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探究式口语教学对词汇有意和无意习得有效性研究

作　者: 杨珍
导　师: 何奇光
学　校: 中北大学
专　业: 英语语言文学
关键词: 高职院校词汇的有意和无意习得探究式英语口语课程低分段外语学习者
分类号: H319.3
类　型: 硕士论文
年　份: 2011年
下　载: 38次
引　用: 0次
阅　读: 论文下载

内容摘要

英语词汇是高职高专类院校学生所面临的主要英语学习问题之一。一般来说,这些学生既没有好的高考英语成绩,也没有养成好的学习习惯,更不具备良好的英语语言能力。本研究围绕山西省某高职院校三个班的学生进行。研究对象是一二年级有出国留学意向的学生,这些学生大多英语基础较差,高考英语成绩处于平均分以下,属低分段英语学习者。因此有必要在短时间内增加他们的英语词汇,进而提高其英语语言运用能力,最终取得较高的雅思成绩,出国留学。本研究进行了一系列以学生为中心,互动式为主的口语课程教学。在教学过程中,通过使用不同的教学方法和活动,研究者希望能找出提高学生英语词汇习得的有效教学方法。在这些单元的学习之后,研究者进行了问卷调查,旨在了解学生对这些单元学习以及在英语口语环境下,对探究式教学的词汇习得有效性的感受。另外,研究者还对参与问卷学生的两项英语成绩进行了对比。研究结果表明,互动式口语教学活动对词汇的有意和无意习得是有效的,尤其对低分段的外语学习者来说。研究发现活动主题越接近学习者的日常生活,学习者对它们的喜欢程度越高。尽管之前的相关研究表明互动式教学有益于学生的词汇习得,本研究更深一层地表明对于低水平的外语学习者来说,设置与生活相关的互动式教学话题可能是最有效的词汇和语言习得方式。

全文目录

Acknowledgements  5-6
Abstract  6-7
摘要  7-11
Chapter Ⅰ Introduction  11-16
  1.1 Significance of the study  11-14
    1.1.1 Problem statement  11-12
    1.1.2 Significance of the study  12-14
  1.2 Purpose of the study  14
  1.3 Organization of the thesis  14-16
Chapter Ⅱ Literature Review  16-40
  2.1 Vocabulary teaching and learning problems for EFL learners  16-19
    2.1.1 Vocabulary teaching problems in China  17
    2.1.2 Vocabulary learning problems in China  17-19
  2.2 Studies on innovative vocabulary teaching and learning  19-24
  2.3 Factors affecting EFL learners’vocabulary acquisition  24-27
  2.4 Studies on incidental and intentional vocabulary teaching and learning  27-32
    2.4.1 Definitions of incidental learning and intentional learning  27-29
    2.4.2 Studies related to incidental and intentional vocabulary acquisition  29-32
  2.5 Inquiry-based learning, whole language, and cooperative learning  32-33
  2.6 Related supporting research  33-38
  2.7 Limitation of previous research  38-39
  2.8 Summary  39-40
Chapter Ⅲ The Present Study on the I.I Vocabulary Acquisition Effectiveness in Inquiry-Based Spoken English Classes  40-48
  3.1 Research hypothesis  40
  3.2 Participants  40
  3.3 Materials/resources for data collection and for classroom activities  40-43
    3.3.1 Data collection  41
    3.3.2 Classroom activities and units plans  41-43
  3.4 Research design  43-44
  3.5 Descriptions of the assessment/evaluation instruments  44-46
    3.5.1 Likert scale  44
    3.5.2 Survey #1  44
    3.5.3 Survey #2  44-45
    3.5.4 The Huelsman Word Discrimination Test (HWDT)  45-46
    3.5.5 College Entrance Examination(CEE)  46
    3.5.6 Realia  46
  3.6 The procedure of the study  46-48
Chapter Ⅳ Data Analysis and Results  48-58
  4.1 Research questions  48
  4.2 Data analysis  48-54
    4.2.1 Data analysis on the Survey #1  49-51
      Table 4.2.1.1 Student feedback on the Survey #1 with their English proficiency level  49-50
      Table 4.2.1.2 Percentage of statement 1 in Survey #1  50
      Table 4.2.1.3 Percentage of statement 2 in Survey #1  50-51
      Table 4.2.1.4 Student feedback on their confidence improvement  51
    4.2.2 Data analysis based on the Survey #2  51-54
  4.3 Student feedback based on the two conducted surveys  54-57
  4.4 Research results  57-58
Chapter Ⅴ Conclusion  58-63
  5.1 Findings and conclusions of the study  58-60
    5.1.1 Findings of the study  58-59
    5.1.2 Conclusions of the study  59-60
  5.2 Limitations of the study  60-61
  5.3 Implications for future studies  61-63
Bibliography  63-70
Appendix I  70-73
Appendix II  73-75
Appendix III  75-79
Appendix IV  79-86
Appendix VI  86-91
Appendix VII  91-95
Papers Published During MA Program  95

探究式口语教学对词汇有意和无意习得有效性研究

内容摘要

全文目录

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