语义映射对初中英语词汇学习的影响 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-08编辑:lgg点击率:6782
论文字数:38478论文编号:org201707042120363907语种:英语 English地区:中国价格:$ 66
关键词:英语词汇学论文语义映射初中英语词汇
摘要:本文是英语词汇学论文,本研究内容如下:1)研究初级中学学生的词汇语义映射策略的效果;2)检查是否语义映射可以提高学生词汇的保持;3)改变学生消极的态度,用语义映射策略学习词汇。
) To investigate the effect of semantic mapping strategy on vocabulary size forjunior middle school students; 2) To examine whether semantic mapping can improve students’ retentionof words learned; 3) To change students’ negative attitude on vocabulary learning by using semanticmapping strategy.
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Chapter 2 Literature Review
In this chapter, vocabulary and vocabulary knowledge were introduced firstly and then the researcherreviewed main studies of vocabulary learning strategies abroad and at home. Subsequently, semanticmapping strategy and its features were emphasized. And then major studies of applications of semanticmapping in vocabulary learning were analyzed to explore its effect on vocabulary learning. Finally, asummary was provided.
2.1 Vocabulary and vocabulary knowledge
What is vocabulary? Several kinds of definitions have been given to explain what vocabulary is.Vocabulary refers to a set of lexemes, which include single word, compound words and idioms inLongman Dictionary of Language Teaching and Applied Linguistics (2002). In addition, New OxfordDictionary of English (2002) refined vocabulary as “ the body of words in a particular language.” What’smore, it may also means the words and phrases employed in the variation of a language, such as dialect,register and so on.In order to make students master vocabulary better, they need to know what a word should includewhen they learn it. As for this issue, different researchers have different opinions as follows.According to a study of Michael (1982), in order to know a word in a target language the nativespeaker should have the following word knowledge: 1) recognize its spoken and written form; 2) recall itwhen needed; 3) connect it with some related objects or concepts; 4) apply it to the relative grammaticalstructure; 5) pronounce it in a clear way when communicating; 6) spell it exactly in writing; 7) use itscollocations correctly; 8) pay attention to its connotation and associations.Nation (1990) stressed that learning a word should incorporate four aspects—form, function, positionand meaning. Laufer and Nation (1995) emphasized students should know its form, formation,grammatical rule, collocations and meaning when students learn a new word.From what has been mentioned above, it can be easily seen that learning vocabulary is a complexprocess, which asks teachers to employ various strategies to teach new words so that the students can graspthose words completely. In light of this, the author will review and analyze some related researches onvocabulary learning strategies in
history to find out some effective strategies for facilitating students’vocabulary learning.
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2.2 Vocabulary learning strategies
It is obvious that to possess a great amount of words is an essential and demanding job so that theissue about which strategies are more useful and effective on helping students’ vocabulary learning hasbeen an overarching concern. The following part will focus on some major studies of vocabulary learningstrategies abroad and in China.Many researchers have carried out lots of empirical studies which laid emphasis on what kinds ofvocabulary learning strategies are more effective on students’ vocabulary learning.Cohen and Aphek (1981) undertook a survey of seventeen students who had different English levelsand learned Hebrew as a second language (L2). In this study, the researchers used
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