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识解视域下概念型教学法对高中生英语词汇深度知识习得效果的实证研究

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:274

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。

本文是一篇高中英语教学论文,本研究选择了河源市一所中学的高二(34)班的47名学生和高二(36)班的46名学生作为研究对象,进行了为期十周的教学实践,并通过测试和问卷调查评估了识解视域下概念型教学法的教学效果。实验数据使用SPSS 27.0进行统计分析。 

Chapter One Introduction

1.1 Research Background

高中英语教学论文怎么写

Vocabulary is widely recognized as one of the fundamental elements of language, which conveys meaning in communication. The Ministry of Education's 2020-revised General Senior High School Curriculum Standards have made explicit requirements for students' vocabulary knowledge. These requirements apply to both required and required elective courses and include understanding the roots and affixes of vocabulary, comprehending the connotation and extension of word meaning, and utilizing word formation to expand vocabulary. Therefore, learning vocabulary in senior high school is not a simple matter of memorizing forms and meanings of words, but also involves a deep understanding of words including word formation, collocation and meaning in context. That is to say, deep vocabulary knowledge is crucial in senior high school students’ learning. And the awareness of the need for students to improve their deep vocabulary knowledge should be emphasized in our English teaching. 

Deep vocabulary knowledge is a central concern in the field of vocabulary research (Henriksen, 2004). English, as an open language, has assimilated a multitude of words from various sources, resulting in complex origins of words and an abundance of homonyms and synonyms. Chinese English learners, lacking a natural acquisition environment and cultural background knowledge, may face challenges in acquiring deep vocabulary knowledge due to the complexity of the English lexicon. 

1.2 Research Objectives

The importance of deep vocabulary knowledge for students’ English language learning has been widely acknowledged. To facilitate vocabulary instruction, it is useful to differentiate vocabulary knowledge into its receptive and productive. Receptive vocabulary knowledge is particularly relevant for passive applications of English, such as reading and listening, which do not require active production of words. In contrast, productive vocabulary knowledge is critical for students who need to engage in real-life situations by speaking or writing. However, the challenge remains on how to effectively enhance students’ deep vocabulary knowledge. 

This study investigated a more effective teaching method for enhancing senior high school students' deep vocabulary knowledge in both receptive and productive aspects. Specifically, the study conducted an experimental comparison of the effectiveness of C-BLIC with the traditional PPP (Presentation, Practice and Production) model for vocabulary teaching, to determine whether the former is more effective in promoting students' acquisition of deep vocabulary knowledge. 

The research has two main objectives: firstly, to investigate whether English vocabulary teaching using C-BLIC can enhance senior middle school students' acquisition of receptive deep vocabulary knowledge; secondly, to examine whether English vocabulary teaching using C-BLIC can improve senior middle school students' acquisition of productive deep vocabulary knowledge. Ultimately, this study aims to contribute to new ideas for teaching senior high school English vocabulary. 

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