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摘要:词汇保持是第二语言学习的重要组成部分之一。绘本阅读是一种促进词汇保持的重要途径,尤其对于初级阶段的二语学习者。在教学中可采用显性教学法(ETM)和隐性教学法(ITM)来帮助学生学习和保持词汇。目前有关两种教学法对词汇保持的研究主要关注中学和大学英语教学中的词汇习得,而在小学阶段结合绘本阅读与两种教学法的对比研究较少。鉴于此,本研究旨在通过绘本阅读来研究和比较显性教学法和隐性教学法对小学五年级学生的词汇保持的影响。本研究共分为三个阶段,每教授完一个小故事为一个阶段,每个阶段持续四周。在每个阶段性干预之后,立即进行三次后测并使用《词汇知识五级量表》测试学生词汇知识的保持情况。本研究采用了量化和质性相结合的研究方法。量化研究是针对学生词汇保持情况的前测和后测的数据分析,质性研究是通过笔者的教学日记以及学生所造的句子,编写的小故事、诗歌和书面讨论来实施的。量化研究数据结果表明,ETM组的学生在词汇保持中的得分高于ITM组的学生。质性研究数据主要来自ETM组学生所造的句子和编写的小故事以及ITM组学生所写的诗歌、书面讨论及笔者的教学日记。质性研究采用“逐行分析法”和“编码法”,分析结果表明,相比...
显性教学法与隐性教学法对五年级学生绘本阅读词汇保持影响的对比研究
摘要 4-5
Abstract 5-6
Acknowledgement 7-12
Chapter 1 Introduction 12-16
1.1 Background of the study 12-14
1.2 Purpose of the study 14
1.3 Significance of the study 14-15
1.4 The structure of the thesis 15-16
Chapter 2 Literature Review 16-28
2.1 Explicit and incidental language teaching method 16-20
2.1.1 Definition of explicit teaching method 16-17
2.1.2 Definition of incidental teaching method 17
2.1.3 Relevant studies on explicit teaching method and incidental teaching method 17-20
2.2 Vocabulary retention 20-22
2.2.1 Definition of vocabulary retention 21
2.2.2 Relevant studies on vocabulary retention 21-22
2.3 Children's language learning 22-24
2.3.1 Children's language learning characteristics 22-23
2.3.2 Relevant studies on children's language learning 23-24
2.4 Relevant studies on picture-book reading 24-26
2.5 Research gaps 26-28
Chapter 3 Method 28-44
3.1 Introduction 28
3.2 Research questions 28
3.3 Participants 28-29
3.4 Study design 29
3.5 Materials 29-34
3.5.1 Target words 29-30
3.5.2 Reading materials 30
3.5.3 Vocabulary instrument 30-34
3.6 Procedures 34-41
3.6.1 Description of the ETM group and the ITM group 34-37
3.6.1.1 The ETM group 34-35
3.6.1.2 The ITM group 35-37
3.6.2 Data collection 37-41
3.6.2.1 The ETM group 38-40
3.6.2.2 The ITM group 40-41
3.7 Analyses 41-44
3.7.1 Description of the quantitative data and qualitative data 41-42
3.7.2 Data analysis 42-44
3.7.2.1 Analyzing the quantitative data 42
3.7.2.2 Analyzing the qualitative data 42-44
Chapter 4 Results 44-55
4.1 Introduction 44
4.2 The ETM group 44-47
4.2.1 The quantitative data 44-45
4.2.2 The qualitative data 45-47
4.2.2.1 Teaching journals by the teacher 46
4.2.2.2 The sentences by the students 46
4.2.2.3 The little stories by the students 46-47
4.3 The ITM group 47-50
4.3.1 The quantitative data 47-48
4.3.2 The qualitative data 48-50
4.3.2.1 Teaching journals by the teacher 48-49
4.3.2.2 Written discussion by the students 49
4.3.2.3 The little poems by the students 49-50
4.4 Comparison between the two teaching methods 50-54
4.4.1 The quantitative data 50-53
4.4.1.1 Post-test for book one 50-51
4.4.1.2 Post-test for story book two 51
4.4.1.3 Post-test for book three 51
4.4.1.4 Post-tests for story one to story three 51-53
4.4.2 The qualitative data 53-54
4.4.2.1 Results of analyzing the teaching journals 53
4.4.2.2 Results of comparing between sentences and written discussion 53-54
4.4.2.3 Results of comparing between the little story and the little poems 54
4.5 Summary 54-55
Chapter 5 Discussion 55-58
5.1 Introduction 55
5.2 Effects of ETM on students' vocabulary retention 55-56
5.2.1 Effects of the quantitative data 55-56
5.2.2 Effects of the qualitative data 56
5.3 Effects of ITM on students'vocabulary retention 56-57
5.3.1 Effects of the quantitative data 56
5.3.2 Effects of the qualitative data 56-57
5.4 Comparison between the two teaching methods 57-58
Chapter 6 Conclusion 58-61
6.1 Summary of findings 58-59
6.2 Limitations 59
6.3 Implications 59-61
References 61-67
Appendix 67-92
Appendix 1 Reading material 67-70
Appendix 2. List of 45 selected target words 70-71
Appendix 3. Pretest For Book One 71-74
Appendix 4. Pretest For Book Two 74-77
Appendix 5 Pretest For Book Three 77-80
Appendix 6 Post-test test for book one 80-83
Appendix 7 Post-test test for book two 83-86
Appendix 8 Post-test test for book three 86-89
Appendix 9 sentences by the ETM group 89-90
Appendix 10 stories by the ETM group 90-91
Appendix 11 "I like"poem by the ITM group 91-92
Appendix 12 "If I were..." poem by the ITM group 92