《图式理论在高中英语词汇教学中的应用_张晶晶.docx》由会员分享，可在线阅读，更多相关《图式理论在高中英语词汇教学中的应用_张晶晶.docx（58页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、 An Application of Schema Theory in Senior High School Vocabulary Teaching Zhang Jingjing A Thesis Submitted in Conformity with the Requirements For the Degree of Master of Education In English Teaching Supervised by Professor Du Naijian School of Foreign Languages Shaanxi Normal University May 2012
2、 学位论文原创性声明 本人声明所呈交的学位论文是我在导师的指导下进行研究工作所取得的研究 成果。尽我所知，除文中己经注明引用的内容和致谢的地方外，本论文不包含其 他个人或集体已经发表或撰写过的研究成果，也不包含本人或他人已申请学位或 其他用途使用过的成果。对本文的研究做出重要贡献的个人和集体，均已在文中 作了明确说明并表示谢意。 本学位论文若有不实或者侵犯他人权利的，本人愿意承担一切相关的法律责 任。 作者签名： L 日期：年表月日 学位论文知识产权及使用授权声明书 本人在导师指导下所完成的学位论文及相关成果，知识产权归属陕西师 范大 学。本人完全了解陕西师范大学有关保存、使用学位论文的规定，
3、允许本论文被 查阅和借阅，学校有权保留学位论文并向国家有关部门或机构送交论文的纸质版 和电子版，有权将本论文的全部或部分内容编入有关数据库进行检索，可以采用 任何复制手段保存和汇编本论文。本人保证毕业离校后，发表本论文或使用本论 文成果时署名单位仍为陕西师范大学。 保密论文解密后适用本声明。 作者签名： % 曰期： /1 年貧月 曰 Acknowledgement With the completion of my graduation thesis, I would like to express my gratitude to my supervisor Du Naijian first,
4、 for with his patient reading and revising of my thesis, and also his valuable advice for my thesis framework I can finish my thesis smoothly and quickly. Although he was very busy in this semester, he didnt delay to revise my thesis yet and made use of his weekend time to revise my thesis and gave
5、me precious advice, it moved me a lot. Here, 1 express my thanks to my supervisor once again. In fact, without the two years? instruction of other professors, I am still an ignorant student in the English teaching field and lack of the professional knowledge in teaching theories. Therefore, I want t
6、o show my greatest thanks to my knowledgeable, kind, and warm-hearted professors: Hou Yuhai, Sun Liheng, Tian Bing, Wang Maojin, Xue Jinqiang, Xu Zhonghui, Zhang Jingyu, and Zhang Sirui, for they set good examples for me in academic field and from them I have learned not only the knowledge but the s
7、trict, persistent, and honest attitude to research. It really helps me a lot in my thesis writing. Besides teachers5 help in study, my lovely and warm-hearted roommates Fan Wenbin and Ma Jingjing, and my friends Xiao Xue, Zhao Ying, Wang Lili, Fu Tingting and Hou Jie also give me a lot of help in my
8、 daily life. Here, my thanks are also given them. Last but not least, I am grateful for the help which the teachers and students in No.l Senior High School in Mengzhou provide for me. Abstract Vocabulary, which is the elementary factor in learning a foreign language, plays a great important role and
9、 it may influence the communication between people and information acquisition from articles and mass media. However, in schools, due to the limited time in a class and exam-oriental teaching attitude, teachers always assign students the task of reciting new words without proper instruction. As a re
10、sult, students have to spend a lot of time memorizing new words in order to cope with teachers1 check-up. What5s worse, they forget the words in a very short time because of their unscientific learning method and perfunctory attitude. Based on schema theory, this thesis aims at finding effective sol
11、utions which can improve students vocabulary learning effect and change their attitude towards vocabulary learning. Schema theory which refers to the storage and application of knowledge in ones mind provides theoretical basis to solve the problems in this article. The theory mainly discusses the re
12、lationship between memory and former knowledge (the schemata stored in ones mind). In order to test the theorys validity, the writer made an experiment which applied the theory into teaching practice in No.l Senior High School in Mengzhou. At the very beginning of the experiment, teaching and learni
13、ng situation was surveyed through questionnaires, at the same time, pre-test was done on students. In all, 110 students from two classes were investigated. According to the real situation, several teaching methods were used to help students in the experimental class to leam vocabulary. Three months
14、later, a post-test was used to test whether the experimental class has a more remarkable effect than the control class. Students in the experimental class also complete anther copy of questionnaire concerning learners learning attitude, learning interest, learning method, etc. and 10 students were s
15、elected randomly from the experimental class to have a face-to-face talk in detail about their responses to check whether they had an evident change. The data suggest that the experimental class indeed had an evident change in vocabulary memorization than the control class. The result of the questio
16、nnaire and interview showed that despite the influence of their old method, participants generally preferred to apply the method based on schema theory into their vocabulary learning. The paper concludes with a discussion of the limitations of the experiment and concrete suggestions for teachers and
17、 students. Key words: Schema theory; vocabulary teaching; senior high school 词汇作为语言的最基本要素，发挥着很重要的作用，它不仅会影响人与人之 间的交流而且影响着人们从文章和媒体中准确信息的获取。然而在中学里，由于 课堂时间有限及师生的以考试为目的的教学观念，教师通常只是给学生布置背诵 单词的任务而缺乏适当的指导。结果，学生为了应付老师的检查，不得不花费大 量的时间背记新单词，更糟的是由于他们敷衍了事的态度和缺乏科学的记忆方法， 背会的单词在很短时间内又被忘记。本篇论文致力于探究在图式理 论指导下的词 汇教学方法，旨
18、在提高学生的词汇记忆效果并改变他们的词汇学习态度。 图式理论为解决本论文的研究问题奠定了理论基础。图式理论是关于知识储 存与应用的理论，它主要讨论记忆与过去知识（即储存在人大脑里的图式 ） 之间 的关系。为了验证图式理论对词汇教学的有效性，笔者在孟州市第一高级中学高 二年级的两个班进行实验研究。在实验之前，分别对教师和学生进行问卷调查了 解实际的教与学情况，并对两个班 110 名学生进行前测。然后在实验班采取以图 式理论为指导的词汇教学方法帮助学生学习词汇。三个月之后，对实验班和控制 班同时进行测试，检测实验班是否比控制班在词汇水平上有显著差异。之后，实 验班的学生要再完成一份调查问卷以便了解
19、他们使用新方法后的学习态度、学习 兴趣、学习方法等，并随机抽取 10 名学生进行面谈以便更详细的了解他们的学习 态度、兴趣和方法是否发生显著变化。 实验测试的数据显示实验班确实在词汇记忆效果方面比控制班取得了更显著 的效果。问卷及访谈结果也表明尽管实验班学生还会受固有学习方法的影响，但 是他们认为图式理论指导下的词汇学习方法能明显提高记忆效果，从而使他们的 学习态度和兴趣得到了极大改善。在结论部分，作者总 结了本文的主要发现并为 高中英语教师和学生提出了几点建议，最后指出本研究的不足之处。 关键词：图式理论；词汇教学；高中 Contents Acknowledgement i Abstract
20、 iii 摘要 v Chapterl Introduction 1 1.1 The Research Background 1 1.2 The Significance of the Study 2 1.2.1 The Significance of Teaching Vocabulary 2 1.2.2 The Significance of Studying the Application of Schema Theory in Vocabulary Teaching 3 1.3 Organization of the Thesis 4 Chapter2 Literature Review
21、 5 2.1 Introduction of Vocabulary 5 2.1.1 Definition of Vocabulary 5 2.1.2 The Implication of Knowing a Word 6 2.1.3 The Organization of WordKnowledge in PeoplesMind 7 2.1.4 The Requirements about Vocabulary in the NewlyIssued Senior English Curriculum Standards 8 2.2 Introduction of Schema Theory 8
22、 2.2.1 Background Information about Schema Theory 8 2.2.2 Definition of Schema 9 2.2.3 Key Concept of Schema Theory 10 2.2.4 Previous Studies on Schema Theory and Vocabulary Teaching 11 2.3 Schema Theory and Vocabulary Learning 12 2.4 Summary 12 Chapter3 Research Design 14 3.1 Introduction 14 3.2 Th
23、e Experiment 14 3.2.1 Subjects 14 3.2.2 Instruments 15 3.2.3 Experimental Purpose and Procedure 16 3.3 Teaching Materials 17 3.4 Teaching Methods Applied in the Experimental Class 17 3.4.1 Establishing Phonetic Schema 18 3.4.2 Grouping the Words in Categories 19 3.4.3 Event Scripts Method 20 3.5 An
24、Example of Applying Schema Theory into Vocabulary Teaching 21 Chapter4 Results and Analysis 24 4.1 Analysis of Teachers5 Questionnaire 24 4.2 Analysis of the Students Questionnaires 26 4.2.1 Analysis of the Students Pre-questionnaire 26 4.2.2 Analysis of Students Post-questionnaire 30 4.3 Analysis o
25、f Data from the Pre-test and Post-test 32 4.3.1 Analysis of Data from the Pre-test 32 4.3.2 Analysis of Data from the Post-test 32 4.3.3 Analysis of Data from High-score Group and Low-score Group 33 4.4 Analysis of the Interview Results 33 4.5 Conclusion 35 Chapter5 Conclusion 36 5.1 Major Findings
26、36 5.2 Limitations 37 5.2.1 The Limitation of Research Material 37 5.2.2 The Small Sample 37 5.2.3 Time Limitation 37 5.3 Suggestions 38 5.3.1 Suggestion for Teachers 38 5.3.2 Suggestion for Students 39 Bibliography 40 Appendices 41 攻读硕士学位期间科研成果 41 Chapter 1 Introduction Chapterl Introduction 1.1 Th
27、e Research Background Vocabulary, like bricks in a building, is the basic and elementary material to leam a foreign language. The linguist David Wilkins once said Without grammar very little can be convey, without vocabulary nothing can be conveyed.It is clear that a person can not communicate with
28、other people freely without a certain amount of vocabulary. According to the newly issued Senior English Curriculum Standards (Trail Edition), student should acquire and can use at least 2400-2500 words. In fact the total vocabulary size in the English books in senior high school increase to 3600-41
29、00, which is nearly two times more than the requirements in the former curriculum issued in 1996. Facing with the large amount of words, students and teachers always feel quite helpless. On the one hand, due to the lack of time in class, teachers seldom instruct students how to grasp new words. On t
30、he other hand, because of insufficient instruction, students leam new words insufficiently. Therefore, how to improve students efficiency of learning vocabulary is the focus of this thesis. Schema theory is a theory about knowledge representation. It focuses on how knowledge represents in ones mind,
31、 and how these representations promote the acquisition and application of new knowledge. Since 1932, F. Bartlett put forward the schema theory, D. Rumelhart, P. Carrell, and many other scholars at home and abroad have tested the theory thorough empirical studies. They deeply discussed the applicatio
32、n of schema theory into English teaching, such as the guidance in reading, listening, writing translation, etc and have made a lot of fruitful achievements. However, it is a little pity that among these scholars, few did a specialized and systematic research on the application of schema theory in En
33、glish vocabulary teaching and learning. Therefore, through exploring application of schema theory into vocabulary teaching practice, this thesis aims at helping teachers overcome the difficulties in English vocabulary teaching, meanwhile assisting students in enhancing the efficiency and quality of
34、English vocabulary acquisition with effective methods. 陕西师范人学硕士学位论文 1.2 The Significance of the Study 1.2.1 The Significance of Teaching Vocabulary As the basic factor in a language， vocabulary influences not only peoples ability to communicate with others, but also information acquisition from book
35、s or medium. The real purpose of learning a language is to communicate. In school, teachers teach students English not just for coping with the examination, but enabling students to use . To reach this purpose, teachers need to help students conquer the first bastion in learning English - vocabulary
36、. The importance is reflected in the following aspects; First, learner vocabulary size influences the understanding of the text. To a large extent, one?s language proficiency is determined by the quantity of vocabulary he/she has mastered. It has been testified that a testers vocabulary size determi
37、nes his/her language level. It is testified by Francis and Kucera that one5s vocabulary size has a close relationship with comprehending reading materials. That is, if a persons vocabulary size is up to 5000, the vocabulary that he/she has grasped can cover the text up to 88.7%. But with a vocabular
38、y size of 4000 words, a learner knows 86.8% of the words in a text. From the figure above, we know that if ones vocabulary size is larger, his/her knowing words in the article are more. Therefore, it is easier to understand an article. Second, teachers5 proper instruction in vocabulary has a great i
39、nfluence on students5 vocabulary learning effect. It is very helpful to improve students, learning skills through proper instruction, especially the poor students Due to the limited class time, teachers are reluctant to use too much time in the class to illustrate new words. To ensure the teaching e
40、ffect, teachers always request students to memorize new words by themselves. Because of lacking proper instructions, students have to memorize new words through rote-reading the corresponding Chinese meanings. Students who love English would like to memorize these words. Sometimes even though they l
41、ike to memorize these words; however, with low efficiency these students may also lose heart to learn. As for the students who don5t like English, facing with these memorizing tasks, they feel frustrated. In fact, the poor students eager to be guided with a way which suites to them. Moreover, an eff
42、ective method can reduce their learning burden and increase their learning interest. The reason is that they can get a sense of achievement when they learn efficiently in the guidance of an effective method, and in return, their sense of 2 Chapter 1 Introduction achievement can encourage them to lea
43、rn. Therefore, it is quite essential to illustrate new vocabulary to help students understand words meaning and usage and at the same time improve their learning efficiency. Third, most learners acknowledge the importance of vocabulary acquisition. According to Scott Thombury survey of leamers, answ
44、er to the question How would you like to improve your English?, most learners showed that they would like to improve their vocabulary. The reason is that vocabulary influences not only their spoken English but also their reading and writing. Besides, its said in a course book ( Dellar H and Hocking
45、D, Innovation, LTP) i4If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words. Teachers teach students a foreign w
46、ith the purpose of making students have the ability to communicate with people, meanwhile, have an excellent achievement in the examination. From the statement above, we can know that the key factor of improving students English achievement is to enlarge their vocabulary size, 1.2.2 The Significance
47、 of Studying the Application of Schema Theory in Vocabulary Teaching As illustrated above, vocabulary is one of the essential elements in learning a foreign language; therefore, vocabulary learning will last throughout the whole progress in English learning. Besides, a huge amount of vocabulary is a
48、 prerequisite and essential condition for a learner to improve his/her language skills, such as listening, speaking, writing and translating. Whether students can improve their language skills or not depends on students vocabulary size (original schema) and the proficiency of students using vocabula
49、ry (schema activation). In recent decades, domestic and foreign experts did a lot of researches in vocabulary teaching and learning. Foreign language teaching has entered a new stage that more and more cognitive linguistics research results, such as prototype theory and schema theory, are applied into teaching practice and not just limited to the theoretical researches. These theories have been testified effectively in teaching practice. Schema theory is one of t