詞匯學(xué)習(xí)在語言學(xué)習(xí)中十分必要,也是英語教學(xué)的重要內(nèi)容。研究人員發(fā)現(xiàn)詞匯可以通過閱讀等其他認(rèn)知活動(dòng)獲得。閱讀對第二語言詞匯發(fā)展有好處,但如何讓閱讀更有效地促進(jìn)詞匯學(xué)習(xí),是研究人員需要解決的問題。克拉申提出“窄式閱讀”的概念(同一主題、同一作者或同一體裁的書)。在“窄式”閱讀中,串聯(lián)該主題的核心詞會(huì)多次出現(xiàn),學(xué)習(xí)者通過閱讀同一主題的文章,能夠多次反復(fù)接觸到核心詞匯,使語言輸入得到強(qiáng)化。為了探討提高詞匯教學(xué)有效性的方法,并且進(jìn)一步印證窄式閱讀訓(xùn)練對學(xué)生接受性詞匯知識(shí)和產(chǎn)出性詞匯知識(shí)的影響,豐富實(shí)證研究,筆者基于輸入假說,情感過濾假說和圖式理論,進(jìn)行了課例研究。其研究問題如下:(1)窄式閱讀訓(xùn)練是否有助于學(xué)生習(xí)得接受性和產(chǎn)出性詞匯?(2)窄式閱讀訓(xùn)練能否提高學(xué)生的詞匯學(xué)習(xí)興趣?本研究對來自天津市的25名初二學(xué)生進(jìn)行窄式閱讀訓(xùn)練并采用課例研究的研究方法。針對學(xué)生學(xué)習(xí)詞匯缺乏有效的習(xí)得方法,以及興趣不高等問題,筆者與學(xué)習(xí)小組一起進(jìn)行窄式閱讀訓(xùn)練,幫助學(xué)生詞匯習(xí)得的課例研究。經(jīng)過集體備課,集體聽課,討論修訂然后再次授課,力求切實(shí)提高學(xué)生的接受性與產(chǎn)出性詞匯習(xí)得以及詞匯學(xué)習(xí)興趣。筆者對應(yīng)用窄式閱讀的課例...

【文章頁數(shù)】：122 頁

【學(xué)位級別】：碩士

【文章目錄】：
abstract
摘要
Acknowledgements
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purposes of the Study
    1.3 Significance of the Study
        1.3.1 Practical Significance
        1.3.2 Theoretical Significance
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Defining Key Terms
        2.1.1 Narrow Reading
        2.1.2 Receptive Vocabulary and Productive Vocabulary
        2.1.3 Lesson Study
    2.2 Previous Studies
        2.2.1 Previous Studies on Narrow Reading and Vocabulary Acquisition atHome and Abroad
        2.2.2 Previous Studies on Lesson Study
    2.3 Theoretical Basis
        2.3.1 Schema Theory
        2.3.2 The Input Hypothesis
        2.3.3 Affective Filter Hypothesis
Chapter 3 Research Design of Lesson Study
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Vocabulary Test
        3.3.2 Questionnaire
        3.3.3 Diary
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter 4 Lesson Study on Narrow Reading
    4.1 Analysis of Students
        4.1.1 Questionnaire
        4.1.2 Vocabulary Test
    4.2 Analysis of Teaching Materials
    4.3 Implementation Process
        4.3.1 The First Round:Narrow Reading with the Theme of Language Learning
        4.3.2 The Second Round:Narrow Reading with the Theme of CharacterIntroduction
Chapter 5 Results and Discussions
    5.1 Students’Acquisition of Receptive and Productive Vocabulary
        5.1.1 Students’Acquisition of Receptive Vocabulary
        5.1.2 Students’Acquisition of Productive Vocabulary
    5.2 Students’Vocabulary Acquisition and Interest
        5.2.1 Students’Vocabulary Acquisition
        5.2.2 Students’Confidence and Interest in English Vocabulary Learning
Chapter 6 Conclusion
    6.1 Major Findings
        6.1.1 Changes and Improvements of Students
        6.1.2 Changes and Improvements of Teachers
    6.2 Implications of the Study
        6.2.1 Teaching Tips of Narrow Reading to Promote Vocabulary Acquisition
        6.2.2 Inspiration from the Lesson Study
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
References
Appendix Ⅰ Questionnaire
Appendix Ⅱ Receptive Vocabulary Test
Appendix Ⅲ Productive Vocabulary Test
Appendix Ⅳ Vocabulary Test Scores
Appendix Ⅴ Teaching Materials



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