导　　师： 朱晓燕

学科专业： 040102

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 《全日制义务教育英语课程标准/(2003/)》五级目标要求九年级的学生学会1500-1600个单词和200-300个短语固定搭配。因此词汇教学对教师和学生来讲都很重要。一直以来,很多研究者在多方面对词汇教学策略进行了研究,如词汇测试和评估,词汇学习策略,词汇学习,词汇模式和影响词汇学习的因素等。但是大部分的研究对象都是词汇学习,对教师实际上使用什么词汇教学策略关注较少。 本研究通过调查三位初中英语老师的词汇教学策略,力图回答以下两个问题1/)三位初中英语老师在实际课堂中,偏重教词汇/(形式、意义、运用/)的哪些方面?2/)她们在课堂中经常用什么词汇教学策略?本研究属于质的研究,采用三个个案进行研究。本研究从2009年5月至6月间进行,主要收集的数据包括三位英语老师的9节课堂录像,9个该录像的文字转换文本及9个现场听课记录。 本研究的分析结果表明：/(1/)三位英语老师较注重词汇的形式和意义,强调词汇的语法使用,但是对词汇恰当性使用等比较忽视。/(2/)在大多数情况下,三位老师的词汇教学策略使用直接教法多,如老师问,同学答或老师直接翻译成中文的形式较多。/(3/)在/(展示词汇、策略训练、流畅性培养、测试和评估及词汇板书/)五种最常用的词汇教学策略中,三位老师在对学生词汇学习的策略的训练、流畅性培养上缺乏丰富技巧；对测试学生的词汇经常使用考试中的关于词汇的项目、听写等。/(4/)三位老师都能注重板书。但她们似乎都是在用机械性策略多,很多时候都是脱离了语境孤立的教授词汇。 本研究在实践上和理论上具有一定的意义。本研究既可以让初中英语教师关注和反思自己的词汇教学策略,提高自身词汇教学策略意识。亦可帮助师范院校教师为在职老师进行培训时,认识和了解目前词汇教学的现状。另一方面,它有助于我们对目前英语教师的词汇教学策略的运用有更深的了解,为将来的相关研究提出了一个可供分析初中英语老师词汇教学策略的框架。总之,本研究可能会有助于丰富文献中有关中学英语课堂词汇教学策略方面的调查研究。 The Senior High School English Curriculum Standards /(2003/) stipulates the vocabulary objectives in Language Knowledge:Grade-5 /(the equal of graduating from junior middle school/) should learn to use 1500-1600 English words and 200-300 idioms or regular collocations. Thus, vocabulary teaching and learning are important for both teachers and learners. Ever since, many studies have engaged in research into foreign language vocabulary teaching. These studies have centered on vocabulary testing and evaluation, vocabulary learning strategies, vocabulary teaching, vocabulary acquisition mode, factors affecting vocabulary acquisition, and etc. However, the objects that the researchers focus most on are learning, few studies emphasize on teachers'vocabulary teaching strategies in their practical class. This study aimed to investigate three junior English teachers' vocabulary teaching strategies by answering the following research questions:1/) What aspects of vocabulary /('form', 'meaning' and 'use'/) did those three junior English teachers emphasize in their English classes? 2/) What vocabulary teaching strategies /('presenting vocabulary', 'strategies training', 'fluency development', 'test//evaluation' and 'the teacher's demonstration on blackboard'/) did they use in their practical classes? This qualitative research employed three in-depth case studies. The three junior English teachers were purposefully selected. The data were collected from May to June 2009, including nine videos of classroom observation, nine transcripts of videos and nine corresponding field notes. The results showed that the three junior English teachers emphasized far more on 'form' and 'meaning' than 'use' in their vocabulary teaching aspects. They seemed to have a tendency of neglecting the 'use' appropriateness. Among vocabulary teaching strategies, they tended to use the direct teaching more often, namely, the teachers asked and students answered or translated into Chinese or English. In short, the three teachers had limited vocabulary teaching strategies in terms of 'strategies training' and 'fluency development', and they often used the test exercises or dictation to test and evaluate students. They all used some signals to highlight vocabulary. The results of study have been confirmed by other relevant studies. It seemed that they all used mechanic teaching strategy, but they seldom focused on the meaning-focused input and taught words in isolated context. This study has both practical and theoretical significance. As for its practical significance, it helps the junior English teachers pay further attention to their own vocabulary teaching strategies and enhance the awareness of vocabulary teaching aspect. For teacher educators and mentors, it helps them know more and understand better about current situation of the junior English teachers' vocabulary teaching. The study also provides course designers with data on planning courses for junior English teachers in their advanced studies. For theoretical significance, it contributes to our understandings of the current situation of the junior English teachers' vocabulary teaching. In addition, the conceptualized framework with two tables in this study is proposed for further studies to analyze junior English teachers'vocabulary teaching in class. In all, the results of the analysis of the teachers'vocabulary teaching in class might enrich the current literature.

关 键 词： 初中英语教师 词汇教学 词汇教学策略 个案研究

分 类 号： [G633.41]

领　　域： [文化科学]