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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:331
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。
2.1 Key Concepts
This section primarily centers on three key concepts that are relevant to this study. Firstly, the study's primary focus is on deep vocabulary knowledge, which is a multidimensional concept that has been defined differently by various scholars. Consequently, it is essential to define it operationally in this study. Secondly, it is crucial to distinguish between receptive vocabulary knowledge and productive vocabulary knowledge. Finally, the study employs Concept-based Language Instruction (C-BLI) as its teaching method. Thus, this section introduces and provide a comprehensive overview of the C-BLI.
2.1.1 Deep vocabulary knowledge
The definition of vocabulary knowledge is a contentious issue among scholars. Even the term itself has different expressions in English, such as vocabulary, lexicon and lexical items. As a result, some scholars choose to abandon the quest for a precise definition of vocabulary and instead focus on identifying its constituent elements and associated knowledge. This approach enables them to construct theoretical frameworks and develop tools for measuring lexical competence, thus advancing their understanding of vocabulary acquisition.
2.2 Research on Deep Vocabulary Knowledge
This section focuses on theoretical research of deep vocabulary knowledge, including application of deep vocabulary knowledge, current situation of deep vocabulary knowledge and measurement of deep vocabulary knowledge.
2.2.1 Research on the application of deep vocabulary knowledge
Research on the application of deep vocabulary knowledge in second language acquisition has been conducted at three levels: its contribution to vocabulary acquisition, its contribution on language proficiency, and its overall importance for language learners.
2.2.1.1 Vocabulary acquisition
Most of the research that has been conducted on deep vocabulary knowledge has primarily focused on its relevance in vocabulary acquisition. In a study conducted by Meara & Schmitt (1997), they found a connection between the development of deep vocabulary knowledge and learners' receptive vocabulary, among Japanese learners of English. Another study conducted by Lv (2004) found that there was a positive correlation between vocabulary size and deep vocabulary knowledge, but this correlation was weak, and learners with higher vocabulary size did not exhibit much stronger deep vocabulary knowledge than those with lower vocabulary size. Conversely, Li (2007) suggested that there was a negative correlation between vocabulary breadth and depth knowledge among high-level learners with extensive vocabulary knowledge. This is because the acquisition of vocabulary breadth knowledge is easier, and learners often dedicate too much energy to acquire it at the expense of the deeper vocabulary knowledge. The results of these studies are somewhat divergent. Nevertheless, there is a general consensus that there exists a positive correlation between deep vocabulary knowledge and vocabulary size among low-level learners of English, and that this correlation is primarily manifested in receptive vocabulary size.
Chapter Three Theoretical Basis ...................... 31
3.1 Construal ......................... 31
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