【摘要】：本研究以理據理論為理論框架,對中國大學英語詞匯教學進行實證研究,旨在從理論和應用兩個方面激發(fā)大學生學習英語的興趣,促進學生對英語詞匯的了解,提高詞匯學習的效率。教學設計如下:教師分別在理據理論和傳統(tǒng)教學理論的指導下設計兩種不同的教學方案,將擬定的兩種教學方案分別應用于實驗組和控制組的教學活動中,通過對比實驗組和控制組的測試成績來檢驗應用理據的大學英語詞匯教學的教學效果。本研究選取長春市某高校光電信息科學與工程專業(yè)的60名學生作為實驗對象,以他們所在的自然班為單位隨機分為實驗組和控制組。分別以理據理論教學方案和傳統(tǒng)教學方案對兩組實驗對象進行詞匯教學。實驗為期6周,該研究采用測試、問卷和訪問三種方式,借助IBM SPSS Statistics 19.0對實驗組和控制組的測試成績進行對比分析,得出以下結論:應用理據進行大學英語詞匯教學能有效地提高實驗對象對英語詞匯的了解,有助于加強實驗對象對詞匯的長時記憶;應用理據可以幫助區(qū)分同義詞和形近詞;與詞源理據和語義理據相比,形態(tài)理據的應用效果最好。這說明在教學中應用理據對中國大學英語詞匯教學有積極作用,對于大學英語教學的進一步研究有一定的啟發(fā)作用。本研究為大學英語詞匯教學提供了思路,為現(xiàn)有理論研究提供了實證支持,同時為進一步探索語言學理論的實際應用提供了可借鑒的方法。
[Abstract]:Based on the motivation theory, this study makes an empirical study of college English vocabulary teaching in China. The purpose of this study is to stimulate students' interest in learning English from both theoretical and practical aspects, and to promote students' understanding of English vocabulary. Improve the efficiency of vocabulary learning. The teaching design is as follows: under the guidance of motivation theory and traditional teaching theory, the teacher designs two different teaching schemes, and applies them to the teaching activities of the experimental group and the control group, respectively. By comparing the test results of the experimental group and the control group, the effect of applying motivation in college English vocabulary teaching was tested. In this study, 60 students majoring in optoelectronic information science and engineering in a university in Changchun were selected as experimental objects, and their natural classes were randomly divided into experimental group and control group. The two groups of experimental subjects were taught vocabulary by motivation theory teaching plan and traditional teaching plan respectively. The experiment lasted for six weeks. The test results of the experimental group and the control group were compared and analyzed with the help of IBM SPSS Statistics 19.0 by means of test, questionnaire and interview. The conclusions are as follows: applying motivation to college English vocabulary teaching can effectively improve the experimental subjects' understanding of English vocabulary and help them to strengthen their long-term memory of vocabulary, and the motivation can help to distinguish synonyms from near words. Compared with etymological motivation and semantic motivation, morphological motivation has the best effect. This shows that the application of motivation in the teaching of college English vocabulary teaching in China has a positive role in the further study of college English teaching has a certain enlightening effect. This study not only provides some ideas for college English vocabulary teaching, but also provides empirical support for the existing theoretical research, and also provides a reference method for further exploring the practical application of linguistic theory.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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