词汇教学中词汇的深层认知处理研究

论文编号:YY594  论文字数:6835.页数:27

摘    要
 本文首先详细阐明现代国外词汇教学理论，即词汇习得方式、词汇呈现方式和词汇语境习得，以及它们的分类，特点和作用；然后阐述了国内的一些词汇习得进展，还进一步提出了影响词汇深层认知的4种因素，即心理因素、学生英语水平因素、学习方式因素和教师因素；最后进行了相关教学实验，即关于非英语专业学生词汇学习方法问卷调查和基于词汇深层认知处理的教学模式研究，该研究运用2种截然不同的词汇教学模式进行教学，采用定性分析和定量分析相结合的方法，阐明其优缺点，从而为词汇教学献计。
 
关键词：词汇教学理论；因素；词汇深层认知处理

ABSTRACT
     This paper first elaborates modern vocabulary teaching theories abroad, namely, 2 modes of vocabulary acquisition, 2 modes of vocabulary presentation, and vocabulary contextualized acquisition, as well as their categories, characteristics and functions; then explains the conditions of the domestic vocabulary acquisition, what’s more, it also puts forward 4 factors that show influence towards cognition in detail , that is, factor of psychology, factor of students’ English level, factor of vocabulary learning means and factor of teachers’ role; finally it conducts 2 teaching experiments: questionnaire about non-English major students’ methods of vocabulary acquisition and research on the teaching modes based on vocabulary’s deep cognitive processing, this research correlates with 2 different words-teaching ways and takes advantage of qualitative analysis and quantitative analysis with the purpose of displaying its advantages and disadvantages so as to contribute to vocabulary-teaching.

Key words：Vocabulary teaching theories; factor; vocabulary’s deep cognitive processing

Contents
1. Introduction 1
2. Morden vocabulary teaching theories 2
 2.1 Modes of vocabulary acquisition 2
 2.2 Modes of vocabulary presentation 4
 2.3 Vocabulary contextualized acquisition 6
3. Vocabulary’s deep cognition 8
 3.1 Research at home and abroad 8
 3.2 Factors that show influence towards cognition 8
4. Questionnaire of students’ cognitive strategies & research on 2 teaching mode 12
 4.1 Experiment design 12
 4.2 Results 15
 4.3 Discussions 18
5. Conclusion 20
Acknowledgements 21
References 22

相关论文