情景教學法在英語詞匯教學中應用

1、論文題目：情景教學法在英語詞匯教學中的應用作者姓名： 王麗麗專業(yè)名稱：英語語言文學入學時間：2021 年 9 月研究方向：教 學 法指導教師：宋 燕職稱：副教授論文提交日期：2021 年 5 月論文辯論日期：2021 年 6 月授予學位日期：Application of Situational Language Teaching to EnglishVocabulary TeachingA dissertation submitted in fulfillment of the requirements of the degree ofMASTER OF ARTSfromShandong Un

2、iversity of Science and TechnologybyWang LiliSupervisor: Associate Professor Song YanCollege of Foreign LanguagesJune 2021聲明本人呈交給山東科技大學的這篇碩士學位論文，除了所列參考文獻和世所公認的文獻外，全部是本人在導師指導下的研究成果。該論文資料尚沒有呈交與其他任何學術機關作鑒定。碩士生簽名：日期：AFFIRMATIOINI declare that this thesis, submitted in partial fulfillment of the requirem

3、ents forthe award of Master of Arts in Shandong University of Science and Technology, ismy own work except the parts indicated in the references. The document has notbeen submitted for qualification at any other academic institution.Signature:Date:山東科技大學碩士學位論文摘要摘要隨著社會經(jīng)濟文化的開展，世界需要越來越多英語人才。但受傳統(tǒng)英語教學模式影

4、響，很多英語學習者的水平仍較低。為了改變這種現(xiàn)狀，許多教師正在探究新的教學模式。有關詞匯教學的研究也越來越多，詞匯已成為語言教學研究的一個重要組成局部，過去對單一詞匯用法的重視也轉變成為對詞匯及其出現(xiàn)的環(huán)境的整體考慮。在眾多教師和學者研究的根底之上，作者試圖將情景教學法應用于英語詞匯教學，為提高英語課堂教學質量和英語詞匯教學目標做出應有的奉獻。本文采用實驗與調查問卷的方法進行研究。實驗分實驗組和控制組。每組 58 名學生，均來自青島港灣職業(yè)技術學院。實驗前對兩組進行前測，并對實驗組進行調查問卷。在接下來 14 周的教學中，實驗班采用情景教學法教授單詞，控制班采用傳統(tǒng)教學法教授單詞。實驗結束后，

5、對兩組進行了后測，并對實驗組進行調查問卷。作者比照兩次調查問卷的結果，并將兩次測試成績輸入 SPSS 軟件，試圖找出情景教學法對英語學習者詞匯習得能力的影響。作者研究發(fā)現(xiàn)，情景教學法能夠解決許多英語詞匯教學問題，并能大大提高英語詞匯教學效率。本論文包含五章。第一章是文獻綜述。第二章系統(tǒng)地介紹了論文的理論依據(jù)。第三章是本論文的重點，這一章闡述了實驗的設計和實施方法，具體包括實驗目的，實驗對象，數(shù)據(jù)統(tǒng)計方式，實驗過程，數(shù)據(jù)分析及其結果。在第四章中，作者總結了實踐經(jīng)驗，給教學提出建議。最后一局部是論文的結尾。關鍵詞: 詞匯教學；情景教學法；多媒體教學；游戲i山東科技大學碩士學位論文AbstractA

6、BSTRACTWith the development of social economy and culture, more and more talents capable ofmastering English are badly needed in this world. But under the influence of traditionalEnglish teaching mode, the English levels of many learners are still low. In order to changethis situation, an increasing

7、 number of teachers are exploring new teaching methods. There aremore and more researches about vocabulary teaching, which has been an important part oflanguage teaching and research. The emphasis on usages of a single word is moving to theconcern of the whole context of the word. Referring to the f

8、indings by teachers and scholars,the author attempts to implement SLT with adjustments in English vocabulary teaching for thepurpose of improving the teaching quality of English course and realizing the objectives ofEnglish vocabulary course.An experiment and questionnaires are designed in the thesi

9、s. The participants are dividedinto experimental group and control group. Each group has 58 students who are all fromQingdao Harbour Vocational and Technical College. Before the experiment starts, the twogroups are asked to finish pre-test papers, and the EC has to finish the pre-questionnairepapers

10、 as well. In the following 14 weeks, students in EC learn vocabulary by using SLTmethod, while students in CC use the traditional one. After the experiment ends, the twogroups are asked to finish the post-test papers and the EC also needs to finish thepost-questionnaire papers. The author compared t

11、he results of two questionnaire papers, andapplied SPSS to analyze the results of papers to find the influence of SLT on learnersvocabulary acquisition ability. The research results show that SLT can solve some problems inEnglish vocabulary teaching and make the teaching more efficient and effective

12、.The thesis is composed of five chapters. Chapter 1 presents the literature review. Chapter2 systematically presents the theoretical foundation. Chapter 3 is the main part. It displays theresearch design and methodology, which includes objectives of the research, the subjects,instruments for collect

13、ing data, experimental procedures, data analysis and findings. Chapter 4introduces the authors suggestions for teaching. Finally the author draws the conclusion of thethesis.Key Words: vocabulary teaching; Situational Language Teaching; multimedia; gamesii山東科技大學碩士學位論文ContentsContentsAbstract in Chin

14、ese.iAbstract in English.iiIntroduction1Background of the Study.1Significance of the Present Study.2Organization of the Thesis3Chapter 1Literature Review.4 Situational Language Teaching .41.2 English Vocabulary.9Chapter 2Theoretical Framework.13 Pedagogical Theories.132.2 Linguistic Theories15Chapte

15、r 3Research Methodology and Data Discussion183.1 Research Questions.183.2 Subjects.183.3 Instruments.183.4 Experimental Procedure193.5 Data Collection and Analysis.203.6 Findings and Discussion.26Chapter 5Suggestions for Teaching.315.1 Principles of Creating Teaching Situations315.2 Techniques of Cr

16、eating Vocabulary Teaching Situations.325.3 Techniques of Consolidating Vocabulary.35Conclusion.38Bibliography.40Appendices.43Appendix I : Pre-test paper.43Appendix II : Pre-questionnaire.52iii山東科技大學碩士學位論文ContentsAppendix : Post-test paper.54Appendix : Post-questionnaire.55Acknowledgement57Main Work

17、 Achievement of the Author during Working on Master Paper.58iv山東科技大學碩士學位論文IntroductionIntroductionBackground of the StudyWith the rapid and extensive economic and social development in China, teachers andeducators are boosted up to generate students capable of using English properly with practicalsk

18、ills and abilities to meet the needs and challenges of the fast progress of science andtechnology. Traditionally, English teaching in China is dominated by a teacher-centered,book-centered, grammar-translation method. Emphasis is put on rote memory.In recent years, great endeavors have been made to

19、improve English vocabulary teachingeffects. However, the results are not very satisfactory. So how to find a teaching method toimprove English vocabulary teaching efficiency is still a problem waiting to be resolved.Supporters of Situational Language Teaching regard that when people use a language t

20、ocommunicate with others, the concrete situation decides the way, the rhythm and tone. It alsokeeps the memory longer by using eyes, ears and brains to recognize language. Situation canmean the use of concrete objects and pictures, which together with actions and gestures can beused to demonstrate t

21、he meanings of new language items.While the attainments are most self-evident, some problems do exist in College EnglishTeaching (Cai Jigang, 2002). The traditional English teaching has proved to be not effectiveand led to students poor performance in listening, speaking, reading and writing. One of

22、 themost important factors which promote these four aspects is vocabulary. The author also noticesthat language researchers and educators have not paid sufficient attention to combinevocabulary teaching with Situational Language Teaching. Although there are lots of researchesfocusing on vocabulary t

23、eaching and Situational Language Teaching separately, fewsystematically studies have been conducted to apply SLT to vocabulary teaching. Thissituation motivates the author to further investigate this field.Vocabulary teaching is an important part of English teaching. It has been greatly ignoredmost

24、of the time throughout the history of foreign language teaching in world over. Therefore,many students have great difficulties in vocabulary, and they still wish to have a better way toimprove their vocabulary learning in order to learn English well.1山東科技大學碩士學位論文IntroductionIn view of this, this the

25、sis tries to put forward the application of Situational LanguageTeaching method in English vocabulary teaching and explain how to teach English vocabularywith the help of SLT.Significance of the Present StudyWith the trend towards globalization, society and industries demand that human resourcesshou

26、ld be proficient in English. However, a majority of students view learning English aseffortless process. They lack confidence, patience and persistence in learning English,especially learning vocabulary. Some students even give up vocabulary completely for theyhold that vocabulary is not significant

27、. This kind of wrong myths seriously influences theirstudy and prospect.For English teachers, how to teach vocabulary becomes more and more urgent. Moststudents are expected to involve themselves in English learning. Treichler, an experimentalpsychologist, has ever done two famous psychological expe

28、riments: one is about the channelsof humans getting information, which means how human beings get information. By quite anumber of experiments, he has proved that of the information human beings received, 83% isby sight sense, 11% by hearing sense, and 94% by combining listening with seeing. Besides

29、,3.5% is by smell sense, 1.5% by touch sense, and 1% by taste sense. The other experiment isabout maintaining information. In other words, how much human will store the receivedinformation. The result is as follows: generally speaking, human can remember 10% of whathe/she just read, 20% of what he/s

30、he heard, 30% of what he/she saw, 50% of what he/she sawand heard. And if he/she was talking with others, he/she would remember 70% of what hehimself/she herself just said (Treichler, 1967).Situational Language Teaching method is an open teaching method. It sets classroomteaching scenes and arouses

31、students interest by combining knowledge in multi-fields andsocial information. It draws students attention to the class with their eyes, ears, mouths, handsand brains working together, which is traditional teaching method can not do.As what has been discussed before, the significance of the present

32、 study is describedbelow.(1) Its good to change the traditional mode of vocabulary teaching;2山東科技大學碩士學位論文Introduction(2) It will try to fill in the gaps of the combination between SLT and vocabulary teaching;(3) It will supply reference for the relevant studies in the future;(4) It will provide theo

33、retical bases and practical direction for the front-line teachers;(5) It will enrich research subjects English study and stimulate their inspiration inlearning;(6) It will help English learners store and retain vocabulary in a more efficient way thanrote repetition so that they can use the vocabular

34、y in appropriate situations.Organization of the ThesisThe thesis is composed of five chapters. The introduction focuses on the background ofthe research and the significance of the study. Chapter 1 presents the literature review. SLT andEnglish vocabulary are described in details. Chapter 2 systemat

35、ically presents the theoreticalfoundation, including pedagogical theories and linguistic ones, providing a theoretical supportfor the following chapters. Chapter 3 is the main part. It displays the research design andmethodology, which includes objectives of the research, the subjects, instruments f

36、orcollecting data, experimental procedures, data analysis and findings. Chapter 4 introduces theauthors actual teaching techniques with examples in order to supply suggestions for teaching.Some ways of consolidating vocabulary are also presented. Finally the author draws theconclusion of the thesis.

37、3山東科技大學碩士學位論文Chapter One Literature ReviewChapter 1 Literature ReviewThis chapter looks back on the previous studies about SLT and vocabulary teaching inorder to assimilate their achievements. The author fully explored all the related materialswhich can be collected and made a detailed introduction

38、of SLT.1.1 Situational Language TeachingThis part elaborates the definition, brief history, features, objectives, and previous studiesof SLT. Compared with other language teaching methods, five features are recommended inparticular.1.1.1 Definition of Situational Language TeachingWhat is the definit

39、ion of Situational Language Teaching? According to LongmanDictionary: Language Teaching and Applied Linguistics (translated by Guan Xiaohong, 2000),Situational Language Teaching is a language teaching method developed by British languageteaching specialists between 1940 and 1960. Situational Languag

40、e Teaching is a grammar-basedmethod in which principles of grammatical and lexical GRADATION are used and new teachingpoints presented and practiced through Although no longer in fashion, techniques derived fromSituational Language Teaching are found in many widely used language teaching textbooks.I

41、n SLT class, students may develop a better understanding of the kind of situation theywill deal with and learn to use language through practice. Students are encouraged to expresstheir feelings with other students. In the process of expression, students can establish relationswith others and consoli

42、date the mastery of communication.When using Situational Language Teaching method, English teachers can deliberatelyadopt many ways, such as short dramas, interesting games, pictures, slides, movies or othermultimedia tools, to lead students create concrete situations. With the help of teachers,stud

43、ents can draw a vivid picture in mind so as to arouse their interests in English, enrich theirimagination and improve their English level. Brief History of Situational Language Teaching4山東科技大學碩士學位論文Chapter One Literature ReviewThe term situation first appeared in 1930s. From 1930s to 1960s, British

44、applied linguistsdeveloped a teaching approachOral Approach, which is used to teach English as a foreign orsecond language. Later, Oral Approach was developed into Situational Language Teaching byHarold Palmer and A.S. Hornby, who were representatives of SLT. Hornby used the termSituational Approach

45、 in the title of an influential series of articles published in EnglishLanguage Teaching in 1950. Because one characteristic of Oral Approach is new languagepoints are introduced and practiced situationally, Oral Approach is also called SituationalLanguage Teaching.One of the most proponents of SLT

46、in the 1960s was the Australian George Pittman. Hedescribed SLT in his book as the following:Our method will be situational. The situation will be controlled carefully to teach the newlanguage material in such a way that there can be no doubt in the learners mind of meaning ofwhat he hears. (Pittman

47、 1963)In 1960s, SLT was doubted by British applied linguists. They found that the functionaland communicative potential of language was not addressed in SLT adequately. SLT wasgradually replaced by other language teaching methods.1.1.3 Features of Situational Language TeachingFive features of SLT ar

48、e introduced in this thesis. They are theories of language, theoriesof learning, liveliness and perceptibility, emphasis on learners independence and cooperation,and emphasis on teachers guidance Theories of LanguageThe theory of language underlying SLT can be characterized as British structu

49、ralism withfunctional trend, which reflected the functional trend in British linguistics since 1930s. Speechwas regarded as the basis of language, and structure was viewed as being as the heart ofspeaking ability. Compared with American theory, British linguists had a different focus totheir version

50、 of structuralismthe notion of “situation. Pittman (1963) says that our principalclassroom activity in the teaching of English structure will be the oral practice structures. Theoral practice of controlled sentence patterns should be given in situations designed to give the5山東科技大學碩士學位論文Chapter One Literatu