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词汇教学研究问题、对象及方法

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 3 Methodology

  The multimodal vocabulary teaching method is applied to English class duringthe author’s internship in order to arouse students’ interest towards English learningand improve the efficiency of vocabulary learning. The study is sampled for aspecific purpose so that the sample participants could provide the maximuminformation on the research issue. Therefore, two classes of students majoring in artdeliberately participate in the experimental study. The experimental group adopts themultimodal vocabulary teaching method, and the control group accepts thetraditional vocabulary teaching method. Finally, the research questions areinvestigated, and the results are obtained by the combination of qualitative analysisand quantitative analysis.

  3.1 Research Questions。

  The multimodal vocabulary teaching approach is used in the experimental class.

  The multimodal method includes gestures, pictures, videos, voices, multimediacourseware, and the other resources to help students memorize and learn how to usethe new vocabulary. Test, questionnaire, and interview are utilized to collect the datain order to explore the following two questions:

  1. What are the effects of multimodal vocabulary teaching on the students’vocabulary?

  2. What are the students’ attitudes towards multimodal vocabulary teaching?

  3.2 Research Subjects。

  Due to the similar performance in the students’ first terminal examination andthe same level of their English ability between the two classes. Therefore, they areselected as the research subjects. The research subjects are first year students in oneof the universities in Shenyang. All the research subjects are major in arts, most artstudents don’t regard learning English with interest. They have the poor foundationin learning English and they are more easily to distract. There are thirty students incontrol class and thirty students in experimental class. The number of girls in twoclasses is significantly larger than that of boys.

  At first, two classes students are divided into control class and experimentalclass. The multimodal vocabulary teaching instruction is assumed in theexperimental class, whereas the traditional vocabulary teaching instruction isconducted in the control class. The overall teaching experiment lasts one semester.

  After the fulfillment of the experiment, the teaching effect of multimodal vocabularyteaching model is validated by comparing the test scores of two different classes andcontrasting the vocabulary test scores of the two teaching modes in the sameteaching class.
 

词汇教学研究问题、对象及方法
 

  3.3 Instruments。

  The study makes use of three instruments, including test, questionnaire andinterview. Qualitative research and quantitative research have been applied to thestudy. Test and questionnaire are used to collect quantitative data, while interview isused to collect qualitative data.

  3.3.1 Tests。

  The teaching experiment is carried out under the precondition of active controlof other factors and has the pre-test and the post-test. In order to clarify that theresearch subjects’ English proficiency is at the similar level, the pre-test is done. Thecontent of pre-test is designed according to what the students have learned in the firstsemester of their college life. Then according to the statistic results of the two classes,the pre-test results are analyzed. After the teaching experiment, the post-test is usedto detect the teaching effects of two different teaching instructions. Both pre-test andpost-test use a unified test form and both of them consisted of four parts includingidentification of individual words, matching, filling in the blanks, and multiplechoices questions. Students who are in control and experimental class have to takepart in the pre-test and post-test. The content of pre-test and post-test is the keyvocabulary of what the students have learned in the last semester. Multimodalvocabulary teaching aims at reducing students’ memory burden and improvingstudents’ receptive ability to new vocabulary. In this study, word recognition andlexical collocation are used to detect the improvement of students’ ability of memorizing vocabulary. The study examines the practical application of the newvocabulary by choosing the words and using the right form to fill in the blanks.

  Whether the comprehensive application of multimodal vocabulary teaching methodhas an impact on college students’ English learning is tested by these kinds ofquestions types.

  Finally, the results and conclusion are obtained by using the IndependentSample T-test and the paired Sample T-test of SPSS 17.0.

  3.3.2 Questionnaire。

  The questionnaire (See Appendix A) designs 15 questions about the students’

  attitudes with regard to multimodal vocabulary teaching approach and the teachingeffects of multimodal vocabulary teaching approach, such as whether reduce theburden of memorization of the new words. The questionnaire consists of twodimensions, there are 6 questions about the attitudes and while there are 9 questionsabout the teaching effects. With regard to the attitudes, the students are mainly askedabout whether they like the multiple sensory stimulation teaching mode, whether theteaching mode improve their classroom participation and whether they like therelatively relaxing teaching atmosphere. Referring to the teaching effects, thestudents are mainly asked about whether the vocabulary teaching mode based onmultimodality can make the vocabulary memory last long time, can lighten thememory burden of vocabulary, can help students feel the real language context.

  The questionnaire adopts the Likert five-level approach objectively and veritably conveys the students’ acceptance, from “fully agree”, “agree”, “not sure”,“disagree” to “fully disagree”. Scores range from five points to one pointrespectively. Finally, the SPSS 17.0 is used to analyze the survey data ofquestionnaires to draw conclusions, so as to realize students’ attitudes with regard tomultimodal vocabulary teaching approach and the teaching effects of multimodalvocabulary teaching method. The students who are in the experimental class areasked to fill out the questionnaires after one semester teaching experiment.

  3.3.3 Interview。

  At the end of the teaching experiment, the students who are in the experimentalclass are interviewed and the students are selected by random sampling. The students’

  real ideas about multimodal vocabulary teaching are realized in the form ofinterview.

  In order to obtain the ideal interview effect, the interview topic, interviewee,and interview time are strictly controlled. According to the students’ score of pre-test,the students are divided into three groups. Six students are randomly selected on thebasis of their higher, medium or lower English proficiency. After the teachingexperiment, six students in the experiment class are interviewed and the interviewtime is controlled within 15 minutes. Students are interviewed one by one after thelast English lesson of the semester at the teacher’s office. The interview is conductedin Chinese and the researcher doesn’t make live recordings in order to help thestudents fully relax and speak their true ideas, but some simple interview record is made during the process of the interview.

  The interview started from the structured questions: whether you like or adaptto using pictures, sounds, and videos to learn new words; is there any improvementin your English learning ability in this new method; do you have an increasedinterest in learning English vocabulary; in this new vocabulary learning method,have you encountered any difficulties; do you have any suggestion to the method.

  The issues covered in the interview are detailed in appendix D. Through thesequestions, students’ attitudes towards the multimodal vocabulary teaching approachwill be known.

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