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高校英语词汇课中多模理论的运用引言

来源:原创论文网 添加时间:2018-03-04

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

  Chapter 1 Introduction

  Vocabulary plays an essential role in English learning and thus vocabularyteaching is of great significance in language curriculum. Based on the multimodaltheory, this paper applies it to English vocabulary teaching and its effect is explored.

  This chapter expounds the background and significance of the study, and probes intothe overall structure of the thesis.

  1.1 Background of the Present Study。

  English is currently the main language of international communication, morethan 80% of the Internet information is used in English to spread. In view of thebasic status of English, English proficiency is one of the important indicators tomeasure the comprehensive quality of college students. Therefore, how to improvestudents’ English comprehensive ability and how to effectively improve theefficiency of English teaching has become the current research problem of collegeEnglish teaching experts and scholars. For the purpose of advancing students’

  English proficiency, the top priority is to enrich students’ vocabulary and helpstudents apply vocabulary into real life.

  There are some problems in traditional college English vocabulary teaching.

  Traditional vocabulary teaching relies heavily on chalk and blackboard. Towndow(2004) shows that science and technology are used in classroom teaching in our country, but they are poorly utilized. Multimedia and pictures are not fully utilized,and various forms of teaching aids have not been fully applied. As an importantelementary course, College English is meant to develop students’ ability of usingEnglish. But Chinese students’ ability to apply English is very poor, this is caused forthe reason that most of English class is examination-oriented. Therefore, with thedeepening reform of education, we should pay more attention to the situation and thepractical application of the vocabulary when the teacher teaches the vocabulary. Weshould try to get the students into the situation and avoid cramming teaching asmuch as possible.

  At present, college English vocabulary teaching effect is unsatisfactory,students don’t seem to be keen on memorizing English vocabulary. One of thefundamental reasons is that the English vocabulary teaching method is still based ona single mode teaching, it is not suitable for the multimodal characteristics ofstudents learning in multimedia age. Teachers’ vocabulary examples are mainly usedin textbook, mainly in the form of text mode. Students are often in the state ofpassive acceptance of knowledge. It is difficult to arouse students’ interest andmotivation in memorizing words and using words.

  If the teaching mode cannot adapt to the needs and requirements of students,it would be more difficult for teachers to organize the classroom teaching, andteaching cannot achieve the expected results. Thus, it is urgent to establish a newteaching mode which accords with the students’ cognitive habits and demands.
 

高校英语词汇课中多模理论的运用引言
 

  Multimodal teaching approach inserts various mediums, such as sound, picture, animation into English teaching, and makes English teaching get rid oftraditional blackboard-writing and taking notes. It is a flexible application of modernteaching facility, which often utilize computers and networks. It is very popularamong teachers and students because it is more easily understood by students for itsvigor and vitality. Multimodal teaching approach can stimulate students’ varioussenses, improve their learning enthusiasm and arouse their interest in learning. It willbe easier for students to achieve the purpose of mastering knowledge and applyingknowledge.

  1.2 Significance and Purpose of the Present Study。

  In the process of English acquisition, no matter how well the grammar ismastered and how the pronunciation is standard, if there is no vocabulary,communication is not going to happen. In our country’s syllabus, we have putforward some specific requirements to students, listing some certain applicationability. However, the improvement of reading, writing and listening skills is based onvocabulary, the lack of vocabulary will directly hinder the development of languagetraining. Therefore, vocabulary teaching has become a crucial part of college Englishclassroom teaching.

  The theory of multiple discourse analysis is developed on the basis of systemicfunctional linguistics, which broadens the scope of discourse analysis, and it studiesvarious symbols, such as images and sounds except as language. It also advocatesthe use of these symbols in teaching in order to achieve the optimization of teaching.

  This thesis attempts to combine the results of multimodal discourse researchwith the practice of English vocabulary teaching, which enriches and supplementsthe theory of multimodality, and optimizes and embodies the college Englishinstructional design. By studying the resultful teaching mode of college Englishvocabulary, this thesis explores the modes, principles, strategies, means, andmethods of multimodal English vocabulary teaching, which will inherit and developthe traditional vocabulary teaching method.

  Although other researchers have done some related research in the early stage,the focus of this early work is mainly on the study of English vocabulary teaching inmiddle school, rather than the vocabulary teaching in college. Previous research gapis discovered, and the research questions has been proposed for subsequent research.

  The dynamic aspect of how to use multimodal method to teach college art studentsEnglish vocabulary is largely ignored in previous studies.

  Based on the new research results of multimodality, this thesis attempts to applythe results of multimodal theory into college English vocabulary teaching on thebasis of characteristics of college English teaching in the art classes. The leadingobjective of the paper is to study the effects or the influence of the multimodalvocabulary teaching on the students’ vocabulary learning. The thesis also aims toexplore the students’ attitudes with regard to the teaching mode based onmultimodality. Arguably, there remains a need to incorporate a qualitative andquantitative approach. By probing into the theory of multimodal vocabulary teaching,the efficiency of vocabulary teaching can be advanced, and the best teaching effectcan be achieved, some new ideas for the reform of English vocabulary teaching canbe provided. This study provides a practical case for similar studies through the halfyear teaching experiment and throws out some relevant suggestions for Englishvocabulary teaching, which has far-reaching practical significance for collegeEnglish vocabulary teaching reform.

  1.3 Overall Structure of the Thesis。

  The thesis is consisted of five chapters. Chapter One presents a briefintroduction of the research background of the study, the significance and thepurpose of the study, and the overall structure of the paper. Chapter Two retrospectsthe related articles both abroad and at home about multimodality and vocabularyteaching. This chapter also covers the theoretical foundation for this study. It clarifiessystematic functional linguistics and social semiotics. Chapter three introduces theresearch methodology which elucidates the questions, subjects, instruments, andsome specific multimodal vocabulary teaching class procedures. In Chapter four, thedata are analyzed and discussed in detail and the results of the study are rendered.

  Chapter Five summarizes the major findings, implications of the research, thelimitations of the research and some practical suggestions for further study.

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