基于词块理论的职业中专英语词汇教学实证研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-11-08编辑:lgg点击率:5016
论文字数:37964论文编号:org201611071858057310语种:英语 English地区:中国价格:$ 66
关键词:英语毕业论文英语词汇教学英语词汇学习职业中专
摘要:本文是英语毕业论文,本文主要是从实际课堂教学来进行介绍,在词块理念的上研究词块教学中是否行之有效,关注在学习者在词汇学习观念、态度等方面发生的变化。
n. Secondly, among some of the empirical researches, it can be found out thatthe subjects are mainly college students or higher vocation college students, but few aremiddle school students, let alone the secondary vocational school’s.Based on this current situation and combined with the English education andpsychology theory, the author plans to concretely study the positive effects of lexical chunktheory on secondary vocational school’s English vocabulary teaching and learning. And,through this empirical study, the author tries to answer the following questions:(1) What’s the current situation of English vocabulary teaching and learning inJiaxiang secondary vocational school?(2) What would be the difference between CC and EC after the lexical chunkapproach training?
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Chapter 2 Literature Review
As is well known, without the support of relevant theory, none of research can becarried out. So, it is essential to have a clear understanding of lexical chunk theory beforethis empirical study. Therefore, this chapter is the theoretical foundation of the wholeresearch. It consists of six parts. The first part mainly states the relationship between thechunking, memory and language acquisition. The second part, third part and forth partmainly introduce the basic information about lexical chunk theory, including the definition,classifications, characteristics and functions of it. The last part introduces the currentresearch situation of lexical chunk theory at home and abroad.
2.1 Chunking, Memory and Language Acquisition
In the field of psychology, researches show that humans’ short-term memory doesn’thave an endless capacity. This capacity is memory span. In Miller’s (Miller, 1956)viewpoint, our memory span is about seven units plus or minus two. Here, a unit representsa chunk of information. And the number of bits in every chunk doesn’t count. So, it is thenumber of chunks that is really important. Later, Cowan (2001) suggests that we considermemory span to be made up of about four chunks of information. No matter what specificopinion is held about the units that can be stored in memory, it is agreed that some parts ofinformation will be forgotten after it enters our memory due to the limitation of its span.Chunking is the ability to arrange different kinds of information into meaningfulgroups, making a hierarchical organization of memory possible (Newell, 1990). A chunkcan be defined as “a collection of elements having strong associations with one another,but weak associations with elements within other chunks” (Gobet et al., 2001: 236). Ifthere is only one element in each unit of memory, it is impossible for memory to graspexcessive information at a time. However, if there are more associated elements in eachunit, there is more that can be remembered in the future, even though the number of theunits allowed by memory to enter remains the same. That is the reason why some peoplecan recite hundreds of digits together why others cannot. The former takes advantage ofchunking and tries to group digits.
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2.2 Definition of Lexical Chunks
With the development of lexical chunk theory, the important effect of it on languageacquisition and application has been paid increasing attention. And, the significance of thistheory also was widely accepted by the second language acquisition researchers. A greatnumber of linguists abroad and at home have
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