语境理论在初中英语教学中的运用探讨The Application of Context Theory to Vocabulary Teaching in Junior Middle School
摘要
摘要：词汇是语言的基本材料，是语言的三要素（语音、词汇、语法）之一。当我们使用一种语言，必然会用到词汇。词汇的重要性自是不必多言。可是，初中英语词汇教学的近况却不容乐观。笔者在实地考察中发现，学生对学习英语词汇不得要领，记住了用不了多久也会遗忘，就算是知道的单词也不会应用，从而导致对学习英语的积极性急速下降；此外，老师教授英语词汇的方式单一，大多以老师讲授意思为主。因此，本文主要通过对语境理论在初中英语词汇教学中的运用探讨提供了新的教学方式，提出了两个假设性的问题，英语论文题目，并予以解答。第一个问题就是以语境理论为基础的初中英语词汇教学措施是不是能够激发学生对英语以及英语词汇的兴趣？第二个问题就是通过语境理论在初中英语词汇教学中的运用是不是能够提高学生运用英语词汇的能力，尽量不造成交际的语用错误？
语境理论越来越成为一个热点问题。学者和老师们都已经注意到了语境与英语教学的密切联系。但是，纵观我国的探讨成果，英语论文范文，大多数学者和英语老师都把关注点放在大学英语或者高中英语中语境理论对英语词汇教学的影响，关于初中英语语境理论对词汇教学的运用却甚少提及，这就是我们所关心的地方。因为我们都知道初中是词汇学习和英语学习打下基础的阶段。学生对英语是否感兴趣，是否形成有效的英语学习方式都应该从初中这一阶段抓起。所以，笔者主要探讨语境理论对初中英语词汇教学的运用，抛砖引玉，能够吸引更多的学者对其关注和完善。
在为期十二周的实验中，两次问卷调查和两次词汇测试分别在实验班和控制班中进行，并对其进行数据略论，结果表明：实验班在运用语境理论进行教学后较前测成绩有较大提高，实验班学生关于词汇学习的态度和词汇学习策略都有了明显变化。另外，后测中实验班的平均分比起之前落后控制班的情况有了显著的转变。由此可见，利用语境理论进行词汇教学有利于提高学生词汇学习兴趣，帮助学生培养积极有效的词汇学习策略,提高英语词汇的应用能力。因此，实验假设是成立的，语境理论运用于初中英语词汇教学中，改善学习词汇学习策略是可行的、有效的。
关键词 语境理论 学习策略 教学方式 初中英语词汇教学
Abstract
Abstract：Vocabulary is the basic material of language, which is one of the three components (pronunciation, vocabulary, grammar) of language. When we use a language, it is necessary to use vocabulary. Therefore, in the field of second language acquisition and second language teaching, the importance of vocabulary is indisputable. However, the present situation of junior middle school on English vocabulary teaching is not optimistic. The author discovers by the survey that it is a low-efficiency and much-time task for students and teachers to learn or teach English vocabulary. Many students complain that they often forget the words they have learned lately, let alone how to apply. It results in a sharp decline of the enthusiasm in learning English. In addition, the method of teaching vocabulary is boring and teacher-centered. Therefore, by the research of context theory to vocabulary teaching and learning in junior middle school, this article attempts to provide an alternative teaching method. It puts forth the following two hypotheses and answers them. One question is that based on the theory of context to English vocabulary teaching in junior middle school, whether the new method of teaching can stimulate students’ interest in vocabulary and English learning or not. The other question is that through the application of context theory to English vocabulary teaching in the junior middle school, whether it can improve students’ ability to apply English vocabulary, and decrease the pragmatic mistakes in communication.
Context theory has been a hot issue. Scholars and teachers have noticed the close relationship between the context and English teaching. However, in China, most scholars and English teachers focus on the importance of context to vocabulary and English teaching in the university or senior middle school, but in the junior middle school the role of context in the vocabulary and English teaching is paid less attention to, which is the aim we care about. As is known to all, English learning in junior middle school is the most basic stage, when students are developing their interest in English and form the effective vocabulary learning method. Therefore, the author intends to research into English vocabulary teaching and learning in context in the junior middle school. The author hopes this essay can attract more scholars ' attent |
