語言是信息交流的橋梁,而詞匯作為構(gòu)成語言的基本材料之一,其地位不可小覷。但目前在中國中學(xué)的傳統(tǒng)詞匯課堂上存在很多問題,從而導(dǎo)致教學(xué)效果不理想,學(xué)生們的詞匯學(xué)習(xí)效果不佳。針對以上情況,學(xué)者和教師們都在不斷地嘗試各種方法來改善現(xiàn)狀。本研究希望通過在詞匯教學(xué)中應(yīng)用象似性理論,利用單詞內(nèi)外部的聯(lián)系,幫助學(xué)生習(xí)得并鞏固所學(xué)詞匯,從而取得更好的教學(xué)效果。因此筆者利用在遼寧省錦州市渤海大學(xué)附屬高級中學(xué)實習(xí)的機會進(jìn)行了實證研究。筆者從高二年級中隨機抽選了兩個班級,共107人參與實驗。在詞匯教學(xué)過程中,教師對實驗班的55名學(xué)生采用基于象似性理論的教學(xué)方法,對于控制班的52名學(xué)生采用傳統(tǒng)教學(xué)方法。本實驗于2019年9月3日開始進(jìn)行,截止到2019年12月26日結(jié)束。實驗期間,兩個班級授課教師相同,教材內(nèi)容相同。針對這項研究,筆者提出以下三個研究問題:1.基于象似性理論的詞匯教學(xué)方法在多大程度上影響高中生的英語詞匯水平?2.基于象似性理論的詞匯教學(xué)方法在多大程度上影響高中生的詞匯知識深度?3.基于象似性理論的詞匯教學(xué)方法在多大程度上影響高中生在語境中猜詞的準(zhǔn)確性?在本次實驗過程中,主要的研究工具包括測試和訪... 

【文章來源】：渤海大學(xué)遼寧省

【文章頁數(shù)】：76 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Purpose and significance of the research
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Iconicity Theory
        2.1.1 Definition of Iconicity Theory
        2.1.2 Previous studies on Iconicity Theory abroad and at home
    2.2 Vocabulary teaching
        2.2.1 Definition of vocabulary
        2.2.2 Previous studies on vocabulary teaching abroad and at home
    2.3 Previous studies on the application of Iconicity Theory to language teaching
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Test
        3.3.2 Interview
    3.4 Research procedure
        3.4.1 Pre-experiment stage
        3.4.2 Training procedure
        3.4.3 Post-test stage
        3.4.4 Interview
    3.5 Samples in experimental and control class
        3.5.1 A sample in experimental class
        3.5.2 A sample in control class
    3.6 Data collection
Chapter Four Data Analysis and Discussion
    4.1 Data analysis and discussion of pre-test in experimental class and control class
    4.2 Data analysis and discussion of post-test in experimental class and control class
        4.2.1 Data analysis and discussion of vocabulary level test in experimental class and control class
        4.2.2 Data analysis and discussion of vocabulary depth test in experimental class and control class
        4.2.3 Data analysis and discussion of reading test in experimental class and control class
    4.3 Analysis and discussion of interviews
        4.3.1 Analysis and discussion of pre-interview
        4.3.2 Analysis and discussion of post-interview
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for future research
References
Appendix Ⅰ Pre-test
Appendix Ⅱ Vocabulary level test
Appendix Ⅲ Vocabulary depth test
Appendix Ⅳ :Reading test
Appendix Ⅴ:Interview for teachers and students
Acknowledgements
The list of the research papers published by author



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