以语境和词块为基础注重复现初中英语词汇教学

初中阶段词汇学习是英语学习中重要的一个组成部分。固然词汇教学得到了越来越多的关注,很多新的教学方法也被应用,初中英语教师还是没有足够重视词汇教学。教师通常用单词表教单词,并让学生通过反复背诵记忆单词。这种做法使得学生单词记忆不牢固,感到学习没有乐趣。为了解决这个困难,本文作者提出了在语境和词块基础上采用复现的方式进行词汇教学。语境不仅能够使得单词有清楚唯一的含义,而且能够帮助记忆。词块在英语中大量存在,学好它有助于词汇的学习。并且词块也有帮助记忆的功用。无论是认知心理学还是个人经验都证实复现可以增强记忆。这三者的结合一定能够使学生单词记忆时间增长,记忆难度降低。试验数据也的确证实在语境和词块基础上采用复现的方式进行词汇教学确实起到了帮助学生提高记忆词汇和整体英语水平的作用。本文包括六章。第一章先容了提出在语境和词块的基础上采用复现的方式进行词汇教学的原因.。第二章和第三章是理论综述。第二章讨论了词汇的几个基本概念。也讨论了语境理论、词块理论和词汇教学的关系。第三章从认知心理学的角度讨论了记忆理论。并讨论了复现,语境和词块之间的关系。第四章先容了试验设计和具体步骤。第五章是数据分析和结论。在第六章中给出了进一步的词汇教学建议并讨论了试验的局限性。【关键词】：词汇教学复现词块语境
【论文提纲】：Acknowledgements4-5Abstract5-6中文摘要6-101.ChapterOneIntroduction10-121.1Theimportanceofthevocabularyteaching101.2Theproblemsinvocabularyteachinginjuniormiddleschools10-111.3Theobjectiveofthethesis11-122.ChapterTwoVocabularyandVocabularyteaching12-292.1Basicconceptsofvocabulary12-182.1.1Thedefinitionofvocabulary12-132.1.2Thefrequencyofvocabulary13-142.1.3ThewidthandDepthofvocabulary14-152.1.4Wordknowledge15-162.1.5Testingofvocabulary16-182.2Historicaltrendsinvocabularyteaching18-212.3Contextandvocabularyteaching21-252.3.1Whatiscontext?21-232.3.2Relationshipbetweencontextandvocabularyteaching23-252.4Lexicalchunksandvocabularyteaching25-292.4.1Differenttermorlexicalchunks25-262.4.2Lexicalchunksandlanguageteaching26-282.4.3Lexicalchunksandvocabularyteaching28-293.ChapterThreeCognitivetheoriesandvocabularylearning29-353.1Threetypesofmemory29-303.2Forgettingstudies30-333.3Repetitionandcontextandchunks33-353.3.1Repetitionandcontext33-343.3.2Repetitionandchunks34-354.ChapterFourExperimentaldesign35-414.1Hypotheses:35-364.2Participants364.3Instrument36-384.3.1Thequestionnaires36-374.3.2Thevocabularytests37-384.3.3Thecompetencetests384.4Procedureoftheexperiment38-414.4.1Beforetheexperiment38-394.4.2Theexperiment39-404.4.3Aftertheexperiment40-415.ChapterFiveDataAnalysisandconclusion41-515.1Comparisonofthetwoquestionnaires41-475.1.1CompareECandCCinQuestionnaireOne41-445.1.2CompareQuestionnaireOneandQuestionnaireTwoofE4-475.2Comparisonofthetwovocabularytests47-505.2.1ComparetheeragescoreofECandCCinvocabularytests..47-485.2.2ComparetheperformanceofthebeststudentsandworststudentsinECandC8-505.3ComparisonofthetwoEnglishcompetencetests505.4Conclusion50-516.ChapterSixFurthersuggestionsandlimitation51-766.1Furthersuggestionsonthevocabularyteaching51-526.2Thelimitationoftheexperiment52-76Bibliography76-83