發(fā)布時(shí)間：2020-12-29 22:58

　　英語(yǔ)詞匯教學(xué)是英語(yǔ)教學(xué)的重要組成部分。然而傳統(tǒng)的英語(yǔ)教學(xué),特別是高中英語(yǔ)教學(xué)主要以語(yǔ)法、結(jié)構(gòu)和功能為教學(xué)內(nèi)容。教師往往不重視詞匯教學(xué),學(xué)生往往通過機(jī)械復(fù)述來記憶單詞,不知道在特定的語(yǔ)境中如何恰當(dāng)運(yùn)用單詞。Michael Lewis(1993)提出了語(yǔ)塊的概念,它是一種形式性和功能性兼?zhèn)涞恼Z(yǔ)言結(jié)構(gòu),是語(yǔ)法、語(yǔ)義和語(yǔ)境的結(jié)合,被證明能夠促進(jìn)英語(yǔ)詞匯的學(xué)習(xí)和應(yīng)用。本研究將語(yǔ)塊教學(xué)法應(yīng)用于高中英語(yǔ)詞匯教學(xué),旨在進(jìn)一步證明詞匯組塊教學(xué)法是否有助于高中英語(yǔ)詞匯教學(xué),并分別測(cè)試其對(duì)詞匯應(yīng)用能力和詞匯記憶能力的影響。本研究主要以Michael Lewis的語(yǔ)塊理論為基礎(chǔ),采用采用實(shí)驗(yàn)研究法和訪談法,嘗試回答以下兩個(gè)研究問題:(1)語(yǔ)塊教學(xué)法能否顯著提高高中學(xué)生的詞匯成績(jī)?(2)語(yǔ)塊教學(xué)法能否對(duì)學(xué)生詞匯應(yīng)用能力和詞匯記憶能力產(chǎn)生明顯影響?對(duì)哪種能力影響更大?本研究以伊寧市第四師第一中學(xué)高二年級(jí)兩個(gè)普通班為研究對(duì)象,在實(shí)驗(yàn)班采用語(yǔ)塊教學(xué)法進(jìn)行詞匯教學(xué),對(duì)照班使用常規(guī)教學(xué)方法進(jìn)行詞匯教學(xué),進(jìn)行為期十四周的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)結(jié)束后,研究者利用SPSS 20軟件對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行分析和討論。主要發(fā)現(xiàn)如下:(1)語(yǔ)塊教學(xué)... 

【文章來源】：伊犁師范大學(xué)新疆維吾爾自治區(qū)

【文章頁(yè)數(shù)】：108 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
Chapter Ⅰ Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter Ⅱ Literature Review
    2.1 Relevant Concepts
        2.1.1 Lexical Chunks
        2.1.2 Lexical Chunks Approach
        2.1.3 English Vocabulary
    2.2.Theoretical Basis
        2.2.1 Chunking Effect
        2.2.2 Co-selection
        2.2.3 Connectivism
    2.3.Research on Lexical Chunks Abroad and in China
        2.3.1 Researches Aboard
        2.3.2 Researches in China
        2.3.3 Limitations of Previous Researches
Chapter Ⅲ Research Design
    3.0 Research Aim
    3.1 Research Questions
    3.2 Research Subject
    3.3 Research Instruments
        3.3.1 Pretest and Post-test papers
        3.3.2 Interview Questions
    3.4 Research Procedure
        3.4.1 Conduction of Pre-testing
        3.4.2 Conduction of Teaching Experiments
        3.4.3 Conduction of Post-testing
        3.4.4 Conduction of Interview
        3.4.5 Data Collection and Analysis
Chapter Ⅳ Results and Discussion
    4.1 Analysis on Students’Vocabulary Achievements
        4.1.1 Results and Discussion on Pretests in CC and EC
        4.1.2 Results and Discussion on Post-tests in CC and EC
        4.1.3 Results and Discussion on Pretest and Post-test in EC and CC
        4.1.4 Summary
    4.2 Analysis on Students'Vocabulary Memory Ability and VocabularyApplication Ability
        4.2.1 Analysis on Students'Vocabulary Memory Ability
        4.2.2 Analysis on Students'Vocabulary Application Ability
        4.2.3 Comparison of the Impacts on Students’Vocabulary Memory Abilityand Application Ability
        4.2.4 Summary
Chapter Ⅴ Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
AppendixⅠ Pre-test
Appendix Ⅱ Post-test
Appendix Ⅲ Interview Outline
Appendix Ⅳ Interview Record
Appendix Ⅴ Scores of Two Tests in CC and EC
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