多模态理论在高中英语词汇教学中的应用研究

摘要

词汇是语言学习的基础，英语词汇教学为听说读写译等其它英语能力的培养奠定基础，因此，英语词汇教学受到国内外英语教学研究者的重视。随着现代信息技术的发展，信息传递越来越多地借助声音、图像、文字等多种模态的综合方式。本研究将多模态理论应用于高中英语词汇教学。
　　本研究以郑州某高中高一两个平行班的128名学生为研究对象进行了实证研究，其中实验班64名，控制班64名。实验班采用多模态词汇教学，控制班采用传统词汇教学，实验为期三个月。研究数据录入SPSS.22.0进行分析。本研究试图探讨以下三个问题:
　　与传统词汇教学相比，1）在词汇广度知识方面，多模态词汇教学在多大程度上影响学生词汇及时习得和延时习得？2）在词汇深度知识方面，多模态词汇教学在多大程度上影响学生词汇及时习得和延时习得？3）学生对多模态词汇教学的态度如何？
　　研究表明:与传统词汇教学相比，1）在词汇广度知识方面，多模态词汇教学更能够促进高中生的词汇及时习得和延时习得;2）在词汇深度知识方面，多模态词汇教学更能够促进高中生的词汇及时习得和延时习得;3）学生对多模态词汇教学持乐观态度，认为多模态词汇教学能够增强其词汇学习的兴趣、增强词汇记忆、营造词汇学习语境等。
　　基于以上发现，本文总结多模态理论在高中英语词汇教学应用中的教学启示:1）教师在词汇教学中应合理选择和使用多种模态;2）教师和学生应充分利用多种教学资源;3）词汇教学中应增强师生之间的互动;4）教师应培养学生的自主学习能力。

目录

声明

摘要

Abstract

Contents

List of Figures

List of Tables

Abbreviations

Chapter One Introduction

1．1 Research Background

1．2 Research Significance

1．3 Research Questions

1．4 Organization of the Thesis

Chapter Two Literature Review

2．1 Multimodality

2．1．1 Definition of Multimodality

2．1．2 Relations among Different Modes

2．1．3 Theoretical Foundations of Multimodality

2．1．4 Foreign and Domestic Research on Multimodality

2．2 Vocabulary Teaching

2．2．1 Content of Vocabulary Teaching

2．2．2 Interior Factors Affecting Vocabulary Learning

2．2．3 Methods in Vocabulary Teaching

2．2．4 Foreign and Domestic Research on Vocabulary Teaching

2．3 Multimodal Vocabulary Teaching

2．3．1 Advantages of Multimodal Vocabulary Teaching

2．3．2 Characteristics of Multimodal Vocabulary Teaching

2．3．3 Operation Pattern of Multimodal Vocabulary Teaching

2．3．4 Foreign and Domestic Research on Multimodal Vocabulary Teaching

2．4 Vocabulary Knowledge

2．4．1 Definition of Vocabulary Knowledge

2．4．2 Definition and Assessment of Breadth of Vocabulary Knowledge

2．4．3 Definition and Assessment of Depth of Vocabulary Knowledge

Chapter Three Methodology

3．1 Research Purpose

3．2 Research Questions

3．3 Research Suhjects

3．4 Research Instruments

3．4．1 People’s Education Press Book 1(Compulsory)

3．4．2 Vocabulary Level Test and Vocabulary Knowledge Scale

3．4．3 Questionnaire and Interview

3．5 Research Procedure

3．6 Data Collection and Processing

3．7 Samples of Multimodal Vocabulary Teaching and Traditional Vocabulary Teaching

Chapter Four Results and Discussion

4．1 Effects of MVT on Students’ Timely Acquisition and Delayed Acquisition in BVK

4．1．1 Pretest in BVK

4．1．2 Timely Acquisition in BVK

4．1．3 Delayed Acquisition in BVK

4．2 Effects of MVT on Students’ Timely Acquisition and Delayed Acquisition in DVK

4．2．1 Pretest in DVK

4．2．2 Timely Acquisition in DVK

4．2．3 Delayed Acquisition in DVK

4．3 Students’ Attitudes towards MVT

4．3．1 Questionnaire

4．3．2 Interview

Chapter Five Conclusion

5．1 Major Findings

5．2 Pedagogical Implications

5．3 Limirations

5．4 Suggestions for Future Research

Bibliography

Appendix

Acknowledgments