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1、本文研究教師加強(qiáng)中學(xué)英語(yǔ)課本中的詞匯短語(yǔ)教學(xué)是否可以提高學(xué)生英語(yǔ)學(xué)習(xí)的意識(shí)和英語(yǔ)學(xué)習(xí)的能力。論文基于在英語(yǔ)語(yǔ)言和其他世界上的語(yǔ)言中的大量的詞匯總是以‘詞塊’(chunk)的方式存在和使用,并且這些詞匯短語(yǔ)比單個(gè)的單詞包含有更大的信息。心理語(yǔ)言學(xué)的研究表明這些詞匯短語(yǔ)便于整個(gè)的存儲(chǔ)和提取,可以加快學(xué)習(xí)者的語(yǔ)言加工速度。詞匯短語(yǔ)遍及學(xué)生的課本中和其他的閱讀材料中,如果教師在教學(xué)過(guò)程中加強(qiáng)對(duì)學(xué)生詞匯短語(yǔ)學(xué)習(xí)的指導(dǎo),那么他們將會(huì)受益于詞匯短語(yǔ)的
2、學(xué)習(xí)。本研究的對(duì)象是高三年級(jí)的學(xué)生。實(shí)驗(yàn)組為47人;控制組為45人。在各種條件相同的情況下,本人對(duì)實(shí)驗(yàn)組進(jìn)行了八周的詞匯短語(yǔ)教學(xué)。教學(xué)實(shí)驗(yàn)分為三個(gè)階段。第一階段:前測(cè)和采訪調(diào)查。第二階段:詞匯短語(yǔ)教學(xué)實(shí)施。第三階段:數(shù)字收集分析和結(jié)論。教學(xué)實(shí)驗(yàn)后測(cè)結(jié)果分析表明學(xué)生成績(jī)有了較大的提高。接受詞匯教學(xué)的英語(yǔ)學(xué)習(xí)者從課堂聽(tīng)課,閱讀理解以及實(shí)際應(yīng)用考試中在某種程度上對(duì)詞匯短語(yǔ)學(xué)習(xí)的意識(shí)大大增強(qiáng)。他們能夠更加自由地、熟練地運(yùn)用所學(xué)詞匯短語(yǔ)于聽(tīng)、說(shuō),
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