摘要:本文是英语词汇学论文,本文的目的是研究叙事教学法在高中英语词汇教学中的引用,并试图发现该方法是否可以提高学生们的词汇量。作者在研究中提出两个问题。一个是叙事教学法对学生在高中阶段提高词汇学习的影响。另一个是叙事教学法对学生在词汇学习中的兴趣的影响。
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strategy. Finally,narrative approach can make new words memorized in students’ minds for a longtime.According to the background of current English vocabulary teaching andprevious research of the narrative approach home and abroad, this thesis aims todiscuss how to apply narrative approach to vocabulary teaching. Based on the actionresearch, the study hopes to improve vocabulary teaching by using NarrativeApproach, which can improve students’ performance in English class, enhance thestudents’ central role in the classroom, strengthen their acquisition of vocabulary, anddevelop their learning ability after class.
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Chapter 2 Lit erature Review
2.1 Vocabulary and Vocabulary Teaching
Vocabulary is the basis of foreign language teaching and learning. There aredifferent sorts of methods to teach vocabulary. This part will list and summarize somebasic principles and theories about vocabulary and vocabulary teaching.
2.1.1 The Definition of the Vocabulary
Speaking of the definition of vocabulary, from ancient times to modern society,a large number of linguistics and scholars have put forward various definitions fromdifferent aspects. People can also say that the definition of vocabulary will be acontinuous and endless issue and discussion.From the linguistics point, word is the smallest language unit, which can beused independently, and the typical word must have sound, form, and meaning. Hatchand Brown (2001) define vocabulary as “a list or set of words for a particularlanguage or a list or set of words that individual speakers of a language might usefrom the perspective of language users”.Ur (2000) gave the definition of vocabulary from the teaching perspective. Sheregarded vocabulary as word set which is taught in foreign language class. She heldthe idea that vocabulary items should be used rather than words in discussingvocabulary. Some vocabulary items may be made up of more than one word, such asgrown-up. Although it consists of two words, it expresses only one meaning, which isthe adult. Besides, if people try to understand and infer the meanings from each isolated word, then they will never know their actual meanings.Similarly, Lewis (1993) stated that vocabulary is not the same as explanation ofeach word in a dictionary. In terms of a wider perspective, vocabulary should consistof chunks or multi-word chunks. These chunks contain not only phrases and fixedidioms, such as “in fact”, but also combined expression which is stored in nativespeakers’ minds such as “it’s up to you” and so on.From the above listing, it is concluded that vocabulary items can be a list ofwords, chunks, phrases, or idioms that the speakers of a language may use.
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2.2 Narrative Approach
Narrative Approach intends to use narrative in teaching process, and to presentteaching materials and contents in the way of narrative, in order to let students learnknowledge in a real environment and context. Here the author will list its origin,definition, characteristic, and application respectively.
2.2.1 The Origin of the Narrative Approach
Narrative was born with the
history of human being, and exists with thecivilization of human beings. It is shared by all the people in the world, regardless ofnationality, history, and culture. In the 1960s, narrative sprang up in western countries,but was limited to literature area. Till the 1980s,
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