网站地图 原创论文网,覆盖经济,法律,医学,建筑,艺术等800余专业,提供60万篇论文资料免费参考
主要服务:论文发表、论文修改服务,覆盖专业有:经济、法律、体育、建筑、土木、管理、英语、艺术、计算机、生物、通讯、社会、文学、农业、企业

大学英语词汇教学中多模态理论的应用

来源:原创论文网 添加时间:2019-03-04

本篇文章目录导航:

【题目】大学英语词汇教学中多模态理论的应用
【第一章】高校英语词汇课中多模理论的运用引言
【2.1-2.2】多式联运和多模态理论基础
【2.3-2.4】词汇教学和多模词汇教学
【2.5】以往有关多模态教学问题研究
【3.1-3.3】词汇教学研究问题、对象及方法
【3.4-3.5】教师干预与数据收集
【第四章】多模词汇教学实施结果与效果讨论
【第五章-参考文献】多模教学在大学英语词汇学习中的应用结论与参考文献

  摘 要

  
  英语词汇在外语学习中扮演着重要的角色,它对提高学生表达能力发挥着至关重要的作用。然而,依据前人的研究,大学英语词汇教学的效果还有待改进。
  
  因为传统的词汇教学方式,使得一些学生厌烦记忆或学习英语词汇。为了解决这个问题,基于多模态的大学英语词汇教学日益被关注。
  
  在沈阳某高校的教学情境下,本文基于多模态的协同和整合的实证研究进行相关报告。本研究回答了如下两个研究问题:基于多模态的词汇教学对研究对象的词汇掌握产生的效果以及他们对多模态词汇教学的态度。本次实证研究涉及两组艺术类专业的 60 名大一学生,采用的研究方法包括测试,问卷调查,以及半结构访谈。基于多模态话语和社会符号学理论并且利用 SPSS(17.0)统计软件,分析所得的实验数据。
  
  研究结果表明,多模态词汇教学方法比传统的教学方法更有效地干预学生学习而且对学生的词汇习得有重要的影响,例如多模态词汇教学对学生词汇习得的效果明显优于传统词汇教学方法;多模态教学能减轻学生记忆词汇的负担,增加学生学习兴趣,有利于提高注意力以及考试成绩。希望本研究对于探索和发展大学英语教学方法有一定的参考价值,也能为多模态大学英语词汇教学的应用提供一些新思想。
  
  关键词:多模态词汇教学;大学英语;应用研究。
 

  大学英语词汇教学中多模态理论的应用
 

  Abstract

  
  English vocabulary plays a significant role in foreign language learning and it isrecognized as essential to empower students to promote their expressing ability.
  
  However, based on the previous studies, the effect of college English vocabularyinstruction leaves much to be desired. Some students may become weary of Englishvocabulary instruction because of the traditional way of vocabulary instruction. Tosolve the problem, multimodal vocabulary teaching has been increasingly highlighted.
  
  In the context of a university in Shenyang, the thesis reports on the results of anempirical study based on the integration and transformation of differentmultimodalities. It is meant to answer two research questions concerning the effect ofmultimodality-based vocabulary instruction on the subjects’ English vocabulary andon their attitudes towards multimodal vocabulary teaching. In conducting theexperimental study, two groups of first year students, altogether 60 subjects areinvolved. An experiment is employed with tests, questionnaire, semi-structuredinterview as the instrument of data collection. From the perspective of socialsemiotics and multimodal discourse analysis, the thesis analyzes the collected datawith the help of SPSS (17.0) statistic software.
  
  The findings show that multimodal vocabulary teaching approach has moreeffective intervention in student learning than the traditional vocabulary teachingapproach and has significant influence on improving students’ vocabulary acquisition.
  
  For example, the effects of multimodal vocabulary teaching approach on students’
  
  vocabulary acquisition are notably better than that of traditional vocabulary teachingapproach. Multimodal teaching approach could lighten the burden of memorizingvocabulary, increase students’ study interest, and is conducive to improving theirattention and exam results. Therefore, the attempt of certain referential value toexplore and develop English teaching approaches and models at college is served asthe basic premise of the study. The empirical study also provides some new insightsinto the application of multimodality in college English vocabulary instruction.
  
  Key words: multimodal vocabulary teaching, college English, empirical study
  
  Contents:
  
  Acknowledgements .
  
  Abstract in English
  
  Abstract in Chinese.
  
  List of Tablesvi
  
  Chapter 1 Introduction.

  
  1.1 Background of the Present Study.
  1.2 Significance and Purpose of the Present Study
  1.3 Overall Structure of the Thesis
  
  Chapter 2 Literature Review .
  
  2.1 Multimodality
  2.1.1 Definition of Multimodality.
  2.1.2 Criteria of Multimodality.
  2.2 Theoretical Foundation of Multimodality
  2.2.1 Systematic Functional Linguistics .
  2.2.2 Social Semiotics.
  2.3 Vocabulary Teaching
  2.3.1 Definition of Vocabulary Teaching
  2.3.2 Features of Vocabulary Teaching .
  2.4 Multimodal Vocabulary Teaching
  2.5 Previous Research of Related Issues
  2.5.1 Previous Research Abroad .
  2.5.2 Previous Research at Home .
  
  Chapter 3 Methodology
  

  3.1 Research Questions
  3.2 Research Subjects
  3.3 Instruments.
  3.3.1 Tests .
  3.3.2 Questionnaire .
  3.3.3 Interview
  3.4 Teacher Intervention
  3.5 Data Collection and Analysis.
  3.5.1 Data Collection
  3.5.2 Data Analysis .
  
  Chapter 4 Results and Discussion .
  
  4.1 Results
  4.1.1 Results of the Tests
  4.1.2 Results of Questionnaire
  4.1.3 Results of Interview .
  4.2 Discussion
  4.2.1 Effects of Multimodal Vocabulary Teaching Method
  4.2.2 Students’ Attitudes towards Multimodal Vocabulary Teaching Method
  
  Chapter 5 Conclusion .
  
  References.

重要提示:转载本站信息须注明来源:原创论文网,具体权责及声明请参阅网站声明。
阅读提示:请自行判断信息的真实性及观点的正误,本站概不负责。