| In recent years,vocabulary teaching has always been a hot topic for high school English teachers to explore.A lot of first-line teachers and researchers,according to the theories related and daily teaching or research on vocabulary teaching,have carried out plenty of exploration and provided new English vocabulary teaching ideas and perspectives different from the former ones.However,the fact is that it has always been mainly focused on the theoretical exploration,as well as college students who are always given priority to over high school students,especially the freshmen,who,with a certain basic English knowledge and an urgent need to improve the acquisition ability of vocabulary and better their academic performance,have been paid little attention to in this field.Based on related topics,the lexical chunk theory has proved that it not only can increase the students' vocabulary,but also can fundamentally solve the "localization" of Chinese students when acquiring a second language,especially at the freshman level,holding the very positive significance.Therefore,this study will address the two questions below:(1)May the topic-based lexical chunk teaching improve students' vocabulary ability in English?(2)What aspects in students' academic competence have been improved,and which aspects have little or no impact?This thesis will focus on the students' actual learning situation and real demand,and by using topic-based lexical chunk teaching method,the author attempts to help freshmen improve their comprehensive ability as well as their academic achievement.At the same time,through the study of the characteristics of different teaching cases,the author tries to use the specific lexical chunk:teaching method and find out the way to raise the capacity to learn vocabulary for freshmen.Basing the research mainly on "Advance with English "Module 1 to explore,the author will explore four teaching cases:(1)the Welcome+ Reading lesson(?),integration of the two parts;(2)Reading(?);(3)Task;(4)Extended Reading.Before carrying out the experimental research,the author will use the subjects' scores in the Entrance Examination of Senior High School in Nanjing to estimate the academic achievement of the subjects in junior high school.After they have been involved in and taught the method for more than half a year,they will take an examination to prove whether or not the topic-based lexical chunk teaching method can improve the freshmen' English comprehensive ability.After the experimental research,in order to make clear the real idea of subjects of study in the experimental process or whether they have any transformation in learning vocabulary,the author will dispatch seven objects to do a secondary research and conduct a semi-structured interviews,trying to delve in to the effects on the freshmen in English learning.The research results show that the topic-based lexical chunk teaching method is of great significance.Freshmen have learned to effectively carry out vocabulary memorization,vocabulary review and vocabulary application,thus improving their vocabulary learning ability together with learning interest in English.At the same time,vocabulary is the basis of listening,speaking,reading and writing.The author finds that the objects involved in the experimental research get better performance in multiple choices,reading comprehension,task-based reading;in terms of writing,there is extremely remarkable improvement in the objects.The purpose of this study aims to explore the effective way of vocabulary teaching,thus benefiting more colleagues and students,but because of the shortened implementation period and the limitations of the scope of study objects,it remains to be seen and studied whether or how the results can be applied to Grade 2 or Grade 3 English teaching in high school. |
PDF Full Text Request