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自然拼读法对提高小学生拼读和拼写能力的实证研究

发布时间:2022-12-04 08:00
  如今,英语学习越来越受到人们的重视。中国的小学开始在三年级就为学生开设英语课程。然而,学生们却不能有一个专业有效的学习方法。他们学习英语词汇,主要依靠死记硬背,有时甚至在英语单词上方标注汉语拼音来记忆单词发音。另一方面,尽管他们花了很多时间在词汇上面,仍然有很大的困难记忆单词。久而久之学生逐渐厌倦了学习英语,丢失了英语学习的动机。鉴于此,作者采用了一种非常流行和有效的英语词汇教学方法--自然拼读法。目的是通过研究英语词汇字母与发音之间的联系,帮助学生达到“见词能读,听词能写”的能力。本文主要研究以下问题:1.自然拼读法是否能提高小学生英语学习的兴趣。2.自然拼读法会提高小学生词汇拼读的能力吗?3.自然拼读法会提高小学生词汇拼写的能力吗?基于行为主义理论、建构主义理论和语言迁移理论,作者进行了为期15周的教学实验来研究这两个实验问题。实验者是来自辽宁省凌源市大河北乡的七十八名小学生。在实验中,实验班(EC)使用自然拼读法,而控制班(CC)仍由传统词汇教学法教学;同时,测试卷,问卷,访谈用来收集实验数据,实验数据用SPSS进行分析处理。实验结果表明,实验班词汇后测的成绩优于控制班,并且展现... 

【文章页数】:68 页

【学位级别】:硕士

【文章目录】:
Abstract
摘要
Chapter One Introduction
    1.1 Background of the thesis
    1.2 Objectives of the thesis
    1.3 Significance of the thesis
        1.3.1 Theoretical significance
        1.3.2 Practical significance
    1.4 Organization of the thesis
Chapter Two Literature Review
    2.1 Phonics
        2.1.1 The concept of phonics
        2.1.2 Development of phonics
    2.2 Relevant Theories
        2.2.1 Behaviorism
        2.2.2 Constructivism
        2.2.3 Language transfer
    2.3 Related studies at home and abroad
        2.3.1 Studies abroad
        2.3.2 Studies at home
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Test
        3.3.2 Learning interest questionnaire
    3.4 Experimental procedures
        3.4.1 A brief introduction of the procedure
        3.4.2 The content of phonics teaching
        3.4.3 Teaching method of phonics
        3.4.4 Teaching procedures
    3.5 Data collection and analysis
Chapter Four Data Analysis and Discussion
    4.1 Analysis and discussion of questionnaires on the learning interest
        4.1.1 The comparison of the results of the EC and the CC in the pre-questionnaire
        4.1.2 The comparison of the results of the EC and the CC in the post-questionnaire
        4.1.3 The comparison of the results of the questionnaires in the EC
    4.2 Analysis and discussion of the pre-test and the post-test on word reading ability
        4.2.1 The comparison of the results of the EC and the CC in the word reading pre-test
        4.2.2 The comparison of the results of the EC and the CC in the word reading post-test
        4.2.3 The comparison of the results of the EC in the word reading pre-test and post-test
    4.3 Analysis and discussion of the pre-test and the post-test on word spelling ability
        4.3.1 The comparison of the results of the EC and the CC in the word spelling pre-test
        4.3.2 The comparison of the results of the EC and the CC in the word spelling post-test
        4.3.3 The comparison of the results of the EC in the word spelling pre-test and post-test
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implication
    5.3 Limitations
    5.4 Recommendations
        5.4.1 Recommendations for teachers
        5.4.2 Recommendations for future research
Bibliography
Appendix Ⅰ Questionnaire
Appendix Ⅱ Word Reading Test
Appendix Ⅲ Word Spelling Test
Appendix Ⅳ Scores of English word reading pre-test and post-test
Appendix Ⅴ Scores of English word spelling pre-test and post-test
Appendix Ⅵ Scores of English learning interest pre-test and post-test
Acknowledgement
The list of the research papers published by author



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