《普通高中英語課程標(biāo)準(zhǔn)(2017年版)》提出培養(yǎng)和發(fā)展學(xué)生在接受高中英語教育后應(yīng)具備的英語學(xué)科核心素養(yǎng),其中學(xué)習(xí)能力是指學(xué)生積極運用和主動調(diào)適英語學(xué)習(xí)策略、拓寬英語學(xué)習(xí)渠道、努力提升英語學(xué)習(xí)效率的意識和能力。本文聚焦語境中的詞匯教學(xué),通過回顧語境理論和相關(guān)研究,探討語境在詞匯學(xué)習(xí)中的作用,并對語境在詞匯教學(xué)中的應(yīng)用進(jìn)行了為期三個月的研究。本研究以濟南大學(xué)城實驗高級中學(xué)兩個平行班的85名學(xué)生為實驗對象,探究語言語境與非語言語境在新授詞匯、練習(xí)詞匯、鞏固詞匯各個階段的語境運用方法,以及對高中生詞匯學(xué)習(xí)能力培養(yǎng)的效果。本文致力于研究以下三個問題:(1)高中生英語詞匯學(xué)習(xí)能力的現(xiàn)狀是什么?(2)基于語境的詞匯教學(xué)能否改變學(xué)生學(xué)習(xí)詞匯的態(tài)度、渠道和策略?(3)基于語境的詞匯教學(xué)能否提高學(xué)生的詞匯學(xué)習(xí)效率和應(yīng)用能力?研究過程中筆者以調(diào)查問卷、詞匯測試、訪談的方式獲得了大量數(shù)據(jù),并通過SPSS進(jìn)行數(shù)據(jù)分析,回答了以上三個研究問題:(1)實驗前大多數(shù)學(xué)生對詞匯學(xué)習(xí)不感興趣,甚至有抵觸心理,詞匯學(xué)習(xí)只依賴于課本,學(xué)習(xí)方法單一。這三個方面反映出學(xué)生的詞匯學(xué)習(xí)能力處于低水平。(2)實驗后學(xué)生學(xué)習(xí)詞匯的積極性...

【文章頁數(shù)】：71 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Thesis Structures
Chapter2 Literature Review
    2.1 Relevant Studies Abroad
    2.2 Relevant Studies at home
Chapter3 Major Concepts and Theoretical Foundation
    3.1 Vocabulary Learning Ability
    3.2 Context Theory
        3.2.1 Definition
        3.2.2 Classification
        3.2.3 Function
    3.3 Constructivism Learning Theory
    3.4 Vocabulary Acquisition Theory
Chapter4 Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Tests
        4.3.2 Questionnaires
        4.3.3 Interviews
    4.4 Research procedures
        4.4.1 Pretest Stage
        4.4.2 Experimental Stage
        4.4.3 Post-test Stage
        4.4.4 Interviews
        4.4.5 Data Collection
Chapter5 Results and Discussion
    5.1 Current Situation of Vocabulary Learning Ability
        5.1.1 Learning Attitude
        5.1.2 Learning Channels
        5.1.3 Learning Strategies and Application Ability
    5.2 Changes of Student'Attitude,Learning Channels and Strategies
        5.2.1 Questionnaires
        5.2.2 Interviews
    5.3 Vocabulary Learning Efficiency and Application Ability
        5.3.1 Contrastive Analysis of Pretests
        5.3.2 Contrastive Analysis of Post-tests
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Implications on the Cultivation of Vocabulary Learning Ability
    6.3 Limitations and Suggestions
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Vocabulary Test(pretest)
Appendix Ⅲ Vocabulary Test(post-test)
Appendix Ⅳ Interviews
Acknowledgement



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