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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-09编辑:lgg点击率:4040
论文字数:36200论文编号:org201407081033478434语种:英语 English地区:中国价格:$ 66
关键词:词汇表呈现方式语境呈现方式词汇教学英语词汇教学英语教学
摘要:本文是大学英语教学论文,Moreover, there is a lackof universal vocabulary teaching methods in vocational college. Thus, special efforts need to bemade to find a more effective mode in vocabulary teaching which, in turn, will help them keep afresh and long memory of the new learnt words.
Chapter Four Data collection and analysis
4.1 Data collection and analysis of pre-test
To ascertain whether the freshmen subjects involved in the research have the similarvocabulary level, a pre-test (see Appendix One) was carried out at the outset of the research. Thetest papers were collected by the researcher and the number of the correct items for each studentwas put into computer. The full score of this pre-test was 50 points, one point for each word. Ifthe answer is right, one point will be scored; if the answer is wrong or vacant, no point will begot. Then the researcher scored the mean, standard deviation and some other data reports of eachclass to estimate the vocabulary level of the two classes. The scores were analyzed with SPSS19.0 Independent-Sample T-Test. These relevant data information was shown in Table 4.1.
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Conclusion
In this study, the researcher found out a better presentation mode which could facilitate thevocational college students’ vocabulary acquisition from the word list presentation mode and thecontext presentation mode. After the careful experimental design and systematic analysis of thestatistic data, the researcher gets to the following findings:Firstly, in English vocabulary teaching and learning, indeed there is a close relationshipbetween presentation modes and the vocabulary teaching effects and learning results. Differentpresentation modes surely produced different vocabulary learning and retention effects, i.e.students had different mastering of the target words by utilizing the word list presentation modeand the context presentation mode.Secondly, the students’ interest in vocabulary learning by adopting the context presentationmode has been aroused. In the process of the context presentation mode, students’ readingcapability has been greatly increased, and for another, this mode facilitated the vocabularylearning competence of these students. Besides, learners’ confidence of vocabulary learning wasenhanced, and then the learning efficiency has been promoted.
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