詞匯教學中詞匯的深層認知處理研究

英語論文編號:YY594  論文字數:6835.頁數:27

Contents
1. Introduction 1
2. Morden vocabulary teaching theories 2
 2.1 Modes of vocabulary acquisition 2
 2.2 Modes of vocabulary presentation 4
 2.3 Vocabulary contextualized acquisition 6
3. Vocabulary’s deep cognition 8
 3.1 Research at home and abroad 8
 3.2 Factors that show influence towards cognition 8
4. Questionnaire of students’ cognitive strategies & research on 2 teaching mode 12
 4.1 Experiment design 12
 4.2 Results 15
 4.3 Discussions 18
5. Conclusion 20
Acknowledgements 21
References 22

摘    要
 本文首先詳細闡明現代國外詞匯教學理論，即詞匯習得方式、詞匯呈現方式和詞匯語境習得，以及它們的分類，特點和作用；然后闡述了國內的一些詞匯習得進展，還進一步提出了影響詞匯深層認知的4種因素，即心理因素、學生英語水平因素、學習方式因素和教師因素；最后進行了相關教學實驗，即關于非英語專業學生詞匯學習方法問卷調查和基于詞匯深層認知處理的教學模式研究，該研究運用2種截然不同的詞匯教學模式進行教學，采用定性分析和定量分析相結合的方法，闡明其優缺點，從而為詞匯教學獻計。
 
關鍵詞：詞匯教學理論；因素；詞匯深層認知處理

ABSTRACT
     This paper first elaborates modern vocabulary teaching theories abroad, namely, 2 modes of vocabulary acquisition, 2 modes of vocabulary presentation, and vocabulary contextualized acquisition, as well as their categories, characteristics and functions; then explains the conditions of the domestic vocabulary acquisition, what’s more, it also puts forward 4 factors that show influence towards cognition in detail , that is, factor of psychology, factor of students’ English level, factor of vocabulary learning means and factor of teachers’ role; finally it conducts 2 teaching experiments: questionnaire about non-English major students’ methods of vocabulary acquisition and research on the teaching modes based on vocabulary’s deep cognitive processing, this research correlates with 2 different words-teaching ways and takes advantage of qualitative analysis and quantitative analysis with the purpose of displaying its advantages and disadvantages so as to contribute to vocabulary-teaching.

Key words：Vocabulary teaching theories; factor; vocabulary’s deep cognitive processing