本文選題：構(gòu)詞法 + 詞匯教學(xué)　； 參考：《貴州師范大學(xué)》2017年碩士論文

【摘要】：語言的三大基本要素包括語音、詞匯、語法,詞匯在學(xué)生的語言學(xué)習(xí)中發(fā)揮著重要的作用。學(xué)生的詞匯掌握程度不僅影響著學(xué)生聽、說、讀、寫方面的學(xué)習(xí),也與學(xué)生學(xué)習(xí)英語這門外語的自信心和興趣有著密切的聯(lián)系。學(xué)生在讀一篇文章的時候,只有掌握了大量的單詞才能理解文章的大意,并從中獲取信息,相反,如果因為缺乏詞匯知識導(dǎo)致讀不懂文章,學(xué)生學(xué)習(xí)英語的自信心和興趣就會受到嚴(yán)重的打擊。然而,在現(xiàn)有的高中英語教學(xué)背景下,老師和學(xué)生都付出了大量地努力,但是仍出現(xiàn)效果不佳的現(xiàn)象。本文以盤縣二中高一學(xué)生為研究對象,運(yùn)用實證研究的方法去探討構(gòu)詞法在詞匯教學(xué)中的具體作用。本文力圖解決以下問題:構(gòu)詞法在何種程度上能促進(jìn)學(xué)生學(xué)習(xí)詞匯?具體來說,主要回答兩個分問題:構(gòu)詞法怎樣提高學(xué)生的詞匯水平以及學(xué)生如何將構(gòu)詞法運(yùn)用于其詞匯學(xué)習(xí)過程當(dāng)中。本實驗選取了貴州省盤縣二中高一(13)班和高一(16)班132個學(xué)生為受試者,高一(13)為實驗班,高一(16)班為控制班。在3個月的教學(xué)試驗中,研究者首先從各班分別抽取了5名同學(xué)進(jìn)行訪談,了解學(xué)生在詞匯學(xué)習(xí)方面的困難和對構(gòu)詞法的掌握情況;然后對兩個班的學(xué)生進(jìn)行了前測,檢驗兩個班是否處于同一水平,是否可以當(dāng)做實驗對象;接下來進(jìn)行了教學(xué)實驗,實驗班采用構(gòu)詞詞匯教學(xué)方法,控制班采用常規(guī)的詞匯教學(xué)方法,教師講解單詞的音、形、義及相關(guān)短語。3個月的教學(xué)實驗過后,對兩個班進(jìn)行了后測,檢驗教學(xué)成果,并對實驗班進(jìn)行了問卷調(diào)查,調(diào)查學(xué)生對詞匯學(xué)習(xí)的看法和對構(gòu)詞法的態(tài)度,是否能夠運(yùn)用構(gòu)詞法知識構(gòu)建詞匯學(xué)習(xí)。數(shù)據(jù)收集好以后,作者運(yùn)用SPSS20軟件對數(shù)據(jù)進(jìn)行了分析,對調(diào)查問卷及訪談進(jìn)行了分析并得出結(jié)論:運(yùn)用構(gòu)詞法去教單詞可以提高學(xué)生的詞匯學(xué)習(xí)興趣,促進(jìn)學(xué)生的詞匯學(xué)習(xí),有利于幫助學(xué)生學(xué)習(xí)含有構(gòu)詞規(guī)則的單詞;學(xué)生能夠運(yùn)用構(gòu)詞法去建構(gòu)他們自己的詞匯學(xué)習(xí)。
[Abstract]:The three basic elements of language are phonetics, vocabulary, grammar and vocabulary, which play an important role in students' language learning. Students' vocabulary mastery not only affects the students' listening, speaking, reading and writing, but also has a close relationship with the students' confidence and interest in learning English as a foreign language. When students read an article, they can only understand the general idea of the article and get information from it by mastering a large number of words. On the contrary, if they are unable to understand the article because of lack of lexical knowledge, Students' confidence and interest in learning English will be severely undermined. However, in the context of English teaching in senior high schools, both teachers and students have made a lot of efforts, but there is still a phenomenon of poor results. This paper takes the students of Panxian No. 2 Middle School as the research object, and discusses the concrete function of word-formation in vocabulary teaching by using the method of empirical research. This paper tries to solve the following problems: to what extent can word-formation help students learn vocabulary? Specifically, it mainly answers two sub-questions: how to improve students' vocabulary level and how to apply word-formation to their vocabulary learning process. In this experiment, 132 students of Grade 1 (13) and Grade 1 (16) were selected as subjects, Senior 1 (13) as experimental class and Senior 1 (16) as control class. In the three-month teaching experiment, five students were selected from each class for interviews to find out the students' difficulties in vocabulary learning and their mastery of word-formation, and then conducted a pre-test on the students in the two classes. Then the experiment was carried out. The experimental class adopted the method of word-formation vocabulary teaching, the control class adopted the conventional vocabulary teaching method, and the teacher explained the pronunciation and shape of the word. After 3 months of teaching experiment, the two classes were tested, the teaching results were tested, and a questionnaire was conducted to investigate the students' attitudes towards vocabulary learning and word-formation. Whether can use the word formation knowledge to construct the vocabulary study. After the data is collected, the author analyzes the data with SPSS20 software, analyzes the questionnaire and interviews, and draws the conclusion that teaching words with word-formation method can improve students' interest in vocabulary learning and promote students' vocabulary learning. It helps students to learn words with word-formation rules; students can use word formation to construct their own vocabulary learning.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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