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摘要：本文是一篇英语词汇学论文，本研究发现：1.多元智能理论指导下英语词汇教学活动，有助于端正学生词汇学习的态度，激发词汇学习的兴趣，进而提高学生的词汇习得水平。2.基于多元智能理论的初中英语词汇教学有助于转变目前学生总是被动、单一、机械式的词汇学习方法，帮助他们使用科学的词汇学习和记忆方法，增强其词汇学习自信心，提高学习效率。

dimension of English vocabulary teachingIt is clear that effective vocabulary teaching methods can stimulate students’enthusiasm for vocabulary learning and improve the effectiveness of English teaching.Through in-depthresearch,this thesis comprehensively understands the status of the junior high school Englishvocabulary teaching and proposes a vocabulary pedagogy based on the MIT model.Thisstudy aims to furnish junior high school English instructors with solid theoretical principlesuseful in implementing the new curriculum,and provides appropriate suggestions on theproper direction towards effective English vocabulary instruction.

Chapter 2 Literature Review

2.1 The Multiple Intelligences Theory

英语词汇学论文怎么写

This part first analyzes the definition,the classification and the theoretical connotationof MIT.Besides,it summarizes the related research on MIT at home and abroad from fouraspects of theory,teaching,evaluation method and quality education.

2.1.1 Definition of Intelligence

Typically,intelligence is defined as the ability of humans to be wise and to act.Gardnerhas studied the definition of intelligence to varying degrees at multiple times.Afterconducting a series of experimental studies focused on human potential,he summarized thatindividual intelligence can effectively contribute problem-solving skills and potential,thereby establishing a strong foundation for acquiring new knowledge(Gardner,1983).

In 1999,Gardner published The Recognition of Intelligence:Multiple Intelligences inthe 21st Century,which defines intelligence more eloquently as the physical andpsychological potential of individuals in a cultural context to process information that can beactivated by the context of interculturality to solve practical problems or create productsvalued by that culture(33-34).The definition of intelligence proposed by Gardneremphasizes the ability to solve problems and make products in real life(Gardner,translatedby Shen Zhilong,1999:8).

2.2 Vocabulary Teaching

With the purpose of investigating whether applying MIT to vocabulary teaching canimprove students’vocabulary proficiency,this section discusses the content of vocabularyteaching,the principles of vocabulary teaching,as well as the vocabulary teaching strategiesbased on different theories abroad and at home.

2.2.1 Content of Vocabulary Teaching

The learning of English vocabulary is a gradual process.Vocabulary teaching alsocovers many areas.Jeremy Harmer illustrated the basic areas of vocabulary knowledge:Mastering a word generally involves the acquisition of four aspects:word meaning,usage,lexical information and lexical syntax(2007:59-81).

(1)Vocabulary meaning

The primary task of vocabulary teaching is to enable students to recognize andunderstand the meaning of the words they learn.However,the meaning of word isconstrained by the context.In the teaching process,teacher should use various methods tomake students understand the relationship between semantics and context.In addition,thesame Chinese concept can be expressed in English with different words,which makes itdifficult for non-native speakers to understand.British linguist Leech in his book Semanticsconcluded vocabulary semantics has seven types:conceptual meaning,connotative meaning,social meaning,affective me本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。