转喻对高中生英语词汇学习石化现象的消解研究 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-15编辑:lgg点击率:6452
论文字数:38472论文编号:org201707132022586479语种:中文 Chinese地区:中国价格:$ 33
关键词:英语词汇学论文转喻理想认知模型激活扩散模型
摘要:本文是英语词汇学论文,本研究的目的是研究用转喻到dispellexical石化在高中英语词汇教学的可行性。通过运用转喻进行实验,研究有望扩大学生的词汇量,以及提高学生的词汇记忆。
the subjects choose 2000-3000. Only 6percent of them think their vocabulary is more than 3000.
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Conclusion
Based on the analysis in Chapter 4, three major findings will be summarized firstly. Then,the implications of the study will be given. However, limited by the author’s own academicability, the limitations are still existed. In the end, some suggestions for future studies will befinally provided.Based on the Idealized Cognitive Models and Spreading Activation Model, this paperresearches the feasibility of applying metonymy to dispel lexical fossilization in senior highschool's English vocabulary teaching. Three research questions raised in the first chapter havebeen solved. The previous chapter has already given the data analysis and reported the resultsfrom questionnaires, pre-test, post-test and face-to-face interview. Based on the analysis, theauthor reaches a conclusion that it is feasible to apply metonymy to dispel the phenomenon ofEnglish lexical “fossilization” of senior high school students. In addition, compared withtraditional teaching method, the new approach of metonymy can not only stimulate thestudents’ interest in learning vocabulary, but also improve their vocabulary learning ability.Therefore, the major findings can be summarized as follows:First of all, the new approach of metonymy under the guidance of Idealized CognitiveModels and Spreading Activation Model can help dispel lexical fossilization in senior highschool's English vocabulary teaching. After one semester’s experiment, the testing results ofthe experiment class and the control class are compared. The results show that the students'average score in the experimental class is much higher than that of the control class, in whichthe traditional teaching method is used. Therefore, it is proved that the new approach ofmetonymy has positive effects on dispelling the phenomenon of lexical fossilization.Secondly, the new approach of metonymy can not only stimulate the students’ interest inlearning vocabulary, but also improve their vocabulary learning ability when it is comparedwith traditional teaching method. Based on the questionnaire and the face-to-face interview, itis not difficult to find that most of the students like the new teaching method very much,which can allow them to think and increase the interaction between the teacher and thestudents. By contrast, they considered the traditional vocabulary teaching method is boringand mechanical. For this reason, the students’ interest in vocabulary learning has beenstrikingly enhanced. Moreover, the students have gradually acquired the ability to learnvocabulary. Even after class, the students are able to apply metonymy to learn vocabulary bythemselves. With the help of metonymy, the students’ vocabulary size have been obviouslyenlarged. Accordingly, their listening and speaking abilities will also be improved. And thestudents can use the vocabulary flexibly when communicating with other people.
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Reference documents (omitted)
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