué)的成敗。然而目前中國很多高中的英語詞匯教學(xué)地位不夠突出,多數(shù)常見的詞匯教學(xué)模式既忽視了詞匯的重要性也削弱了學(xué)生學(xué)習(xí)英語的積極性。隨著高考英語對詞匯數(shù)量和質(zhì)量要求的不斷提高,詞匯教學(xué)面臨著越來越多的障礙和挑戰(zhàn)。為提高學(xué)生英語詞匯學(xué)習(xí)的積極性和有效性,本研究將試圖從心理語言學(xué)的角度,用心理詞匯理論為主要支撐理論進(jìn)行實(shí)證研究,以探索高中英語詞匯教學(xué)的有效途徑。當(dāng)前部分研究者已從對心理詞匯理論的分析中提出了指導(dǎo)英語教學(xué)實(shí)踐的方法和建議,然而對于理論和方法運(yùn)用于實(shí)踐的研究少有出現(xiàn),心理詞匯理論在詞匯教學(xué)方面研究成果的實(shí)際應(yīng)用價(jià)值也不太明確。此外研究對象也多為大學(xué)生,針對數(shù)量漸多且英語基礎(chǔ)偏弱的高中藝考生的相關(guān)研究較為鮮見。本文作者以心理詞匯理論和相關(guān)研究為理論支撐,嘗試提出在詞匯鞏固階段指導(dǎo)學(xué)生采用詞匯情景聯(lián)想的方法來創(chuàng)建語用環(huán)境并演繹的學(xué)習(xí)方法,基于此并結(jié)合前人提出的在詞匯呈現(xiàn)過程中加強(qiáng)詞匯音義聯(lián)系、運(yùn)用英文釋義單詞、展示語義關(guān)聯(lián)詞的詞匯教學(xué)法,從而形成一種新的詞匯教學(xué)模式,并試圖通過相關(guān)實(shí)驗(yàn)在教學(xué)實(shí)踐中探析該模式的可行性及有效性,旨在探索提高詞匯教學(xué)效率、增強(qiáng)學(xué)生學(xué)習(xí)興趣、進(jìn)而提高學(xué)生英語整體運(yùn)用能力的教學(xué)方法。作者采用實(shí)證研究的方法,將新建的詞匯教學(xué)模式應(yīng)用于實(shí)驗(yàn)班的英語詞匯課堂教學(xué)中,進(jìn)行了為期四個月的教學(xué)實(shí)驗(yàn)。其間,筆者通過調(diào)查問卷、詞匯測試卷以及綜合試卷對實(shí)驗(yàn)班學(xué)生的英語學(xué)習(xí)興趣、態(tài)度、效率、難點(diǎn)、方法以及詞匯掌握情況和綜合水平進(jìn)行了前后測調(diào)查和評估,同時對對照班學(xué)生的詞匯掌握情況和綜合水平也進(jìn)行了前后測評估,以期驗(yàn)證以下兩個假設(shè):(1)基于心理詞匯理論的詞匯教學(xué)模式可以提高學(xué)生英語詞匯記憶效率和綜合能力;(2)基于心理詞匯理論的詞匯教學(xué)模式可以促進(jìn)學(xué)生英語詞匯學(xué)習(xí)的興趣和自主性。本文收集了問卷調(diào)查和所有測試結(jié)果,并對所得數(shù)據(jù)進(jìn)行了統(tǒng)計(jì)和分析。實(shí)驗(yàn)教學(xué)的結(jié)果一定程度上證實(shí)了實(shí)驗(yàn)假設(shè),也從理論和實(shí)踐上驗(yàn)證了心理詞匯理論對高中英語詞匯教學(xué)的可行性和有效性。最后本文結(jié)合理論和教學(xué)實(shí)踐還提出了在詞匯教學(xué)中應(yīng)創(chuàng)設(shè)語境、提升詞匯復(fù)現(xiàn)頻率及詞匯形象化的教學(xué)啟示。盡管實(shí)驗(yàn)結(jié)果并不豐滿,但期望對英語詞匯教學(xué)效能的提高有一定的積極意義。
[Abstract]:Human language is based on vocabulary. Studies have shown that vocabulary errors are the biggest obstacle to second language communication. Therefore, the effectiveness of second language vocabulary teaching and the ability of students to acquire vocabulary determine the success or failure of foreign language teaching. However, the status of English vocabulary teaching in many senior high schools in China is not enough at present. Most of the common vocabulary teaching modes neglect the importance of vocabulary and weaken the enthusiasm of students to learn English. With the improvement of the quantity and quality of vocabulary in college entrance examination, vocabulary teaching is facing more and more obstacles and challenges. In order to improve the enthusiasm and effectiveness of students' English vocabulary learning, this study will attempt to make an empirical study from the perspective of psycholinguistics, with the psychological vocabulary theory as the main support theory, in order to explore the effective ways of English vocabulary teaching in senior high school. At present, some researchers have put forward some methods and suggestions to guide the practice of English teaching from the analysis of psychological lexical theory. However, there are few researches on the application of theories and methods in practice. The practical application value of psychological vocabulary theory in vocabulary teaching is not clear. In addition, most of the subjects are college students. Based on the psychological lexical theory and related studies, the author attempts to propose a learning method to guide students to create pragmatic environment and deduce in the lexical consolidation stage by using the method of lexical situational association. Based on this and combining with the previous words teaching method of strengthening the phonetic and semantic relation in the process of lexical presentation and using English words to show the semantic relevance, a new vocabulary teaching mode is formed. This paper attempts to explore the feasibility and effectiveness of this model in teaching practice through relevant experiments in order to explore teaching methods for improving vocabulary teaching efficiency, enhancing students' interest in learning and improving students' overall ability to use English. The author applies the new vocabulary teaching model to the English vocabulary classroom teaching in the experimental class and carries out a four-month teaching experiment. In the meantime, the author investigates and evaluates the students' interest in English learning, attitude, efficiency, difficulties, methods, vocabulary mastery and comprehensive level by questionnaire, vocabulary test paper and comprehensive test paper. At the same time, the vocabulary mastery and comprehensive level of the students in the control class were evaluated before and after the test. To verify the following two hypotheses: 1) the vocabulary teaching model based on the psychological vocabulary theory can improve the students' English vocabulary memory efficiency and comprehensive ability. (2) the vocabulary teaching model based on the psychological vocabulary theory can promote the students' English vocabulary teaching. Interest and autonomy in learning. This paper collects the questionnaire and all the test results, and carries on the statistics and the analysis to the obtained data. The results of experimental teaching to some extent confirm the hypothesis of the experiment and the feasibility and effectiveness of the psychological vocabulary theory in senior high school English vocabulary teaching both theoretically and practically. Finally, this paper puts forward the teaching enlightenment of creating context, promoting the repetition frequency and visualizing the vocabulary in vocabulary teaching in combination with the theory and teaching practice. Although the results of the experiment are not full, it is expected to have a positive effect on the improvement of English vocabulary teaching efficacy.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：1820826