论文题目：情景教学法在初中英语词汇教学中的应用研究
摘要：词汇是语言的最小单位,与语音、语法共同构成语言学习的三大要素,因此,词汇学习在英语学习中有着十分重要的地位。然而,许多教师在教学中常常忽略英语词汇学习的重要性,进而导致了学生词汇学习效率较低,无法在具体情景中恰当地使用所学词汇。不少学者提倡在英语词汇教学中运用情景教学法,认为将英语词汇学习融入到情景中能够提高学生的英语词汇学习效率。基于情景认知理论与建构主义理论,本文旨在通过教学实践,研究情景教学法在词汇教学中的应用对初中生学习词汇的态度与表现会产生何种影响。笔者在实验结束后将回答以下两个问题:（1）在英语课堂中应用情景教学法对初中生词汇学习的态度有什么影响?（2）在英语课堂中应用情景教学法对初中生词汇学习表现有些什么影响?为回答上述问题,笔者对某中学初二年级的两个班级开展了为期四个月的实验研究。在实验初期,笔者使用问卷与词汇测试分析两个班级的英语词汇学习现状。实验中,在控制班采用传统的词汇教学方式,而在实验班采用情景教学法进行词汇教学。在教学实验结束后,笔者采用问卷、词汇测试以及采访对学生的词汇学习态度和表现进行数据收集及分析,并采用SPSS对结果进行分析。本文研究结果如下:（1）情景教学法对初中生的词汇学习态度产生积极影响。实验班的学生对英语词汇学习的兴趣有明显提升;喜欢英语词汇课堂的学习氛围的学生人数也有所增加;更多的学生更加重视英语中的词汇学习。（2）情景教学法对初中生英语词汇学习的表现产生积极影响。实验班学生的英语词汇知识积累与搭配能力有明显提升;学生对所学词汇的记忆有明显的提高;有更多的学生能够将所学词汇运用于具体的场景中。本次研究表明,在初中英语词汇教学中运用情景教学法能够提高学生的英语词汇学习兴趣和词汇学习表现。然而,此次研究也存在实验周期短、样本容量小等不足之处,但笔者仍希望本次研究能为初中教师在英语词汇课中运用情景教学法提供一些信息支撑。
关键词：英语词汇教学;情景教学法;初中
学科专业：学科教学（英语）（专业学位）
ACKNOWLEDGEMENTS
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Research Organization
Chapter2 Literature Review
2.1 The Definition of Situation
2.2 The Study of Situational Teaching Method
2.2.1 The Definition of Situational Teaching Method
2.2.2 The Approaches of Situational Teaching Method
2.2.3 The Current Situation of the Study of Situational Teaching Method
2.3 The Relevant Study of English Vocabulary Teaching
2.3.1 The Definition of Vocabulary
2.3.2 The Current Situation of the Study of English Vocabulary Teaching
2.4 The Study of Situational Teaching Method Applied to The Vocabulary Teaching
2.4.1 The Study of Situational Teaching Method Applied to The Vocabulary Teaching at Home
2.4.2 The Study of Situational Teaching Method Applied to The Vocabulary Teaching Abroad
2.5 Theoretical Foundations
2.5.1 Situated Cognition Theory
2.5.2 Constructivist Theory
Chapter3 Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Instruments
3.3.1 Questionnaires
3.3.2 Tests
3.3.3 Interview
3.4 Research Process
3.4.1 Before the Experiment
3.4.2 During the Experiment
3.4.3 After Experiment
3.5 Teaching Sample in the EC
Chapter 4 Data Analysis and Discussion
4.1 Data Analysis on Questionnaires
4.1.1 The Analysis of Pre-Questionnaire
4.1.2 The Analysis of Post Questionnaire
4.1.3 The Comparison Analysis between Pre-Questionnaire and Post Questionnaire
4.2 Data Analysis on Tests
4.2.1 The Analysis of First Test in EC and CC
4.2.2 The Analysis of Second Test in EC and CC
4.2.3 The Analysis of Third Test in EC and CC
4.2.4 The Respective Analysis of Test in Experimental Class
4.2.5 The Compared Analysis of Test in EC and CC
4.3 The Data Analysis on Interview
4.4 Discussion
4.4.1 Discussion on Students’English Vocabulary Learning Attitude
4.4.2 Discussion on Students’Vocabulary Leaning Performance
Chapter5 Conclusions
5.1 Major Findings
5.2 Limitations
5.3 Suggestions
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ:The First Test
Appendix Ⅲ:The Second Test
Appendix Ⅳ:The Third Test
Appendix Ⅴ:The Results of the Three Tests in the Controlled Class
Appendix Ⅵ:The Results of the Three Tests in the Experimental Class
Appendix Ⅶ:Interview and Answers in EC