【作者】 孔敏；

【导师】 曹春春；

【作者基本信息】 山东师范大学 ， 学科教学， 2009， 硕士

【摘要】 词汇是习得任何一门语言的基础,因此,词汇教学可谓英语教学之本。而词汇教学的核心任务应该是帮助学生尽可能多地掌握词汇。近年来,诸多学者越来越关注词汇教学研究。在词汇教学方法的探讨中,一直以来就有两种代表性的观点,即隐性词汇教学和显性词汇教学。Nagy(2002)提倡隐性词汇教学,认为词汇教学应该依靠语境。教学过程中教师引导学习者广泛地阅读并在理解文章大意的前提下猜测、进而理解词汇。Sokmen(2002)则支持显性词汇教学,认为单独的词汇教学应该受到注意和重视,教师应该首先对词汇本身进行深入讲解和操练。显然,两种方法各有优势和不足,所以许多研究者想通过对两种词汇教学方法的整合找到一种更有效的词汇教学方法。国外的许多学者在这方面进行研究并取得了突破性的进展。Nation(2003)认为间接(隐性)和直接(显性)的词汇教学有可能以多种方式与语言教学课程结合在一起。国内也有不少学者在这一领域进行探讨,取得了可喜的成绩。然而,相关研究一般都是针对高等院校的英语专业或非英语专业的大学生,对基础阶段的初中生词汇教学方法研究则涉猎很少。事实上,初中阶段的词汇教学一直是“费时低效”,初中生普遍感到词汇学习是英语学习中的一大障碍。因此,针对初中生的英语词汇教学研究应备受关注。Craik and Lockhart(1972)的信息加工深度理论认为,信息加工层次越深,记忆效果越好。本研究根据此理论框架,通过对单词进行形式和语义即浅层次和深层次加工,探讨如何有效地整合隐性词汇与显性词汇教学,进而探索有效的初中英语词汇教学方法。研究目的旨在帮助初中生提高词汇学习的效果,从而为跨文化交际能力的培养奠定坚实的基础。为了证明对于初中生接受性词汇知识和产出性词汇知识的提高,隐性词汇和显性词汇教学的整合要优于普通词汇教学法,作者分别选定了实验班和控制班进行了历时一学期的对比教学实验。其中实验班采用综合词汇教学法,即隐性词汇与显性词汇教学的整合,控制班则采用普通词汇教学法,即学习词汇表。之后,受试者参加接受性和产出性词汇测试。通过使用SPSS软件对数据进行均值比较分析后,结论如下:1、实验班无论在接受性词汇知识还是产出性词汇知识方面所得的分数都要比控制班高,并存在显著差异。可见,隐性词汇和显性词汇教学的整合可以有效地促进初中生对词汇的学习、记忆和运用。2、教师不断有意激活学习者头脑中的词汇,提供大量重复接触目标词汇的不同语境,可以促进学习者接受性词汇知识的提高。3、词汇的深加工可以充分发挥其认知潜能,结合原有知识经验和能力对词汇进行主动构建,如此记忆才会更加深刻。4、教师在教学过程中设计各种词汇练习和活动,指导学生使用目标词汇,不仅可以巩固学习者头脑中的词汇,而且可以提高学习者产出性词汇知识的能力。本研究认为教师在词汇教学中需要关注呈现单词的方式,注重讲解全面的词汇知识,意识到对词汇知识进行深加工的必要性,并鼓励学习者采用多种学习策略。相信本研究能为促进初中英语词汇教学提供一些有利的依据和借鉴。更多还原

【Abstract】 Vocabulary teaching plays a key role in English teaching, since it is the fundamental element of the target language acquisition. The ultimate goal of vocabulary teaching is to help students increase their vocabulary capacity. It is true that in recent years, more and more attention has been paid to vocabulary teaching research. And as for the vocabulary teaching, there exist two main representative approaches, namely, implicit vocabulary teaching and explicit vocabulary teaching. Nagy (2002) advocates implicit teaching of vocabulary from context, which means that the teaching of context comes first and it is more important than the instruction of individual vocabulary, while Sokmen (2002) claims that explicit vocabulary teaching is more convincing, which requires that teachers should be endeavoring to elaborate on vocabulary for learners. As both methods have advantages and drawbacks, many researchers are contriving to find out a more suitable and helpful way by integrating implicit and explicit vocabulary teaching effectively. Thus much research has been done in this field and many researchers abroad have made great progress. Nation (2003) advocates that there is a place for both direct (explicit) and indirect (implicit) vocabulary learning. In China, large numbers of researchers have also made explorations in this field and some significant achievements have already been obtained. However, most of the previous related studies are mainly concerned with English teaching in some key universities. Up till now, few researches have been done on middle school English vocabulary teaching. In fact, vocabulary teaching and learning has always been regarded as "time consuming and low efficiency" in middle schools. Many students hold the common belief that vocabulary learning is a big obstacle in English learning. Consequently, the vocabulary teaching methods concerning middle school students should be more valued.The theory of depth of information processing by Craik and Lockhart (1972) argues that the deeper the processing, the more durable the memory of the item processed. According to the theory, there exist two levels of cognitive processing: the formal processing or the shallow level and the semantic processing or the deep level. The present research intends to investigate a more effective way to integrate implicit and explicit vocabulary teaching, so as to explore a suitable and helpful vocabulary teaching method in middle schools. The aim of this research is to help middle school students to achieve better results in their vocabulary learning both in receptive vocabulary knowledge capacities and in productive vocabulary knowledge capacities.By conducting an experiment, the author aims to testify that the experimental class which is taught by integrative vocabulary teaching method will get higher score in receptive and productive vocabulary test than the control class with general vocabulary teaching method. The research involves an experimental class and a control class undergoing a five-month training project. The experimental class taught by the integrative method of implicit and explicit vocabulary teaching; whereas the control class taught by the general vocabulary teaching method that is teaching vocabulary through word list. Subsequently, the receptive and productive vocabulary tests are given to them at the end of experiment. The statistic results of their scores calculated by SPSS and the quantitative analysis indicates that:1. Experimental class perform much better than control class and there exists significant difference between them, which in turn affirm the research question and hypotheses that the integrative vocabulary teaching method can bring higher efficiency to middle school students in their receptive vocabulary knowledge and productive vocabulary knowledge.2. Teachers should consciously reactivate the vocabulary in learners’ mental lexicon and recycle words in a thorough way, providing possible encounters with a word to improve learners’ receptive vocabulary knowledge capacities.3. At deeper level one can better use of learned words and past knowledge, and by combining new words with the old, one can build desired word networks. Thus, deeper analysis leads to a more persistent memory.4. Teachers should try to design diverse vocabulary games and exercises in their teaching program, offer more chances for vocabulary practice. Accordingly, it can not only consolidate their memory in the mental lexicon, but also enhance the productive vocabulary and increase the lexical retrieval.The result of the research proves that English teachers should pay enough attention to the techniques of presenting new words and make words concrete. In vocabulary teaching, various aspects of vocabulary knowledge should not be neglected and then a deep level of processing should be conducted consciously in class. Furthermore, to help learners find out independent learning strategies is teachers’ undeniable responsibilities, in doing so it can facilitate their future study and lifework. It is sincerely hoped that this study has provided meaningful implications for English vocabulary teaching and research in middle schools, and more attention is expected for further studies.更多还原