合作学习对高中生英语动词短语习得的影响

发布时间：2024-04-14 13:44

　　动词短语由动词和小品词(介词或副词)构成。它们在现代英语中被广泛使用。短语动词作为英语词汇的一个重要组成部分,长期以来一直受到学者们的关注。大多数研究表明动词短语对中国的语言学习者来说是一个巨大的挑战。由于语言和文化的差异,学习者对动词短语的记忆达不到令人满意的程度,甚至可能避免使用动词短语。与此同时,小组合作学习在各学科中越来越流行,但在高中英语动词短语的教学实践中,小组合作学习并不被普遍接受。因此,本研究试图探讨合作学习对高中生英语动词短语学习的影响,以期为高中英语的动词短语教学探索一条有效的途径。本论文基于社会文化理论,注意假说和投入量假说,旨在探求以下两个问题:1)合作学习对高中生动词短语的记忆有何影响?2)合作学习对高中生动词短语的使用有何影响?本研究以82名高中生为研究对象,进行了为期两个月的实验。笔者采用课堂观察,访谈和三次测试来收集研究数据,并用SPSS 22软件对实验班和控制班的测试结果进行分析。研究发现:1)与传统的教学方法相比,合作学习对学生在动词短语的短期和长期记忆上有更大的积极影响;结果表明,实验班在即时和延迟后测中的记忆表现均优于对照班2)合作学习显著提高了...

【文章页数】：162 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
A List of Abbreviations
Introduction
Chapter One Literature Review
    1.1 Previous Studies on Phrasal Verbs
        1.1.1 The Definition and Classification of Phrasal Verbs
        1.1.2 Previous Studies on the Acquisition of Phrasal Verbs
        1.1.3 Factors Influencing the Acquisition of Phrasal Verbs
    1.2 Previous Studies on Cooperative Learning
        1.2.1 The Definition of Cooperative Learning
        1.2.2 Basic Elements of Cooperative Learning
        1.2.3 Methods for Applying Cooperative Learning
    1.3 Cooperative Learning in the Acquisition of Phrasal Verbs
        1.3.1 Existing Studies of Cooperative Learning in theAcquisition of Phrasal Verbs
        1.3.2 The Application Situation of Cooperative Learning in the Acquisition of Phrasal Verbs
Chapter Two Theoretical Bases
    2.1 Sociocultural Theory(SCT)
    2.2 Noticing Hypothesis
    2.3 Involvement Load Hypothesis(ILH)
Chapter Three Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Research Subjects
        3.1.3 Research Instruments
    3.2 Research Procedure
        3.2.1 Data Collection
        3.2.2 Data Analysis
Chapter Four Results& Discussion
    4.1 Effects of Cooperative Learning on Students’Memory ofPhrasal Verbs
        4.1.1 Cooperative Learning Enhances Students’memoryof Phrasal Verbs
        4.1.2 Reasons Why Cooperative Learning EnhancesStudents’memory of Phrasal Verbs
    4.2 Effects of Cooperative Learning on Students’Use ofPhrasal Verbs
        4.2.1 Cooperative Learning Improves Students’Abilitiesto Use Phrasal Verbs
        4.2.2 Reasons Why Cooperative Learning ImprovesStudents’Abilities to Use Phrasal Verbs
Conclusion
References
Acknowledgements
AppendixⅠ Teaching Design in the Experimental Class
AppendixⅡ Teaching Design in the Control Class
AppendixⅢ Pretest
AppendixⅣ Immediate Posttest
AppendixⅤ Delayed Posttest
AppendixⅥ Questions for the Interview



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