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    老时时彩360历史开奖: 词块理论在高中英语词汇教学中的运用--以贵阳市乌当中学教学为例

    来源: 360彩票老时时彩开奖 作者:vicky 发布时间:2019-04-21 论文字数:51854字
    论文编号: sb2019032511051325641 论文语言:English 论文类型:硕士毕业论文
    本文是一篇英语论文,本研究旨在通过对词块理论在词汇教学中的运用,提高学生的词汇量,从而有效地开发学习者的语言技能,更好地理解课文和阅读材料所传递的信息、观点、情感和价值观
    本文是一篇英语论文,本以贵阳市乌当中学高二年级的学生作为本次的研究对象,从该校词汇教学现状出发,运用问卷调查、访谈法,知道该校英语词块教学现状;把学生分成两个班,实验班和控制班;在教学中,通过实验法,词块理论被运用到教学实践中,同时作者阐明了该研究对促进高中英语词汇教学有实际的意义;通过实验法,词块理论的运用既提高了学生的学习能力,也提高学生的英语成绩。

    Chapter 1   Introduction

    1.1 The Background of the Study
    It is a great challenging and reform. Students don’t completely master vocabulary and  thus  it  prevents  the  development  learners’ abilities.  More  importantly,through empirical  study  ,there  commonly  exist  some  problems  in  senior  vocabulary teaching ,detailed problems are made good arrangements below:
    ①The  amount  of  the  vocabulary  mastered  is  a  little  small(2500)  in  ,the  data  can’t enable the students to read and write freely.
    ②It  is  difficult  for  the  students  to  remember  all  the  words  learned  in  class,and  the speed  of  forgetting  these  words  is  even  faster  ,commonly  which  makes  the  learners easily lose interest and their confidence in English.
    ③Because  of  the  influence  from  the  mother  language  Chinese  on  learning English,their  learning  vocabulary  is  not  properly  mastered  and  basic  strategy  is  not appropriately used by the learners.
    ④Many  teachers  are  attaching  less  importance  to  the  vocabulary  study  ,and  always using old teaching means.This makes the ability to apply these words limited ,such as phonetic symbol,shape, speech,collocation etc.
    ⑤The vocabulary teaching is often separated from the context,only explaining the use of  each  vocabulary  in  isolation.Like  that,day by  day  ,learners  still  can’t  master  the spirit of the language .Let’s take the word(cover) and water for example :
    A1:The reporter covered the news yesterday .(报道)
    A2:The reporter covered the cost.(足够支付...的费用)
    B1:As we know ,without water ,we wouldn’t live.(水,名词)
    B2:In the dry weather ,these flowers need to be watered.(浇水,名作动) 
    Some patterns like that are endless ,and from the above two groups ,we can see how important   it is to understand the context of the vocabulary .
    ..........................

    1.2 The Significance and subjects of the Study
    According  to  all  referred  to  above  ,it  is  absolutely  imperative  for   teachers  and learners  to  adopt  the  new  vocabulary  teaching method  and  fully  apply  it  to  English vocabulary  teaching  .  It  is  a  key  for  teachers  that  application  of  English  vocabulary teaching under the Lexical Chunk Theories in Senior School should be widely used, and  the  study  will  be  carried  out  theoretically. Consequently,there  is  an  urgent demand  for  a  good  deal  of  teacher-led  instruction.  The  payoff  can  be  significantly higher rates of remembering, and therefore, we should more notice the application of Lexical- Chunks in English vocabulary teaching.
    The  subjects  involved  in  the  teaching  experiments  consisted  of  104  in  Senior Grade Two of Wu Dang Middle School of Guiyang City ,Guizhou Province.They are from  two  parallel  classes  introduced  by  a  teacher.  52  students  from  one  class  were elected to be the Experimental Class(E.C) ,while the other 52 students from the other class  were  elected  as  Controlled  Class(C.C)  .According to  the  scores  of  general final-term  examination  of  last  term  independent  samples  average  difference  test indicated  that  there was  no  evident  difference  in  the  two  classes(In  average  ,E.C 85.25,C.C86.54;   In SD,E.C 12.84,C.C14.28 .revealed in Table 4.Even their average age  is  16.2.The  main  reason  for  selecting  them  is  that  all  the  testees  are  native speakers,and  their English  abilities  and  study  background  are  almost  equal  to  each other .In view to this ,the writer decided to use them the intended subjects .The two classes  are  designed  to  separately  be  trained  for  eighteen  weeks  .  One  is  traditional vocabulary  teaching method  ,the  other  is  English  chunk  teaching  .What  will  be learned  is  the  same  books  the  High  school  English  Curriculum Standard Experimental  Textbook  published  by  the  People's  Education  Press(simplified  as  the PEP Textbooks))and the same teaching content.In the experiment,the students of E.C were  asked  to  recite  the  text,underlined  lexical  chunks  ,and  remember  its application ,while the controlled class were only required to recite words after reading the text .The questionnaire before the experiment did not take up their much time .So such requirement did not have an effect on normal teaching and learning. And thus, in the  paper ,the  author  elected  the  students  of  Senior  Two,because  these  students  are educated  one  year  of  the  same  school  and  they have  got  the  same  standard  English study.The research lasted four months from September .2017 to December .2017.
    ....................

    Chapter 2   Literature Review

    2.1 Research on Lexical chunks  
    To  learn  more  about  chunk  theory  in  teaching  English  vocabulary  ,it  is essential  to  introduce  the  origin  of  it  .In  this section,the  conception  of  the  theory  at abroad and home will be presented,too.
    2.1.1 Research on Lexical Chunks at home 
    Compared to overseas development,Chinese lexical study and applications are new,in  which  we  can  find  it  currently  related  to  this aspect  of  training  and  research conditions is not enough,and harder to find academic papers on lexical chunks ,which are less involved any works about it,and a lot of people are just exploring the study on vocabulary teaching.
    From  the  perspective  and  different  theories,Scholars  have  done  extensive research  and  discussion  on  English  chunk teaching.Yang  Yuchen  (1999)  analyzed language chunks’ structure by using the pragmatic function and classification, presen- ting English  lexical  chunks  to  students  in  the  learning  process  ,so  they  can  not  only avoid  improper  language  errors,yet  make students  increase  the  self-confidence  of earning  the  language,and  their  language  fluency.Anxious  (2000)  argues  that  the word-formation  is  a  collocation,  a  phrase,or  a  chunk.He  proposed  that  English vocabulary  teaching  by  using  a  pattern  approach could  enhance  students  ' motivation,strengthen the learners' inspiration and enthusiasm about attending school.
    Wu  Jing,and  Wang  RuiDong  (2002)  thought  that  the  lexical  teaching  is appropriate for the Chinese students’ characteristics about learning language,since the word  block  is  an  ideal  memory  mode.Pu  Jianzhong  (2003)  suggested  that  learners should often meet trouble with the collection and collocation ,the reason is that there are some problems if the learners have not understood lexical -chunk ,and one of the key  methods  of  English  vocabulary  teaching  should  strengthen  Lexical  Chunk teaching.Yan  WeiHua  pointed  out (2003)  the  vocabulary  teaching  in  chunks  could avoid  the  rule  and  communicative  approach  to  the  extreme.Diao  Linlin  (2004) conducted a study on Lexical Chunks,finding that in the two blocks of words and the second language skills, some important correlation also exist there.
    ..........................

    2.2 Research on Vocabulary Teaching
    In  our  present  vocabulary  teaching  ,  though  it  has  got  some  progress  ,  some questions  also  exist  and  learners’  abilities  are still  limited.  Firstly  ,teachers  often balance  all  the  contents  but  ignore  what  is  most  important  and  what  is  less important ,and this shows that when the teachers are conducting a lesson ,they always explain  all  the  learning  materials  to  the  students;  putting more  burden  on  the students  .Secondly  ,Explain  the  deep  vocabulary  use  in  isolation,  and  ignore  the context’  production  ;The same  words  own  various  intention  with  different contexts,and  this  will  make  the  students  lose  interest  in  reciting  word repeatedly. More notice their original ideas  ,neglect cultural meanings  ,backgrounds ,especially western  cultures  ;Explain  more western  cultural  background  to  the  students  while having  vocabulary  class,  and  doing  like  this  will  widen  their  eyes  ,even arouse learners’ study of interest .(From Xia Wenjing)
    As language is growing,linguistics(Psychology, logic and Anthropology),the study of  the  long  history  of  English  Lexicology  calls  for new  opportunities  and  broad prospects.There  is  a  booming  tendency  that  the  development  of  cognitive  linguistics and  the people’  close  attention  to  foreign  language,  so  the  Applied  Cognitive Linguistics slowly are formed, and its important aspects about vocabulary teaching lie in as follows:
    1.The teaching of phrasal verbs.
    2. The guiding saying. Understanding idioms can assist us master and learn them by heart .
    3. The teaching of prepositions and prepositional phrases.Verspoor&Loewi(2003)  explored that word frequency and similarity influence the acquisition of second language.
    4.  The  teaching  about  polysemous  words  ,it  can  make  teaching  not  limited  to  rote learning.linguistics Cs a Bi(2004)argued that the understanding of the conception,met- taphor  and  conceptual  metonymy  can  promote  the  development  of  foreign  language vocabulary  and  make   teachers  know  that  our  vocabulary  teaching  is  not  limited  to rote learning(from Lu Zhi).
    The  writer  are  trying  to  make  the  readers  fully  understand  English  word learning  ,especially  for  teachers  ,so  it  is  important  to show  its  origin  ,definition  ,its improvement  of  teaching  English  vocabulary  .In  this  part  ,the  different  aspects  of teaching words in our country and foreign countries will be presented ,too. I believe after reading and discussing learners will get many benefits in the process.
    ...........................
    Chapter  3  Theoretical  Framework  ……….......15
    3.1  Chunk  Theory……………........15
    3.1.1  The  Origin  and  Definition  of  Lexical  Chunks…….....15
    3.1.2   Application of Chunks……………....16
    Chapter  4  Research  Design  and  Methodology……………......24
    4.1  The  Background  of  Research  Design  …………………24
    4.2  The  Purpose  of  Research  Design  …………..........24
    Chapter  5  Data  Collection  and  Analyses  ……….....................41
    5.1  The  Collection  and  Analyses  of  the  Interview...........41
    5.1.1  The  Data  Collection  of  the  Interview............................41
    5.1.2  The  Data  Analyses  of  each  Option….............................43

    Chapter 5   Data Collection and Analyses

    5.1 The Collection and Analyses of the Interview
    After  the  interview  for  the  all  the  professional  English  teachers  of  Wudang Middle School,the writer carefully analyzes ,classifies these data and at last concludes. The data analyses is made a list below.(The questionnaire is adopted from Zhangyong qin from Shandong University)
    5.1.1 The Data Collection of the Interview

    ......................

    Chapter 6   Conclusions

    6.1 Major findings 
    Through research,the writer conducts students’ vocabulary learning tactics and their  chunks  strategy  by  means  of  survey  .Based on the  data  ,the  writer  has  learned what memory tactics in their learning vocabulary .Memory tactics usually used are as follows:reciting words,phonetic rule tactics,context tactics,making cards tactics.By comparing these tactics,it is believed that learners have got different learning strategi- es  according  to  their  own  habits  .However,learners  learn  little  about  the  efficient Lexical-chunk method,they can’t even know the idea of Lexical-chunk theory .
    During the research, lexical chunk and a lesson design on vocabulary teaching are adopted  in  the  experimental  class.At  the  same time,the  teacher  emphasizes  chunks appearing  in   their  text  by  the  means  of  reciting  and  making  sentences;Two  tests have been  conducted  to  check  the  efficiency  and  excellent  students'  improvement  is obviously  seen  from  their  grades.  So  it  is clear that  lexical-chunk  theory  has  been effectively employed in English vocabulary teaching.
    After  the  application  on  lexical-chunk  theory  in  the  experimental  class,  as  for  the improvement,it is obvious that the theory has improved the students' grades,especially after  research,in  excellent  group,it  gets  more  progress  than  good  group.Next,  The unexpected  progress  and  more  interest  of  needing  hard  -work  group  and  low-level group  have  greatly  astonished  us;Also,  we can  know  that  the  average  grades  before research and after research has got different improvement to the degree.Especially in learning poor group,the students‘ scores and study interest has increased according to the listed data .
    reference(omitted)


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