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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:2024-07-17编辑:vicky点击率:50
论文字数:52551论文编号:org202404021119031038语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇英语教学法论文,本研究尝试将思维导图用于词汇教学,以期提高初中英语词汇教学的效果,进而促进学生的词汇学习。
Chapter Five Results and Discussions
5.1 Analysis of Status Quo of Students’Vocabulary Learning
In order to understand the status quo of students’English vocabulary learning,the authordistributed English Vocabulary Learning Questionnaires to students in the control class andthe experimental class before the experiment respectively.A total of 82 questionnaires weresent out and 82 were validly returned,representing a 100%return rate.In this section,theproblems of the junior high school students English vocabulary learning is presented from thegeneral to the partial level according to the classification standard adopted by Oxford andBurry’s(1995)classification standard.The changes in the vocabulary learning of the studentsin the experimental class after the application of mind map are discussed.For the analysis anddiscussion of vocabulary learning among students,this thesis adopted the method of cognitionanalysis from Oxford and Burry.
Furthermore,the questionnaire employed the Likert Five-Level scale,which means thateach item in the scale was given a score of one to five.Oxford and Burry(1995)argue thatthe cognitive levels are generally divided into three categories,mainly high,medium and low.In general,the mean of each item represents the cognitive level.The higher the average score,the higher the cognitive level.The details are shown in the following table 5.1.
Chapter Six Conclusion
6.1 Research Findings
The author applies mind map to English vocabulary teaching in junior high school inorder to facilitate students’vocabulary learning and improve the quality of vocabularyteaching.The experiment lasted three and a half months.Combining the results of thequestionnaires,interviews and vocabulary tests in Chapter Five,this thesis analyzes theresults using a combination of quantitative and qualitative methods.The principal findings ofthe study are as follows.
Firstly,in order to gain a comprehensive understanding of the status quo of students’vocabulary learning,the author conducted a questionnaire survey on students’Englishvocabulary learning before the experiment.The author surveyed two parallel classes of GradeSeven respectively.There are 41 students in the experimental class and 41 validquestionnaires received;41 students in the control class and 41 valid questionnaires wereeffectively received.The questionnaires basically corroborated the general problems aboutEnglish vocabulary teaching described in the previous chapters.The author found that juniorhigh school students generally adopt a rote learning method in English vocabulary learning,which leads to their poor vocabulary learning.There are two main reasons for this result.Onthe one hand,students consider the current method of teaching vocabulary adopted byteachers to be boring,which does not arouse their interest in learning words.On the otherhand,students have not mastered other methods of vocabulary learning and they still rely onrote memorization to learn words.Most students do not observe the structure of words andthey do not use methods such as root words to expand their vocabulary size.
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