基于词汇联想策略的小学英语课堂教学实证研究

论文摘要

词汇是语言的建筑材料，人类的思维活动是借助词汇进行的，离开词汇，语言就没有了实际意义。无论一个人的语法学得多好，不管他的语言多么漂亮，但是如果没有足够的词汇来表达他的感情或理解对方的观点和想法，他就无法利用这门语言和别人交流。所以研究学习策略和词汇教学方法就显得非常重要。2003年教育部颁布的《全日制义务教育普通高级中学英语课程标准（实验稿）》要求学生在小学阶段掌握600-700个单词。但对于小学生来说，记忆单词仍然对学生来说是一个难点。本人在阅读大量文献资料的基础上，提出以词汇联想为核心的词汇教学模式，并运用到实际的教学当中。为了验证词汇联想策略在小学英语教学中的作用，我们在珠海高新区金鼎一小四年级97个学生中做了实验。他们被分为实验班和对照班。实验期间，在实验班采用联想的词汇教学模式，在对照班采用传统教学模式。研究采用定量和定性相结合的方法。用SPSS（11.0）统计软件进行数据处理。测试后的数据分析表明，实验班的学生在词汇学习能力方面强于对照班的学生；访谈问卷调查结果和老师在课堂上的观察证明，实验班的学生在学习方法学习兴趣方面都有较大的提高。从本次研究我们得出以下结论：联想词汇教学模式在小学课堂教学中是可行的。能够有效地帮助学生记忆单词，扩大词汇量，提高词汇习得能力。并且，联想策略的使用，学生对英语的兴趣比以前更浓，从某种程度来说改变了学生的学习方式。

论文目录

• 中文摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Research Background
• 1.1.1 Importance of Vocabulary
• 1.1.2 The Current Teaching Situation of Primary English Teaching
• 1.1.2.1 Requirements of English Vocabulary Teaching in Primary Schools
• 1.1.2.2 Current Situation of Vocabulary Teaching and Learning in Primary Schools
• 1.2 Research Objective
• 1.3 The Significance of the Research
• 1.4 The Layout of the Thesis
• Chapter 2 Literature Review
• 2.1 The Importance of Vocabulary in L2 or FL Learning
• 2.2 Learning Strategies
• 2.2.1 Definition of Learning Strategies
• 2.2.2 Classification of Learning Strategies
• 2.3 Vocabulary Learning Strategies
• 2.3.1 Classification of Vocabulary Learning Strategies
• 2.3.2 Studies on Vocabulary Learning Strategies in the West
• 2.3.3 Vocabulary Learning Strategies Researches in China
• 2.4 Associative Strategies
• 2.4.1 The Definition of Association Strategy
• 2.4.2 Relevant Studies on Association Memory Strategies
• 2.4.2.1 Study on the Effects of Association Memory
• 2.4.2.2 The Study on the Training Effectiveness of Association Memory Strategies
• 2.4.2.3 The Study on the Effects of Different Association Memory Strategies
• Summary
• Chaper 3 Theoretical Framework of the Study
• 3.1 The Theory of Memory
• 3.1.1 The Definition of Memory
• 3.2 Association
• 3.2.1 Relationship between Memory and Association
• 3.2.2 The Classification of Association
• 3.2.2.1 Form association
• 3.2.2.2 Semantic Association
• 3.2.2.2.1 Synonyms
• 3.2.2.2.2 Antonyms
• 3.2.2.2.3 Hyponymy Association
• 3.2.2.3 Constructive word net
• 3.3 The Theory of Depths of Processing
• 3.4 The Semantic Field Theory
• Chapter 4 Research Design
• 4.1 Purpose of the Experiment
• 4.2 Research Questions
• 4.3 Subjects
• 4.4 Instruments
• 4.4.1 Pre-test and Post-test
• 4.4.2 Interview
• 4.5 Procedure
• 4.5.1 Illustration of the Training and its Contents
• 4.5.2 Preparation
• 4.5.3 Presentation
• 4.5.4 Practice
• 4.5.5 Evaluation
• 4.5.6 Expansion
• 4.6 Examples of Different Types of Associations
• 4.6.1 Word-formation Association in Teaching
• 4.6.2 Semantic Association
• 4.6.3 Constructing word nets
• 4.7 Words Association Exercises
• 4.8 Data Collection
• Chapter 5 Results and Discussion
• 5.1 Descriptive Statistics of Pre-test and Post-test
• 5.1.1 Descriptive Statistics of Pre-test
• 5.1.2 Descriptive Statistics of Post-test
• 5.2 Descriptive Statistics of the Interview
• 5.3 Discussion of the Results
• 5.4 Pedagogical Implications
• 5.4.1 Raising Teachers’ Awareness of Vocabulary Teaching Strategies
• 5.4.2 Training the Students more Vocabulary Learning Strategies
• Chapter 6 Conclusion
• 6.1 Major Findings
• 6.2 Limitations and Implication
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Appendix Ⅳ
• Appendix Ⅴ
• Appendix Ⅵ
• Appendix Ⅶ
• 攻读论文期间发表的论文
• Acknowledgements