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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-08-06编辑:vicky点击率:85
论文字数:45222论文编号:org202408041151122604语种:英语 English地区:中国价格:$ 66
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摘要:本文是一篇英语词汇学论文,本研究以开封市某初级中学八年级5个班,252名学生和开封市90名英语教师为研究对象,通过问卷调查、访谈和课堂观察对多模态理论在初中英语词汇教学中的应用现状进行了调查研究。
4.1.2 Teachers’ and Students’ Attitudes Towards Multimodal English Vocabulary Teaching ......................... 30
Chapter 5 Conclusion ..................................... 61
5.1 Major Findings .................................. 61
5.2 Suggestions .................................... 63
5.3 Limitations and Prospects ......................... 64
Chapter 4 Results and Discussion
4.1 Results and Analysis of Questionnaires
The following aspects will be analyzed: basic information of the teachers and students, teachers’ and students’ attitudes towards multimodal English vocabulary teaching, as well as how it is used in teaching of English vocabulary, the problems in implementing multimodal theory English vocabulary teaching and discussion.
4.1.1 The Basic Information of Teachers and Students
This part mainly introduces the basic information of teachers and students in questionnaires.
(1) The Basic Information of Teachers
This part mainly investigates the gender, education background, age, length of teaching, school, professional title and in-service training of teachers. The details are shown in Table 4-1.
Chapter 5 Conclusion
5.1 Major Findings
Through the examination of the questionnaires, interviews, and classroom observations, this study makes several conclusions. The major findings are as follows:
(1) The Attitudes of Teachers and Students Towards Multimodal English Vocabulary Teaching
Both teachers and students currently hold a positive attitude towards multimodal English vocabulary teaching. On the one hand, teachers were also very willing to use multimodal English vocabulary teaching methods. They believed that this method is in line with the current teaching trend, and using multimodal English vocabulary teaching can stimulate students’ interest in learning vocabulary, improve teacher-student classroom interaction, and thus improve the effectiveness of vocabulary teaching. On the other hand, students believed that multimodal English vocabulary teaching methods could help them better understand and master the meaning of vocabulary, and increase their vocabulary. At the same time, this method can stimulate students’ interest in learning English vocabulary and improve their enthusiasm and initiative in participating in classroom activities. In addition, students also believed that this method could enhance their ability for self-directed learning.
(2) The Application Situation of Multimodal Theory in English Vocabulary Teaching
Most teachers stated that they are willing to adopt multimodal vocabulary teaching methods, and they can proficiently use various modality resources to help students memorize words. But the types and stages of modality use are unbalanced; The most commonly used modality by teachers is the language explanation modality, followed by audio, images, and text. The pre-class stage consists of auditory modality (audio, language explanation), visual modality (text), and auxiliary modality (body language and gesture language) in sequence; The while-cla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。