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形式教学在大学英语词汇教学之应用

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-29编辑:lgg点击率:3760

论文字数:32600论文编号:org201407291056062390语种:英语 English地区:中国价格:$ 66

关键词:形式教学纯形式教学接受性词汇习得产出性词汇习得交际能力

摘要:As the study is about the application of FonF instruction to college Englishvocabulary teaching, so the first purpose of this study is to make a furtherunderstanding of FonF instruction.

Chapter One Introduction


1.1 Background of the Present Study
Pronunciation, grammar and vocabulary are three key elements of Englishlanguage, among which vocabulary is the most important one. Vocabulary is thecarrier of pronunciation and grammar, and it is also the building materials of languagemansion, without which none of the language is imaginable. If one does not haveenough vocabulary, he or she can not carry out some activities effectively such asspeaking and writing activities. The difficulties and obstacles caused incommunication may be due to the lack of vocabulary, just as English linguist Wilkins(1972) once said, ‘Without grammar very little can be conveyed, without vocabularynothing can be conveyed.’ According to the basic requirements in College EnglishCurriculum Requirements (2007), students should acquire a total of 4,795 words and700 phrases among which 2,000 are active words. For active words, students shouldnot only be able to comprehend them but also be proficient in using them whenexpressing themselves in speaking or writing. Thus, the importance of vocabulary canbe seen clearly.English vocabulary teaching plays an important role in vocabulary learning.However, in the present class of English vocabulary teaching, some teachers usuallyfollow the traditional methods; they devote most of their energies to teaching andexplaining the words or expressions one by one in a de-contextualized environment,and then they do not care about these words or expressions any more and considerremembering and using them as students’ own business.
……………


1.2 The Purpose and Significance of the Present Study
As the study is about the application of FonF instruction to college Englishvocabulary teaching, so the first purpose of this study is to make a furtherunderstanding of FonF instruction. Based on literature review, some knowledge aboutFonF instruction can be fully known and understood. Meanwhile, the implementationof FonF instruction to classroom can be explored in the present experiment.As Doughty and Williams (1998:212) have put forward a premise that it wasvery likely that FonF instruction could improve lexical acquisition, under this, thesecond purpose of this study is to apply FonF instruction to vocabulary teaching in the context of college intensive reading class and to explore the effects of FonFinstruction on receptive and productive vocabulary acquisition by ways of comparingFonF instruction with FonFs instruction. Specifically, two classes are chosen as theexperimental class and the control class. The experimental class is subject to FonFinstruction while the control class is subject to FonFs instruction which is consideredas a traditional method. After 10 weeks’ courses, two post-tests whose intention is tocollect research data will be held in the two classes separately. And then, by using thesoftware SPSS 19.0, research data will be analyzed accurately and come to theanswers of the following questions: (1) Are there any differences in the effects ofreceptive vocabulary acquisition between FonF instruction and FonFs instruction? Ifso, which is more effective? (2)Are there any differences in the effects of productivevocabulary acquisition between FonF instruction and FonFs instruction? If so, whichis more effective? At the beginning and the end of the research, two questionnaireswhich share some items are h论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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