【作者】 贺鑫；

【导师】 涂红芹；

【作者基本信息】 哈尔滨师范大学 ， 学科教学（英语）， 2019， 硕士

【摘要】 英语词汇是高中生英语学习的基础,英语词汇教学在高中英语教学中占据极为重要的地位,然而,当代高中生在英语词汇学习特别是积极词汇的学习过程中存在较大的困难。笔者在学习研究的过程中深刻体会到读后续写法应用于英语教学中的积极作用,进而笔者对读后续写法应用于高中英语积极词汇教学中进行了研究探索。本次教学实验研究主要采用了文献研究法、问卷调查法、教学实验法,三种研究方法;在哈尔滨市某中学高二年级选取两个英语词汇水平相当的班级进行为期近一个学期的将读后续写法应用于高中英语积极词汇教学中的教学实验。本次研究共提出三个问题:(1)读后续写法对高中生习得英语积极词汇的兴趣产生什么样的影响?(2)读后续写法能否加深高中生对英语积极词汇的记忆?(3)相比较于传统的词汇教学模式,读后续写法能否更有效地提高高中生英语积极词汇的成绩?笔者在实验前的同一时间点对两个班进行了词汇测试前测,回收并认真评阅试卷后得到两个班级的成绩数据,经过科学地数据分析,确定两个班级同学的词汇水平相当,可以分别设立为实验班与对照班,确保实验顺利进行。教学实验研究过程中,笔者认真选取更贴近学生日常生活的能够引起学生阅读兴趣题材的相关可理解性输入材料,引导学生仔细阅读理解含有教学目标设定的英语积极词汇的材料,反复理解目标积极词汇所在语句语境,设定续写任务,充分要求学生续写时运用习得的积极词汇,最后对学生续写内容进行评价。教学实验后,笔者对实验班与对照班分别同时进行了词汇后测,收集两个班的后测成绩并进行分析。通过比对实验班的前后测成绩和对照班的前后测成绩可以发现,实验班与对照班同学的词汇成绩都得到了提升,比对实验班后测成绩与对照班后测成绩可以得出实验班词汇成绩提升幅度远高于对照班词汇成绩提升幅度;此外,笔者在教学实验后向实验班的全体成员发放了问卷调查,从问卷中读后续写法对积极词汇习得兴趣的维度与读后续写法对积极词汇记忆维度进行分析。本实验研究特得出以下结论:基于读后续写法的教学指导,高中生不仅能够激发习得积极词汇的兴趣,而且能够加深对积极词汇的记忆,最重要的是,学生能够有效地提高积极词汇成绩。笔者进而提出如下建议:教师选取的阅读材料应具有习得积极词汇的价值;阅读材料截取位置应具有可续写性;学生可在多元评价机制下检验积极词汇运用能力;学生运用正确阅读模式有效习得积极词汇;学生可从模仿出发,进而习得积极词汇。笔者意在为一线高中英语教师从读后续写法应用于高中英语积极词汇教学中提供有价值的参考。更多还原

【Abstract】 English vocabulary teaching plays an extremely important role in senior high school English teaching.,which has arisen significantly difficulties for senior high school students especially in active vocabulary teaching.In the process of educational research,the author deeply understands the positive role of the Continuation-task in English teaching,and further explores the application of the Continuation-task in active vocabulary teaching in senior high school English.This teaching experiment mainly adopts three methods: literature research,questionnaire survey and teaching experiment.Two classes with equivalent English vocabulary proficiency are selected in the second grade of a high school in Harbin for nearly one semester to carry out the teaching experiment of applying Continuation-task to active vocabulary teaching.This study raises three questions:(1)What is the effect of pursuing the Continuation-task on the interest of senior high school students in acquiring active English vocabulary?(2)Can the Continuation-task impress senior high school students’ memory of active English vocabulary?(3)Compared with the traditional vocabulary teaching model,can the Continuation-task improve senior high school students’ English active vocabulary level effectively?At the beginning of the experiment,a pre-test of vocabulary test was carried out for the two classes at the same time.After evaluating the test papers carefully,the results of the two classes were obtained and the data was analyzed,which showed that the vocabulary level of the two classes was comparable,and the two classes could be set up as experimental classes and control classes to ensure the scientificalness of the experiment.In the process of teaching experiment,the author chose comprehensible input materials which were relevent to students’ daily life and could not only arouse students’ interest in reading but also lead students to further understandable materials containing positive English vocabulary to realize teaching objectives.The task of writing was set up after the students were asked to understand some sentences which covered target positive vocabulary in order to request students to use positive vocabulary they had learnt in continuation.Finally,the content of the students’ continuation was evaluated.After the teaching experiment,a vocabulary post-test was conducted in both the experimental class and the control class and analyzed the post-test results of the two classes.By comparing the results among the pre-test and post-test of the experimental class and also those of the control class,it could be found that the vocabulary scores of the experimental class and the control class had been improved in the end.Meanwhile,by comparing the results of the post-test of the experimental class and the post-test of the control class,it could be justified that the improvement of the experimental class was much more noticeable than that of the control class.In addition,the questionnaires were provided to all the members in the experimental class after the teaching experiment,and analyzed the results from the dimensions between the interest to acquiring active vocabulary and active vocabulary memory by the Continuation-task.To crow it all,the following suggestions can be put forward:(1)The Continuation-task can impress senior high school students’ positive vocabulary memory.(2)Compared with the traditional vocabulary teaching stereotypes,the Continuation-task can improve senior high school students’ English positive vocabulary level effectively.(3)The Continuation-task can improve senior high school students’ interest in acquiring positive vocabulary.Furthermore,the author intends to provide several valuable references for senior high school English teachers to apply the Continuation-task to active vocabulary teaching in senior high school.Such as the reading materials selected by teachers should have the value of acquiring active vocabulary;the interception position of reading materials should be renewable;the students can test the ability of using active vocabulary under the multi-evaluation mechanism;the students can effectively acquire active vocabulary by using the correct reading mode;and the students can start from imitation,and then acquire active vocabulary.更多还原