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语境理论在初中英语教育教学中的探析The Application of Context Theory to Vocabulary Teaching in Junior Middle School [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-10-08编辑:tinkle点击率:7435

论文字数:20294论文编号:org201310072241419995语种:英语 English地区:中国价格:$ 132

关键词:语境理论学习策略教学方式初中英语词汇教学Context theoryLearning strategyTeaching methodThe Junior middle school Vocabulary Teaching

摘要:语境理论在初中英语教学中的应用研究The Application of Context Theory to Vocabulary Teaching in Junior Middle School词汇是语言的基本材料,是语言的三要素(语音、词汇、语法)之一。

n to apply context to English teaching and perfect the relevant research.
During the twelve-week experiment, two questionnaires and two vocabulary test were given to students in the two classes by the researcher. In the end, the conclusion we come to by analyzing the scores of the experimental class are improving rapidly comparing with those in the pre-test. Meanwhile, students change their attitudes towards English vocabulary learning and they were willing to use some new learning strategies. Moreover, the mean scores of experimental class are much better than those in the control class. This result, therefore, discovers that learning vocabulary in context is more helpful to junior high school learners in improving their vocabulary application. Moreover, it can improve the students’ interest in vocabulary learning and has a positive influence on developing their vocabulary learning strategy and their abilities on the application of vocabulary. All of these prove that the approach of applying context theory in vocabulary teaching in junior middle school to improve students’ learning strategies is practical and effective.

Key words  Context theory; Learning strategy; Teaching method; The Junior middle school Vocabulary Teaching.


CONTENTS


摘要 i
Abstract iii
CONTENTS v
1 Literature Review 5
1.1 The Relevant Research Abroad 5
1.1.1 The Research of Context 5
1.1.2 The Relevant Research of Vocabulary Teaching 6
1.2 The Relevant Research at Home 9
2 The Theoretical Foundation 12
2.1 Context Theory 12
2.1.1 Definition of Context 12
2.1.2 The Classification of context 13
2.1.3 Functions of context 16
2.2 Context Theory and English Vocabulary Teaching 18
2.2.1 Relevant Theories for Teaching Vocabulary in Context 18
3.2.2 The Role of Context in Vocabulary Teaching 19
3 Research Design 23
3.1 Research Questions 23
3.2 Subjects 23
3.3 The Methods of Research 23
3.3.1 Questionnaires 24
3.3.2 Vocabulary tests 24
3.3.3 Interview 25
3.4 The Process of Research 25
3.4.1 Training 25
3.4.2 Completing Questionnaires 30
3.4.3 Conducting Interviews 31
3.5 Analysis of Data 31
3.5.1 Analysis about Questionnaires 31
3.5.2 Analysis on the Results of Vocabulary Tests 33
3.5.3 Analysis on the Results of Interviews 37
References 43
Appendix 45
Appendix Ⅰ 45
Appendix Ⅱ 46
Appendix Ⅲ 47
Appendix Ⅳ 50


 Introduction


一、The background of the study
More and more English teachers and scholars have a clear understanding about the problems that exist in vocabulary learning and teaching in the junior middle school. For example, students show that an effective learning method about vocabulary learning is difficult to get, while they often forget some words’ spelling and don’t know how to apply the words or phrases, especially the collocation of the words. It is the problem that leads to the pragmatic failure in the communication with other speakers.

References

[1] 戴曼纯.论第二语言词汇习得的研究[论文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。

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