多模态教学对小学生英语词汇成绩与课堂焦虑的影响研究

发布时间：2023-03-05 04:50

　　词汇是语言的基础,词汇学习是发展语言技能的关键,近年来,这一课题得到了广泛研究。小学英语课程标准要求,学生应该掌握600-700个单词和大约50个短语。此外,语言学习需要大量的输入。因此,丰富多样的课程资源对英语学习尤其重要。考虑到教和学的需求,英语课程应提供贴近学生生活、贴近时代的英语学习资源,教师应积极利用电视、音像、广播、网络等信息,拓展学生学习和运用英语的渠道。多模态教学以多模态话语分析理论框架为基础,利用多种多模态符号同时使用,充分地调动学生的多种感官来参与学习,刺激学生在记忆词汇的同时产生多方面的联想,增强学生的记忆效果。因此,运用多模态教学对小学词汇教学进行实证研究具有重要意义。在本研究中,多模态教学被定义为一种新型有效的教学方法:教师采用多种教学手段,如词汇游戏、小组任务、角色扮演等,以此来调动学生参与课堂教学互动的积极性和主动性,同时在教学中运用语言、图片、音乐、实物、视频、手势等多种模态资源吸引学生的注意力,激发学生学习英语的兴趣,活跃课堂教学气氛。本实证研究试图探究多模态教学对小学生英语词汇成绩与课堂焦虑的影响,并与传统的词汇教学方法进行对比。为此,提出了以下研究...

【文章页数】：101 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Multimodal Teaching
        2.1.1 Definition of Multimodal Teaching
        2.1.2 The Choices of Modes in Multimodal Teaching
    2.2 Foreign Language Classroom Anxiety
    2.3 Research on English Vocabulary Scores through Multimodal Teaching at Homeand Abroad
    2.4 Research on English Classroom Anxiety through Multimodal Teaching at Homeand Abroad
    2.5 Theoretical Framework of the Study
        2.5.1 Multimodal Discourse Analysis
        2.5.2 Input Enhancement Theory
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Scale
        3.3.3 Interview
    3.4 Research Procedure
        3.4.1 Pre-experiment
        3.4.2 While-experiment
        3.4.3 Post-experiment
    3.5 A Sample Lesson
    3.6 Data Collection and Data Analysis
        3.6.1 Data Collection
        3.6.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Results and Discussion of Quantitative Research
        4.1.1 Results and Discussion of Students' English Vocabulary Scores
        4.1.2 Results and Discussion of Students' English Classroom Anxiety
    4.2 Results and Discussion of Qualitative Research
        4.2.1 Effects of Multimodal Teaching on Students' English Vocabulary Scores and the Corresponding Reasons
        4.2.2 Effects of Multimodal Teaching on Students' English Classroom Anxiety and the Corresponding Reasons
        4.2.3 Students' Suggestions on the Application of Multimodal Teaching
Chapter Five Conclusion
    5.1 Main Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix IV
攻读学位期间科研成果



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