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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:2024-01-16编辑:vicky点击率:365
论文字数:52363论文编号:org202401092213597303语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文范文硕士论文格式
摘要:本文是一篇初中英语教学论文,本研究尝试以模因的生命周期和传播方式为切入点,解释词汇习得的过程机制以及构建不同的词义关系,并在此基础上提出了以下两个研究问题:(1)基于模因论英语词汇教学对于初中生英语词汇知识广度是否有影响?如果有,有何影响?(2)基于模因论英语词汇教学对于初中生英语词汇知识深度是否有影响?如果有,有何影响?
5.1.2 Results of the post-test of the breadth of vocabulary knowledge .................................... 55
Chapter Five Results and Discussion
5.1 Results of Tests of the Breadth of Vocabulary Knowledge
The results of pretest and post-test on the breadth of vocabulary knowledge areshown in this part.
5.1.1 Results of the pretest of the breadth of vocabulary knowledge
Before starting the experiment,students in both classes were given a pretest ofthe breadth of vocabulary knowledge and the scores of test collected were put intoSPSS 27.0 for descriptive analysis and independent samples t-test analysis to examinewhether there existed a significant difference between the two classes in terms ofin-breadth vocabulary knowledge.Results of the data analysis are shown below.
As we can see from Table 5.1,the mean score of students in CC is 33.13 and thatof students in EC is 33.80,which is only.67 points higher than that of CC.Moreover,the p-value of the independent-samples t test for the pretest is.520,which is higherthan.05 at the significance level of.05.This indicates that before the memetics-basedvocabulary teaching experiment,there is no significant difference in the breadth ofvocabulary knowledge of students in both classes.In other words,students in bothclasses possess equivalent level of in-breadth vocabulary knowledge,so it isreasonable to choose them as the subjects of the experiment.
Chapter Six Conclusion
6.1 Major Findings
In this study,a combination of teaching experiment,interview and mathematicalstatistics are jointly employed to explore the effects of the memetics-based teachingmethod on secondary school students’acquisition of the breadth and depth of Englishvocabulary knowledge and their attitudes towards memetics-based teaching modelthrough three-month teaching experiment.There are some major findings in this studydisplaying below.
Firstly,from the perspective of the breadth of vocabulary knowledge,the averagevocabulary size of students in EC has increased by 161 than that of students in CC.According to the results of descriptive analysis and independent samples t-testanalysis on the pretest and post-test of in-breadth vocabulary knowledge,memetics-based teaching is conducive to the improvement of junior high schoolstudents’acquisition of in-breadth vocabulary knowledge.However,the averagevocabulary size of students in EC is about 1135.79 words,which is still less than thetarget words of 1600 required by the new curriculum standards.In the future,teachersshould strengthen the teaching of the breadth of vocabulary knowledge and adoptflexible teaching methods to help students especially those with poor academicperformance expand their vocabulary size,so as to improve the level of in-breadthvocabulary knowledge of junior high school students.
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