詞匯是語言的基礎(chǔ),詞匯學習是發(fā)展語言技能的關(guān)鍵,近年來,這一課題得到了廣泛研究。小學英語課程標準要求,學生應(yīng)該掌握600-700個單詞和大約50個短語。此外,語言學習需要大量的輸入。因此,豐富多樣的課程資源對英語學習尤其重要�？紤]到教和學的需求,英語課程應(yīng)提供貼近學生生活、貼近時代的英語學習資源,教師應(yīng)積極利用電視、音像、廣播、網(wǎng)絡(luò)等信息,拓展學生學習和運用英語的渠道。多模態(tài)教學以多模態(tài)話語分析理論框架為基礎(chǔ),利用多種多模態(tài)符號同時使用,充分地調(diào)動學生的多種感官來參與學習,刺激學生在記憶詞匯的同時產(chǎn)生多方面的聯(lián)想,增強學生的記憶效果。因此,運用多模態(tài)教學對小學詞匯教學進行實證研究具有重要意義。在本研究中,多模態(tài)教學被定義為一種新型有效的教學方法:教師采用多種教學手段,如詞匯游戲、小組任務(wù)、角色扮演等,以此來調(diào)動學生參與課堂教學互動的積極性和主動性,同時在教學中運用語言、圖片、音樂、實物、視頻、手勢等多種模態(tài)資源吸引學生的注意力,激發(fā)學生學習英語的興趣,活躍課堂教學氣氛。本實證研究試圖探究多模態(tài)教學對小學生英語詞匯成績與課堂焦慮的影響,并與傳統(tǒng)的詞匯教學方法進行對比。為此,提出了以下研究...

【文章頁數(shù)】：101 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Multimodal Teaching
        2.1.1 Definition of Multimodal Teaching
        2.1.2 The Choices of Modes in Multimodal Teaching
    2.2 Foreign Language Classroom Anxiety
    2.3 Research on English Vocabulary Scores through Multimodal Teaching at Homeand Abroad
    2.4 Research on English Classroom Anxiety through Multimodal Teaching at Homeand Abroad
    2.5 Theoretical Framework of the Study
        2.5.1 Multimodal Discourse Analysis
        2.5.2 Input Enhancement Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Scale
        3.3.3 Interview
    3.4 Research Procedure
        3.4.1 Pre-experiment
        3.4.2 While-experiment
        3.4.3 Post-experiment
    3.5 A Sample Lesson
    3.6 Data Collection and Data Analysis
        3.6.1 Data Collection
        3.6.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Results and Discussion of Quantitative Research
        4.1.1 Results and Discussion of Students' English Vocabulary Scores
        4.1.2 Results and Discussion of Students' English Classroom Anxiety
    4.2 Results and Discussion of Qualitative Research
        4.2.1 Effects of Multimodal Teaching on Students' English Vocabulary Scores and the Corresponding Reasons
        4.2.2 Effects of Multimodal Teaching on Students' English Classroom Anxiety and the Corresponding Reasons
        4.2.3 Students' Suggestions on the Application of Multimodal Teaching
Chapter Five Conclusion
    5.1 Main Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix IV
攻讀學位期間科研成果



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