词源教学在初中英语词汇教学中的效用研究_李传秀.docx

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1、中图分类号： 64 UDC： 800 密级： 公开 学校代码： 1 (教育硕士） The Effectiveness of Etymology Teaching in Junior School English Vocabulary Teaching 词源教学在初中英语词汇教学中的效用研究 作 者 姓 名 ： 指 导 教 师 ： 学 科 专 业 名 称 : 研 究 方 李传秀 郑 丽 华 教 授 学科教学（英语） 外语教学 2 0 1 3 年 6 月 2 3 日 二一四年五月二十日 学位论文原创性声明 本人所提交的学位论文词源教学在初中英语词汇教学中的效用研究，是在导师 的 指导下，独立进行研

2、究工作所取得的原创性成果。除文中已经注明引用的内容外，本 论文 不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要 贡献的 个人和集体，均己在文中标明。 本声明的法律后果由本人承担。 学位论文版权使用授权书 本学位论文作者完全了解河北师范大学有权保留并向国家有关部门或机构送交学 位论 文的复印件和磁盘，允许论文被查阅和借阅。本人授权河北师范大学可以将学位论 文的全 部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它复制手段保 存、汇编 学位论文。 (保密的学位论文在 年解密后适用本授权书） 中图分类号： G4_ UDC： 800 密级： 公开 学校代码： 100

3、94 The Effectiveness of Etymology Teaching in Junior School English Vocabulary Teaching 词源教学在初中英语词汇教学中的效用研究 作 者 姓 名 ： 李 传 秀 指 导 教 师 ： 郑 丽 华 教 授 学 科 专 业 名 称 ： 学 科 教 学 （ 英 语 ） 研 究 方 向 ： 外 语 教 学 论 文 开 题 日 期 ： 2 0 1 3 年 6 月 23 日 The Effectiveness of Etymology Teaching in Junior School English Teaching B

4、y Li Chuanxiu Supervisor: Prof. Zheng Lihua Specialty: English Teaching Research Direction: Foreign Languages Teaching Submitted to College of Foreign Languages In Partial Fulfillment of the Requirements For the Degree of Education Master At Hebei Normal University 2014 Abstract Vocabulary teaching

5、is an important part of foreign language teaching,whose efficient achievement is directly related to if the English teaching purpose can be achieved and what level of students we can cultivate.As the carrier of culture,vocabulary bears an indiscerptible relationship with language.Therefore, vocabula

6、ry teaching is equal to the cultural teaching.However,the theoretical researches and practical exploration of vocabulary brings about its subordinate status in foreign language teaching.The past researches only emphasized on the surface of pronunciation,spelling,inflections, literal meaning and lack

7、 of enough attention to its cultural meaning,which leads to misunderstandings and misapplications from students and their further improvement in communicative competence.In recent years, with the enlargement of the communication between Chinese and western culture and deepening of the academic under

8、standing of importance of vocabulary teaching,though more and more scholars and foreign language teachers have gradually realized the necessity of the etymological integration in vocabulary teaching,the present research is mainly concentrated in vocabulary teaching and culture-bound theoretical leve

9、l.However, systematic and thorough research is still needed in the field of how to take effective strategies in vocabulary teaching practice.This makes etymology introduction in vocabulary teaching become a mere formality and lack of systematicness and thoroughness , thus to influence the improvemen

10、t of teaching quality and cultivation of etymological ability. This paper adopts the method of experimental research in form of quantitative analysis in order to undertake a thorough analysis towards the research topic.Based on the application of etymology elements in English vocabulary teaching,the

11、 author makes analysis and discussion in the process of fusion and penetration for optimum results .The author applies several feasible teaching strategies:culture introduction strategy,presentation strategy,associative memory strategy,etymology interpretation strategy and translative strategy.This

12、paper narrates the application of etymology factors in vocabulary teaching in order to illustrate the relationship between etymology factors and vocabulary teaching. The first chapter serves as an introduction of the whole study,consisting of background of the study,necessities and significance of t

13、he study,content and objectives of the study,which 2 is to integrate the following content utterly and make a reference to the further experiment. The second chapter mainly reviews the current study on etymological teaching,including the foreign and domestic researches. The third chapter instructs t

14、he definition of etymology,the necessity of etymology application in junior middle school English teaching and the relationship between vocabulary teaching and etymology.Meanwhile,the author describes and illustrates the seven teaching strategies from the perspective of etymology designed by the aut

15、hor. The next chapter is a empirical research,in which the author designs a experimental case of etymological teaching,on basis of the vocabulary teaching of junior middle school vocabulary teaching class he teaches.Then,the author put the four etymological strategies he proposes into utilization. T

16、he fifth chapter is mainly a comparative analysis on the basis of experimental results of seven strategies.The experimental process includes the experimental subject,experimental approach,experimental procedure, experimental facility,data collection and analysis.In the end of this chapter,the author

17、 describes the statistical result by using SPSS software. The six chapter based on the status of current junior middle school English vocabulary teaching and put forward to targeted advices to further English teaching.Finally, the writer points out limitations of this experiment, in order to provide

18、 certain reference to further research in this field. The study confirms the necessities of etymological cultural elements in vocabulary teaching,which enables the students to be familiar with the thinking mode of English-speaking countries,at the same time,it helps to accomplish the accumulation of

19、 cultural knowledge. Keywords:Junior middle school English vocabulary teaching; Etymological teaching strategies; Empirical research 词汇教学在外语教学中占据举足轻重以及不容小觑的地位，因此，词汇教学的有效 与否 全系着英语教学目标的达成以及学生英语水平的培养。外语词汇是外语学习和沟通 的基本要 素，其在语言文化交流中的作用是不容置疑的。然而，在当前的外语词汇教学 中，理论教学 和实践教学却发生了一些冲突。研究表明，当前的英语词汇教学仍然停留 在语音、拼写、词 性

20、以及字面意义上，对单词的深层文化意义却少有涉及，这导致中学 生在英语词汇习得的过 程中出现了对单词本身的误解和误用。近年来，随着中西文化交 流的频繁性以及外语教学研 究的深入化，词汇教学的重要性得到了前所未有的重视。不 过，外语教师虽然意识到了词汇 教学策略 的缺失以及词汇教学的深层意义，其教学研究 依旧维持在理论层面上，而高效的词 汇教学需要的是系统化的词汇教学方法，这就促使一 些教师开始研究英语词汇的应用性，词 源教学呼之欲出。 本文的研究正是基于词源教学研究词汇教学的沧海一粟。根据前人理论，总结出了 七种 影响词源教学的因素，并将其分类比较，加以融合，提出了适合初中英语词汇教学 的四种词

21、 源教学策略，分别是文化介入法、情境陈述法、联想记忆法、词源转述法以及 翻译策略。此 外，本文在案例教学中叙述了词源教学中的具体应用，并根据七种词源因 素以及四种词源教 学策略设计了本次实证教学的实验。在实验中，笔者以实时统计和口 头调查的方式总结了实 验班和控制班的学生对于词源因素重要性的权重以及词源教学 策略的态度，并在教学后，对 两班的词汇水平进行测试，在测前词汇水平一致的基础上， 实验班在接受了为期一学期的词 源词汇教学后，其英语词汇水平明显高于控制班的英语 词汇水准，因此得出词源教学策略在 英语词汇教学中是有效的这一结论。 本文第一章作为全文的绪论，涵括研究背景，研究的必要性以及意义

22、，研究内容以 及目 的等内容，以期为全文的研究提供参考。第二章综述了国内外近年来有 关词源教学 的相关研 究，随后在第三章中阐述了词源这一基本概念，并分析了当年初中英语词汇教 学的现状以及 缺陷，指出了词源教学的必要性，以及其在初中英语词汇教学中的应用价 值和意义。并在本 章最后，笔者根据前人理论，将词源要素分为七个来源，分别是历史 来源、宗教来源、风俗 来源、物质名词来源、神话故事来源、专有名词来源以及审美观 念来源，并在下章调查中统 计了各个词源因素的重要性以及在初中英语教学中的可应用 性。笔者在第四章中的教学案例 中，根据英语词源的七大要素的分类和重要程度，设计 出了四种可用于初中英 语

23、词汇教学的 词源策略，并根据各个策略设计了教学案例并应用 4 于实验班的词源教学中，并统计了学生对这四种词源教学策略的态度和看法。根据初中 英语 词汇列表，笔者亦分析了各个词汇的来源，统计表明，古英语、拉丁语和法语在英 语词源中 占有最高比例，说明初中英语词汇教学中，教师应该侧重于这三类词源教学。 根据实验结论 统计分析，笔者在最后一章中综述了全文的结论，并指出了本实证教学的 局限性，据其相应 地提出了未来词源研究的方向。 关 键 词 ： 初 中 英 语 词 汇 教 学 词 源 教 学 策 略 实 证 研 究 5 Contents Chapter 1 Introduction . 6 1.1

24、Background of the Study . 6 1.2 Necessities and Significance of the Study . 8 1.3 Objective and Content of the Study . 9 Chapter 2 Literature Review. 10 2.1 Foreign Research . 10 2.2 Domestic Research . 12 Chapter 3 Etymology and English Teaching . 13 3.1 The Definition of Etymology . 13 3.2 The Nec

25、essity of Etymology Application in Junior Middle School English Teaching . 13 3.2.1 The Contemporary Existing Problems in English Vocabulary Teaching . 14 3.2.2 The Absence of Etymological Strategies in Junior Middle School English Vocabulary Teaching . 15 3.2.3 The Relationship between Etymology an

26、d English Vocabulary Teaching . 17 3.3 Etymological Factors in English Teaching. 20 3.3.1 Historical Origins . 20 3.3.2 Religious Origins . 20 3.3.3 Conventional Origins . 21 3.3.4 Material Culture . 22 3.3.5 Mythological Origins . 22 3.3.6 Proper Nouns . 23 3.3.7 Aesthetic Orientation . 24 3.4 Etym

27、ological Teaching Functions in Vocabulary Teaching . 25 3.4.1 The Effectiveness of Etymological Teaching . 25 3.4.2 The Application of Etymological Teaching in English Teaching . 27 3.5 Etymological Teaching Strategies in Junior English Acquisition . 28 3.5.1 Culture Infiltration . 28 3.5.2 Associat

28、ion Memorization . 30 3.5.3 Mythological Explanation. 32 3.5.4 Translative Identification . 33 Chapter 4 Empirical Research . 33 4.1 Subject . 33 4.2 Methodology . 34 4.3 Research Questions . 34 4.4 Experiment Process . 35 4.4.1 Etymological Proportion . 35 4.4.2 Etymological Teaching Cases . 37 Cha

29、pter 5 Result . 41 5.1 Data Collection and Statistics . 41 5.1.1 Pretest and Posttest Results on Students Attitudes towards Etymological Factors Importance 41 5.1.2 Students5 attitude towards four etymological strategies . 43 6 5.1.3 Students5 vocabulary test in experimental class and control class

30、. 44 5.2 Result . 46 5.2.1 Answers to Research Question 1. 46 5.2.2 Answers to Research Question 2 . 47 5.2.3 Answers to Research Question 3 . 47 5.2.4 Answers to Research Question 4 . 48 Chapter 6 Conclusion and Outlook . 49 6.1 Major Findings . 49 6.2 Limitations of the Research . 51 6.3 The Sugge

31、stions for Further Studies . 51 Bibliography . 52 Acknowledgements . 53 7 Chapter 1 Introduction 1.1 Background of the Study With regard to English vocabulary,it is known as the fundamental element in English acquisition and the carrier of English phonetics and grammar.The famous British linguist Wi

32、lkins pointed out that in the process of second language acquisition, without grammar, little expression and without vocabulary,no expression.Among the three main factors of language (pronunciation,vocabulary and grammar), vocabulary is the most critical one. Along with the advancement of new curriculum reforming, the English teaching goal of junior middle school obviously increases .The English curriculum standard makes a specific provision that the vocabulary requirement that junior middle school graduates should learn