感知学习风格理论在高中英语词汇教学中的应用研究

发布时间：2023-02-07 14:42

　　词汇是语言最基本的元素,与语言学习中基本语言技能的发展密切相关。因此,词汇教学,在语言教学中的重要性不言而喻。感知学习风格是阐述学习者学习差异性的一个理论,是指用一个或多个感官来理解、组织和记忆学习经验的感知渠道(Reid,1987),与词汇学习和教学密切相关,学习者要采用不同的词汇教学策略和教学活动(Kinsella,2002)。近年来,在中学词汇教学中,教师仍然使用传统陈旧的教学方法,对学生进行统一僵化式教学,忽视了学生的个体差异,存在很多问题。令学生感到沮丧的是,他们很难记住单词和习语,并很难付诸应用。尽管教师在课堂上和课后花了大量的时间和精力,教学效果依然不令人满意。为了帮助学生掌握新的词汇和习语,提高中学英语词汇教学效率,将感知学习风格理论应用于词汇教学不失为一种好的方法。本研究以问卷调查、教学实践和测试相结合,在高中一年级的英语课堂进行实验。首先,通过对学生学习风格调查,发现学生表现出强烈的视觉偏好。然后,研究者根据学生的学习风格,分为四组:视觉学习型组、听觉学习型组、触觉学习型组和混合式学习型组。根据调查结果,针对不同感知学习风格的学生进行为期三个月的有效词汇教学。教学期...

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
Chapter Two Literature Review
    2.1 A Brief Survey of Vocabulary Teaching
        2.1.1 Behavioral Approaches towards Vocabulary Teaching
        2.1.2 Cognitive Approaches toward Vocabulary Teaching
        2.1.3 Summary
    2.2 Perceptual Learning Style Theory
        2.2.1 Definitions of Perceptual Learning Style
        2.2.2 Models of Perceptual Learning Style
        2.2.3 Importance of Perceptual Learning Style
        2.2.4 Perceptual Learning Style Theory and Vocabulary Teaching
        2.2.5 Summary
Chapter Three Research Design
    3.1 Research Questions and Hypotheses
    3.2 Research Subjects
    3.3 Research Methods
        3.3.1 Perceptual Learning Style Survey Tool and Procedures
        3.3.2 Empirical Teaching Practice
    3.4 Data Collection and Analysis Procedures
    3.5 Summary
Chapter Four Results and Discussions
    4.1 Findings and Discussions of Learning Style Survey
        4.1.1 Findings and Discussions of students' Style Survey
        4.1.2 Results and Discussions of the Teacher's Learning Style Survey
    4.2 Results and Discussions of the Dictations
        4.2.1 Results
        4.2.2 Discussions
    4.3 Results and Discussions of the Integrative Vocabulary Tests
        4.3.1 Results of the Pretest
        4.3.2 Results of the Posttest
        4.3.3 Results Compared between the Pretest and Posttest
        4.3.4 Discussions of the Results
    4.4 Summary
Chapter Five Implications of the Study
    5.1 Implications for Students
    5.2 Implications for Teachers
    5.3 Implications for Researchers
Chapter Six Conclusion
References
Appendix
About the Author



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