论文标题:职业专科学校英语词汇教学探析
A Tentative Study of Vocabulary Learning and Teaching for Vocational School Students
论文作者
论文导师 金黛莱,论文学位 硕士,论文专业 学科教学
论文单位 四川师范大学,点击次数 162,论文页数 95页File Size1479K
2007-04-08论文网 http://www.lw23.com/lunwen_39912557/
vocabulary learning theories;; content of vocabulary learning;; vocabulary teaching;; vocabulary learning strategies
词汇对语言学习十分重要。学习任何语言都离不开词汇学习,中国学生学习英语更是如此。然而,由于英语学习是外语学习,且词汇量大,词汇学习已经成为许多中国学生学习英语的“瓶颈”。 本文拟在对词汇教学现状进行调查的基础上进行研究,旨在进一步改进职业学校学生的英语词汇教学状况。全文共四章。 第一章对职业大专学生学习词汇及教师教授词汇的情况做了调查和分析。通过对四川信息职业技术学院两个班的学生的词汇学习策略的调查,作者发现,职业学校学生词汇学习策略使用频率总体上不高,课外活动策略使用频率最低,其他策略使用频率略高,但都居于中间层次。在对该校教师的词汇教学情况的调查中,作者了解到,较之其他教学法,教师更常使用语法翻译教学法。作者认为有必要研究词汇教学以进一步提高学与教的效率。 第二章回顾了相关的词汇学习理论,力图从心理学和语言学角度讨论词汇学习的过程、特征以及影响因素。词汇学习理论显示,策略运用有助于语言学习的成功,积极的认知加工能提高学习效果,并且通过反复使用,策略会变为自动化。深层次信息处理假设认为对新信息的记忆取决于学习者的认知加工程度,对信息的认知加工程度越深,就会有更多的编码特征,因此记忆效果就越好。本章对词汇学习相关理论的回顾为后面章节的研究奠定理论基础。 第三章,分析了词汇学习的内容,阐明词汇学习究竟学什么,怎样才是“学到”一个词汇。由于词汇意义本身的复杂性和多变性往往给学习者带来极大的困扰,作者在本章重点阐述了词汇的意义学习。 第四章,作者结合理论、调查所反映的实际情况以及词汇学习任务,具体讨论了在实际的英语教学中怎样学习和教授词汇,尤其重点讨论了词汇教学的技巧、策略以及教师和学生在词汇教学过程中发挥的作用。 最后,本文提出了一些关于词汇学习的建议,以帮助职业学校学生提高英语学习效果。
It is known that vocabulary plays a crucially important role in language learning. Without words, people could not at all convey information or communicate with each other. Learning a language requires learning of thousands of words. This is also the case for the Chinese learners to study English as a foreign language. However, because English is learnt as a foreign language in China and the number of vocabulary is huge, it seems to the students that vocabulary learning blocks their further learning just like a“bottle-neck”. This thesis is a study based on the investigation of vocabulary learning and teaching among local vocational college students and teachers, aiming to improve the current situation of vocabulary learning and teaching. It includes four chapters. In chapter 1, an investigation of vocabulary learning strategies among Sichuan Information Technology College students is conducted. The findings via investigation show that the overall frequency of the students’use of vocabulary learning strategies is not high, the use frequency of extracurricular activities strategy ranks the lowest of all the categories, and the use frequency of the others is just a little higher, but still they are just at the medium level. Subsequently, some interviews with the teachers on the teaching method they use in classroom as well as strategies are conducted. These interviews indicate that teachers use grammar-translation method more frequently than other methods. In chapter 2, based on the investigation of vocabulary learning and teaching, a review of relevant vocabulary learning theories is done from psychological and linguistic perspectives in order to make clear the vocabulary learning process itself, characteristics and some factors involved in the process. The relevant vocabulary theories claim that the use of learning strategies will promote the success of language learning; strategies that more actively involve the learner’s mental process would be more effective for learning; these strategies can become automatic after repeated use. The Depth of Processing Hypothesis says that the retention of new information is conditional upon the level of the learners’processing, the deeper the information is processed, the more“coding characteristics”it probably has and the better retention the learners will have (Craik and Lockhart 671). In chapter 3, an analysis of what to learn and teach about vocabulary is made in order to make clear the question of what knowing a word means. Because of the complexity of word meanings, which causes students difficulty in learning, the writer has a special discussion on the learning of the meanings of vocabulary. In chapter 4, based on the previous chapters, the writer talks about how to teach and learn vocabulary. Techniques and strategies involved and the respective role of teacher and student in the actual language teaching practice are discussed. Finally, some helpful suggestions about vocabulary learning strategies are put forward in the hope of helping vocational students to improve English vocabulary learning.
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