【作者】 刘玲；

【导师】 陶明星；

【作者基本信息】 湖南大学 ， 学科教学（英语）， 2021， 硕士

【摘要】 图画教学是英语教学中的一种生动形象的、艺术性的教学方式,引起了许多学者的关注。研究者们对图画教学的研究主要集中在小学阶段,较少涉及到初中阶段的词汇教学。图画可以分为图片、简笔画和图表等,但研究者们对图片和图表在教学上的应用关注较多,对简笔画教学进行的实证研究较少。因此,本文在多元智能理论,多元识读理论以及可理解性输入假说和输出假说的指导下,旨在探讨简笔画辅助教学对初中学生英语词汇习得的影响。主要研究问题如下:1.简笔画辅助教学对初中生的英语词汇习得有何影响?2.简笔画辅助教学的效果会因为词类的不同而有区别吗?3.简笔画辅助教学的效果会因为学习者水平的不同而有区别吗?4.实验班学生的英语学习态度在实验后有什么变化?本研究以耒阳市某中学初一的两个平行班的学生共100名为实验对象。在实验开始之前,首先经过预调查来保证问卷的信度和效度,做先导实验确定目标词。其次根据词汇量测试,将两个班的学生分别分成高中低三个水平的学习者。实验开始后对实验对象进行两次问卷调查,一次前测,两次即时后测,一次延时后测及访谈。通过收集实验数据并用SPSS 21.0数据处理系统对数据进行分析得出以下结果:1.简笔画辅助教学对初中生的英语词汇习得有显著的影响。2.简笔画辅助教学对介词学习的效果好于名词。3.简笔画辅助教学对低水平学习者的帮助比对高水平学习者的帮助更大。4.实验班的学生在实验后对英语词汇学习的态度变得更加积极。基于以上的发现,本研究可以给初中教师提供一些有关多元识读教学法和多元智能理论整合的教学理念的启示,为如何使用简笔画辅助教学促进初中英语学习者的英语词汇习得提供一些参考。更多还原

【Abstract】 Picture teaching is a vivid and artistic teaching approach in English teaching,which has attracted the attention of many scholars.The studies on picture teaching are mainly concentrated on primary school,less involved in junior high school vocabulary teaching.Pictures can be divided into picture cards,abbreviate drawing,charts,etc.The researchers mainly focus on the application of picture cards and charts in the field of education,and there is a little empirical research on abbreviate drawing aided instruction.Therefore,based on the MI Theory,Multiliteracies Theory,Comprehensible Input Hypothesis and Output Hypothesis,this study aims to explore the influence of ADAI(abbreviate drawing aided instruction)on junior high school students’ English vocabulary acquisition.Specifically,the following four research questions are studied.1.What effects does the application of abbreviate drawing aided instruction have on junior high school learners’ English vocabulary acquisition?2.Whether the effects of abbreviate drawing aided instruction vary across word types in this experiment?3.Whether the effects of abbreviate drawing aided instruction vary across learner proficiency levels?4.What changes occurred to learners’ attitudes towards English vocabulary acquisition after the experiment?In this study,100 students from two parallel classes in Grade Seven of a middle school in Leiyang City were taken as the experimental subjects.Before the experiment,the reliability and validity of the questionnaire were guaranteed through pre-survey,and the target words were determined by a pilot study.According to a vocabulary test,the students in two classes are divided into high-proficiency level learners,middle-proficiency level learners and low-proficiency level learners.In the experiment,the participants were investigated by two questionnaires,a pretest,two immediate post-tests,a delayed post-test and interviews.The data were analyzed by SPSS 21.0 data processing system and the following results were obtained.1.ADAI has significant effects on junior high school students’ English vocabulary acquisition.2.The effects of ADAI on learners’ prepositions acquisition is better than that on learner’s nouns acquisition.3.The effects of ADAI on low-proficiency level learners is greater than that on high-proficiency learners.4.The students in the experimental class have a more positive attitude towards English vocabulary learning.Based on the above findings,this study can provide some enlightenment for junior high school teachers on the integration of multiple intelligences theory and multiliteracy teaching method,and give suggestions about how to use ADAI to promote junior high school learners’ English vocabulary acquisition.更多还原