基于框架理论对高中英语词汇教学的研究
发布时间：2024-01-20 15:25
词汇是语言最基本、最重要的要素之一。在英语教学中，教师和学生都已认识到词汇教学的重要性，双方在词汇习得方面都付出了很大的努力。尽管这样，词汇对于教师和学生，仍然是英语习得中最为头疼的问题。这在一定程度上，归因于日常英语词汇教学方法对高中学生认知特点的忽略。 框架是Fillmore提出的认知概念，指的是经验图式（即概念结构）。框架呈现于概念层面，并储存于长期记忆之中,把与人们经验中的特别文化场景、情景和事件有关的元素和实体联系起来。就高中学生的认知能力而言，他们已经具备了较为完善的认知经验图式（即概念结构）。本文对高中学生英语词汇学习认知情况的调查，表明框架对英语词汇教学有重要作用。 Fillmore的框架理论揭示了百科知识和个人经验对词义理解和构建的重要作用，对高中英语词汇教学有重要的指导作用。根据对学生的调查、Brown和Payne的词汇教学五个步骤以及钱德明和周庆芳（2005）提出的英语词汇教学框架模型，本文进一步探讨了框架理论运用于词汇教学的优势，并对基于框架理论的高中英语词汇教学模型进行了讨论和运用研究。 框架理论运用于高中英语词汇教学有助于培养学生的文化意识、扩大词汇量、辨析...
【文章页数】：60 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Contents
Chapter One Introduction
Chapter Two The Current Situation of English Vocabulary Learning and Teaching in Senior High Schools
2.1 The Vocabulary Requirements in Syllabus for Senior High School Students ··5
2.2 Vocabulary Teaching in Senior High Schools
2.3 Issues in the Senior High School Students·English Vocabulary Learning
Chapter Three Theoretical Framework
3.1 Fillmore·s Frame Theory
3.1.1 Definition of Frame
3.1.2 Frame Description
3.2 Some Important Concepts Related to Frame Theory
3.2.1 Inheritance between Frames
3.2.2 Prototype
3.2.3 Profile
3.3 Frame Theory and Vocabulary Teaching: Two Related Studies
3.3.1 Brown and Payne·s Model for Vocabulary Teaching
3.3.2 Qian Deming & Zhou Qingfang·s Three-stage Teaching Model
Chapter Four Application of Frame Theory to Senior High School English Vocabulary Teaching
4.1 Advantages of Applying Frame Theory to English Vocabulary Teaching
4.1.1 Cultivating Students·CulturalAwareness
4.1.2 Enlarging Students·Vocabulary
4.1.3 Helping Students Distinguish Synonyms
4.1.4 Helping Students Identify the Specific Meaning for Polysemy
4.1.5 Helping Students Improve Long Term Memory
4.2 A Model for English Vocabulary Teaching in Senior High Schools Based on Frame Theory
4.2.1 The Pre-framing Stage
4.2.2 The Framing Stage
4.2.3 The Post-framing Stage
4.3 A Sample of Teaching Design for Senior High School Vocabulary Teaching
Chapter Five Conclusion
5.1 Summary of the Study
5.2 Suggestions to Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
本文编号：3881092
【文章页数】：60 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Contents
Chapter One Introduction
Chapter Two The Current Situation of English Vocabulary Learning and Teaching in Senior High Schools
2.1 The Vocabulary Requirements in Syllabus for Senior High School Students ··5
2.2 Vocabulary Teaching in Senior High Schools
2.3 Issues in the Senior High School Students·English Vocabulary Learning
Chapter Three Theoretical Framework
3.1 Fillmore·s Frame Theory
3.1.1 Definition of Frame
3.1.2 Frame Description
3.2 Some Important Concepts Related to Frame Theory
3.2.1 Inheritance between Frames
3.2.2 Prototype
3.2.3 Profile
3.3 Frame Theory and Vocabulary Teaching: Two Related Studies
3.3.1 Brown and Payne·s Model for Vocabulary Teaching
3.3.2 Qian Deming & Zhou Qingfang·s Three-stage Teaching Model
Chapter Four Application of Frame Theory to Senior High School English Vocabulary Teaching
4.1 Advantages of Applying Frame Theory to English Vocabulary Teaching
4.1.1 Cultivating Students·CulturalAwareness
4.1.2 Enlarging Students·Vocabulary
4.1.3 Helping Students Distinguish Synonyms
4.1.4 Helping Students Identify the Specific Meaning for Polysemy
4.1.5 Helping Students Improve Long Term Memory
4.2 A Model for English Vocabulary Teaching in Senior High Schools Based on Frame Theory
4.2.1 The Pre-framing Stage
4.2.2 The Framing Stage
4.2.3 The Post-framing Stage
4.3 A Sample of Teaching Design for Senior High School Vocabulary Teaching
Chapter Five Conclusion
5.1 Summary of the Study
5.2 Suggestions to Future Research
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Acknowledgements
本文编号：3881092
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