叙事教学法指导下的高中英语词汇教学的行动研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-12-22编辑:lgg点击率:7074
论文字数:35896论文编号:org201712172130319795语种:英语 English地区:中国价格:$ 66
关键词:英语词汇学论文高中词汇教学词汇学习兴趣
摘要:本文是英语词汇学论文,本文的目的是研究叙事教学法在高中英语词汇教学中的引用,并试图发现该方法是否可以提高学生们的词汇量。作者在研究中提出两个问题。一个是叙事教学法对学生在高中阶段提高词汇学习的影响。另一个是叙事教学法对学生在词汇学习中的兴趣的影响。
Chapter 1 Introduction
1.1 Background of the Study
Vocabulary is the basic foundation of foreign language learning. In modernsociety, more and more researchers get to notice the importance of vocabularyteaching and learning. Vocabulary makes people be able to express their opinions.According to the National English Curriculum Standards for Central High School,students need to master 3500-4000 words after graduating form high school. As aresult, any foreign language teacher is supposed to stress on the importance ofvocabulary.However, most high school students regard vocabulary learning andmemorizing as an extremely boring and dull task. In traditional classes, vocabularyteaching can be mainly divided into three steps. During the first step, teacher willhand out the vocabulary list to students (actually most textbooks have vocabulary listsat the end of the books and let students memorize the new words in advance beforethe class. In this case, teachers would check whether students memorize new wordsby quiz at the beginning of the class, teacher reading the Chinese meaning of thewords and students writing down its English spelling. During the second step, teacherwould teach new words one by one. Most teachers write down these new words on theblackboard, with the part of speech, usage, and stable phrases. Then teacher wouldthink of an example, giving students Chinese meaning and letting students speak outthe English sentence by using the new words. During the whole class, teachers rub the blackboard several times because they have to write down many language points onthe blackboard. The exhausted people are not only teachers, but also students.Students have to copy all the language points on their own textbook. They have towrite as quickly as possible in case that they are left behind and leak out many points.Teachers have a misunderstanding that they have to deal with all the new wordsbefore teaching other parts, for example, listening and reading. During the third step,students spend plenty of time on reviewing their textbook and try their best toremember them, because their teacher will test these language points later. Theunlucky students have to be punished by copying words dozens of times. Besidesthese three main steps, students may also need to read after the tape during themorning time.
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1.2 Significance of the Study
In response to the requirements of new standard, the
thesis intends to utilizenarrative approach to teach vocabulary and cultivate students’ abilities to learn newvocabulary by themselves.Theoretically, Narrative approach presents not only a framework but also aspecific teaching method. It gives the teachers an effective way to teach foreignlanguages. Richards & Rodgers (2001) stated that a number of teaching methods lackdetailed description, and do not give specific instruction about how to put thesemethods into action. For instance, many approaches such as task-based learning andcooperative learning don’t have concrete teaching methods. If teachers want to putthem into practice, they have to combine these approaches with textbook, students’levels and other things.Practically, as a method to teach vocabulary, narrative approach can improvestudents’ capacity to learn vocabulary. First of all, based on the fantastic stories,narrative approach can arouse students’ interest to study vocabulary. Furthermore,narrative approach provides students with a more effective
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