学生英语词汇运用能力影响之情景语境分析研究 - 蜂朝网
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学生英语词汇运用能力影响之情景语境分析研究

时间: 2015-01-20 编号:sb201501201045 作者:蜂朝网
类别:英语论文 行业: 字数:32600 点击量:842
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文章摘要:
The Chinese students learn English as a foreign language for about ten yearsbefore they are admitted into universities, only to find that they can’t use the languageas they are required to.

Chapter 1 Introduction


1.1 Background of the research

I have been teaching English in senior school for ten years in total, when I have asense of achievements as well as puzzles in teaching. The main goals in seniorEnglish teaching are as follows: firstly, students should get information and deal withit in English, analyzing and solve problems; secondly, in NMET, reading capacity ofstudents has been attached great importance, which takes up one third of total marks,leading to the present situation where teachers have emphasized how to develop andimprove the reading ability of students. Therefore, vocabulary teaching has beenignored naturally. As far as vocabulary teaching and learning is concerned, teachersusually pay attention to the meanings and collocations of them and then makeexamples on the blackboard to be translated by students. To be exact, teachers will listsynonyms, antonyms, homonymy and subjunctive mood, infinitive and gerund.Students will be busy in taking so many notes while teachers explain the usage andwrite down them on the blackboard, making students and teachers tired. After class,students will spend much time reciting the words and their usage; besides, doingexercise is a must to strengthen the memory and usage, which means the end ofvocabulary teaching and learning of the unit.During the process of teaching, it is thought that there exists many practicalproblems in the efficiency of vocabulary teaching. Reciting mechanically lays muchstress on students, making them lose interest in vocabulary; students will forget thevocabulary that they have learnt, making them lose their confidence in themselves; inwriting, so many words and phrases are out of place because of not understandingcontext, making them unwilling to write.

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1.2 Significance of the research

The Chinese students learn English as a foreign language for about ten yearsbefore they are admitted into universities, only to find that they can’t use the languageas they are required to. The most direct way for them to know how well they’velearned English is by taking an examination. In NMET, English is a subject thatgreatly influences their final marks. For teachers, how to teach English efficiently is adifficult issue to deal with. For students, how to learn English efficiently andeffectively is an urgent task to face.According to the latest researches into the English learning, there are manyfactors affecting the English learning of students in senior school. Xu Guihang (2010)points out that inner factor and outer factor of students affect the process and result ofEnglish learning. As for inner factor, they are psychological state, the basicknowledge of English, learning strategy and learning attitude. About outer ones, thereare learning environment, learning contents, the purpose of learning and teachingmethod. Among the above elements, Xu Guihang puts emphasis on the basicknowledge of English, which is so fundamental to the whole process of Englishlearning for the students, and the other one is aimed at teachers, namely teachingmethod.

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Chapter 2 Literature Review


2.1 Definition of key terms

So important is context in the study of language use as well as its function due tothe fact that contextual assumptions affect how we use language properly in our dailycommunication. However, when it comes to the definition of context,there are stillsome controversial aspects in linguistics, leading to a practical phenomenon that manylinguists have difficulty in identifying their understandings about context. It goeswithout saying that the benevolent see benevolence and the wise seewisdom— different linguists and different scholars will adopt different viewpointsspecifically. According to Bai Jiehong(2000) , different statements concerning“context” have been made by different linguists both inland and abroad. Forexample,Bussman (1996) defines“context”in Routledge Dictionary of Language andLinguistics as the following:As a comprehensive concept in communication theory,“context”refers to allelements of a communicative situation: verbal and non— verbal context, the context ofthe given speech situation and the social context of the relationship between thespeaker and the hearer, their knowledge and their attitudes.Context means“the total environment in which a word appears”.

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2.2 Vocabulary teaching method

About vocabulary teaching method, there are more and more approaches to thisarea, which are being used by teachers and have achieved much positive effects forteachers and students.(1) make use of or create contexts to teach vocabularyIn context, vocabulary can be showed in a concrete situation and reflected itsusage correctly, which is beneficial to the memory and the learning process is mucheasier. Beheydt (1987:106) points out “the most important principle that learners needto know well is that vocabulary learning must be in the context when we see theproblem from the angles of psychology or the linguistics. Learning vocabulary in thecontext is one of effective ways to guess the meanings of the new words, meanwhile,it is a better way to remember more words than in the form of vocabulary. Nation(ibid: 162) is also for the approach to guessing the meanings of vocabulary in thecontext.

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Chapter 3 Methodology.....24

3.1 Hypotheses ........24

3.2 Subjects ........24

3.3 Instruments .........25

3.4 Process of teaching experiment ....27

3.5 Data collection and analysis .........33

Chapter 4 Results and discussion.........39

4.1 Results and discussion on questionnaires ......39

4.2 Results and discussion on vocabulary tests ....43

4.3 Results and discussion on competence test ....44

4.4 Summary ......45

Chapter 5 Conclusion........47

5.1 Major findings.....47

5.2 Limitations of the research .........47

5.3 Suggestions for further study .......48


Chapter 4 Results and Discussion


4.1 Results and discussion on questionnaire results

As for the four parts of the questionnaire, there are four general results and thedetails about them presented one by one. The data of questionnaire is a guide to theimplementation of the experiment. In addition, it is also key to the post-test to see ifthe questionnaire is helpful to the training and if the training is effective for thestudents.About the first part concerning vocabulary and their concrete difficulty inlearning and using vocabulary (questions 1to 5), it is obvious that vocabulary is thelargest obstacle in learning English for the students, almost half of whom (46.34%)are facing this problem. When it comes to the topic how do they learn vocabulary, asis shown from the result, most of them (85.37%) are just reciting the words or phrasesmechanically in the order of the words one by one; while others who are also inmajority (73.17%) are just remember vocabulary in the form of translations betweenChinese and English. The shortcomings of these two ways are that the students don’tcooperate with the teacher. Without correct understanding and using of vocabulary,learning is blind and lacks for efficiency. The longitudinal comparison of the CCbefore and after the experiment can be a piece of persuasive evidence of this point. InCC, just as table 4.1, the MEAN is 33.95 in post-test, which is lower than 34.79 inpre-test. Also, p is 0.32 and is higher than 0.05.


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Conclusion


There are three parts in this chapter. In the first part, the major findings will besummarized, followed by a reflection on the limitations of the research. Finally, somesuggestions are made on further research on this topic. In the eight-week experiment, the influence of the situational context analysis onstudents’ability to use English vocabulary will be presented. The results of theexperiment have proved the hypotheses. The method of analyzing the contextespecially the situational context enables the students to infer the meaning ofvocabulary and understand the vocabulary much better, which ultimately leads themto using the vocabulary correctly. Besides, the application of the context to thevocabulary using is of great help to the students’reading ability, especially for thosewho learn vocabulary only by remembering the meanings mechanically.As for the students (in EC), after the experiment, it is obvious that their interesthas been stimulated and their motivation in vocabulary learning has been promoted toa great extent. What’s more, they have built their confidence and been willing tospend more time and energy in learning English. Their attitude toward English is nowmore positive than before.

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Reference (omitted)


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