预览加载中，请您耐心等待几秒...

基于图式理论的高中英语词汇教学的实证研究.docx

预览
1/2
2/2

在线预览结束，喜欢就下载吧，查找使用更方便

下载提示 文本预览

如果您无法下载资料，请参考说明：

1、部分资料下载需要金币，请确保您的账户上有足够的金币

2、已购买过的文档，再次下载不重复扣费

3、资料包下载后请先用软件解压，在使用对应软件打开

基于图式理论的高中英语词汇教学的实证研究 Title:EmpiricalStudyonVocabularyTeachinginHighSchoolEnglishBasedonSchemaTheory Abstract: Vocabularyacquisitionplaysacrucialroleinsecondlanguagelearning.Withthedevelopmentofcognitivetheories,schematheoryhasemergedasavaluableframeworkforunderstandinghowlearnersstoreandretrievevocabularyknowledge.ThisempiricalstudyaimstoinvestigatetheeffectivenessofvocabularyteachinginhighschoolEnglishclassesbasedonschematheory.Thestudyutilizesbothquantitativeandqualitativeresearchmethodstoexploretheimpactofschematheoryonvocabularylearningandretention. Introduction: Theimportanceofvocabularyacquisitioninsecondlanguagelearningcannotbeunderestimated.Studieshaveindicatedthatarichvocabularynotonlyenhanceslearners'readingandwritingskillsbutalsofacilitatescommunicationandcomprehensioninasecondlanguage.TooptimizevocabularyinstructioninhighschoolEnglishclasses,thisstudyproposestheapplicationofschematheory,whichsuggeststhatlearnersusepre-existingknowledgenetworksorschemastointerpretandunderstandnewinformation.Byintegratingschematheoryintovocabularyteaching,educatorscanenhancestudents'vocabularyretentionandpromotetheiroveralllanguageacquisition. Methodology: Thestudyemploysamixed-methodsapproach,combiningbothquantitativeandqualitativemethodstogainacomprehensiveunderstandingoftheimpactofschematheoryonvocabularyteaching.Firstly,apre-testandpost-testdesignisemployedtocomparethevocabularylearningoutcomesoftwogroupsofhighschoolstudents:onegroupreceivingtraditionalvocabularyinstruction,andtheothergroupreceivinginstructionbasedonschematheoryprinciples.Thevocabularytestsaredesignedtomeasurestudents'acquisition,retention,andapplicationofvocabularyknowledge. Furthermore,in-depthinterviewsandquestionnairesareadministeredtobothstudentsandteacherstogatherqualitativedata.Theseinterviewsandquestionnairesaimtoexaminestudents'perceptionsoftheeffectivenessofthevocabularyteachingmethodsused,theirlevelsofengagement,andtheirattitudestowardsthelearningprocess.Additionally,teachers'perspectivesand