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語境理論在初中英語詞匯教學中的應用

時間:2019-04-04 21:27來源:英語論文
On the Application of Context Theory in the Vocabulary Teaching in Junior Middle Schools英語論文語境理論在初中英語詞匯教學中的應用

摘 要自波蘭人類學家馬林諾夫斯基(1884-1942)提出并解釋了“語境”這一概念以來,語境理論在語言與語言教學研究中得到了充分的發展。本文以語境理論為框架,探討提高初中英語詞匯教學效率的方法,提出詞匯教學能夠通過圖片、實物、肢體語言、比較法、語言描述來創設語境。通過測試對比語境理論詞匯教學法和傳統詞匯教學法的學生詞匯學習表現,發現運用語境理論進行詞匯教學的班級在詞匯記憶和理解上均優于傳統教學班。因此,初中教師在詞匯教學中應注意應用語境理論提升學習效率,改變傳統的單純記憶詞匯教學法。34233
畢業論文關鍵詞: 語境理論;詞匯教學;初級中學
Abstract Since the concept of “context” was first proposed and explained by the Poland anthropologist Malinowski (1884-1942), it has been developed fully in the fields of linguistic research and language teaching. This paper explores that applying the context theory to English vocabulary teaching in junior middle school can improve the efficiency of mastering words. And context can be created by making use of pictures, objects, body language, and comparison and language description. By comparing the performances between the control class using the traditional way to teach vocabulary and the experimental class, in which the context theory has been adopted to teach new words, we find that students’ memorization and comprehension of new words in the latter class is much better than that of the former one. Therefore, the study suggests that English teachers in junior middle school should pay attention to change the traditional vocabulary teaching method of pure rote by applying the context to the teaching so as to improve their teaching efficiency.
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Key words: context theory; vocabulary teaching;junior middle school
On the Application of Context Theory in the Vocabulary Teaching in Junior Middle Schools
Contents
摘 要    i
Abstract    ii
I. Introduction    1
II. The Context Theory    2
2.1 The Definition of Context    2
2.2 The Related Researches at Home and Abroad    3
2.3 The Characteristics of Context    5
III. The Creation of Context in Vocabulary Teaching    6
3.1 Creating Context by Using Objects and Pictures    6
3.2 Creating Context by Using Body Language    6
3.3 Creating Context by Using Comparison    7
3.4 Creating Context by Using Language Description    7
IV. Comparative Analysis of Vocabulary Teaching Classes    8
4.1 The Teaching Procedures of Traditional Vocabulary Learning Method    9
4.2 The Teaching Procedures of Context Vocabulary Learning Method    10
4.3 The Analysis of the Results of the Two Teaching Methods    11
4.4 The Inspiration from the Context Vocabulary Teaching    12
V. Conclusion    14
Bibliography    16
Acknowledgments    17
  I. Introduction
   Vocabulary teaching is an integral part of foreign language teaching. And the effective vocabulary teaching is directly related to the development of students’ communicative competence. However, in the traditional teaching methods, many students especially middle school students cannot understand and utilize English words after learning English for many years. The reason is that the students only remember the literal meaning of the word rather than the accurate meaning. But the context in interpreting and restricting the meaning of words plays a very important role. Therefore, vocabulary teaching and learning cannot do without contexts.

源¥自%六:維;論-文'網=www.aftnzs.live


   A word only appears at the same time with other words, constituting a unified organism, in this way its meaning can be accurately understood. Thus, presenting the context to the students when the teachers teach words can make students understand words and have a good knowledge of the collocation and the specific using of the words. How to apply the context theory to improve the effect of vocabulary teaching and use the context theory to help students master the vocabulary knowledge and improve the ability of using words is a problem to be studied. As the traditional method of mastering words is only remembering a series of letters. However, with the development of language teaching, the drawbacks of traditional vocabulary memory have become increasingly prominent. The word is not only a collection of letters, but also a part of a sentence so the students in vocabulary learning must have a good knowledge about the words in the context. Therefore, we can apply the context theory into word teaching from the following three aspects, cultural context, situational context and linguistic context. 語境理論在初中英語詞匯教學中的應用:http://www.aftnzs.live/yingyu/20190404/31692.html
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