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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-01-09编辑:vicky点击率:325
论文字数:论文编号:org202401032125205534语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文范文硕士论文范文
摘要:本文是一篇高中英语教学论文,本研究以识解理论以及社会文化理论为理论基础,并将识解理论与概念型教学法相结合,构建了识解视域下的概念型教学法,用于高中英语词汇教学。
Chapter Four Methodology ........................... 43
4.1 Research Questions ............................... 43
4.2 Research Participants ............................... 44
Chapter Five Results and Discussion ..................... 57
5.1 Results ........................... 57
5.1.1 Results of the tests .............................. 57
5.1.2 Results of the questionnaires .......................... 63
Chapter Five Results and Discussion
5.1 Results
The two research questions are designed to investigate the effects of Concept-based Language Instruction from the perspective of Construal on senior high school students' acquisition of English receptive and productive deep vocabulary knowledge. To answer these questions, both qualitative and quantitative data are collected and analyzed. Qualitative data is obtained from questionnaires and analyzed using statistical software SPSS 27.0 to ensure accuracy. Quantitative data is collected from two questionnaires and analyzed to determine the effect of C-BLIC in promoting the acquisition of students' deep vocabulary knowledge.
5.1.1 Results of the tests
This research employed three tests, namely the pre-test, immediate post-test, and delayed post-test, to answer two research questions about the effectiveness of C-BLIC compared to traditional teaching methods in teaching deep vocabulary knowledge. These tests collected data on two types of deep vocabulary knowledge, namely receptive and productive.
The pre-test was conducted to determine whether students in the experimental group (EG) and control group (CG) had the same level of receptive and productive deep vocabulary knowledge before the experiment. The data from the pre-test were also used to compare with the data from the immediate post-test. This research used the independent samples t-test and the paired samples t-test to analyze the collected data. The results are presented below.
Chapter Six Conclusion
6.1 Summary of Main Findings
After reviewing previous research on deep vocabulary knowledge, issues with current vocabulary teaching have been identified. Deep vocabulary knowledge is beneficial for students, as it can improve their vocabulary size and overall English proficiency. However, the development of Chinese senior high school students' deep vocabulary knowledge lags behind the development of their vocabulary size, leading to problems such as low-quality vocabulary knowledge and difficulty producing sentences with complex words. Additionally, existing vocabulary teaching theories and methods do not prioritize the development of deep vocabulary knowledge, which cannot meet the needs of tests and curriculum standards.
To address the previously mentioned issues, this study conducted a comprehensive review of relevant literature and empirical studies and found that Concept-based Language Instruction (C-BLI), a recent teaching method, can be adapted to various foreign language teaching contexts. C-BLI focuses on language concepts themselves as the fundamental unit of language teaching, teaching language in an ex本论文由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。