语义场理论在高中英语词汇教学中的应用

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1、 学号：2008030221 姓名：吴继东 联系方式：15552426660 所在院系：外语学院 邮箱： andywjd 教育硕士学位论文 论文题目 The application of Semantic Field Theory to English Vocabulary Teaching in Senior High School 语义场理论在高中英语词汇教学中的应用语义场理论在高中英语词汇教学中的应用 学科专业名学科专业名称称 学科教学（英语）学科教学（英语） 申 请 人 姓申 请 人 姓 名名 吴继东吴继东 指 导 教指 导 教 师师 贾贾 磊磊 副副教授教授 论文提交时论文提交时间间

2、 20122012 年年 4 4 月月 1010 日日 单位代码 10445 学 号 2008030221 分 类 号 G633.4 学习方式 在职 独独 创创 声声 明明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。 据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写 过的研究成果，也不包含为获得 （注：如没有其他需要特别声明的，本 栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对本研究所做 的任何贡献均已在论文中作了明确的说明并表示谢意。 学位论文作者签名： 学位论文版权使用授权书学位论文版权使用授权书 本学位论

3、文作者完全了解 学校学校 有关保留、使用学位论文的规定，有权保留并向国 家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权 学校学校 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、缩印或扫描等 复制手段保存、汇编学位论文。 （保密的学位论文在解密后适用本授权书） 学位论文作者签名： 导师签字： 签字日期：20 年 月 日 签字日期：20 年 月 日 山东师范大学硕士学位论文 i Contents Abstract . I 摘要摘要. III Introduction 1 Chapter One Literature Review . 6 1.1 Th

4、e current research situations of Lexics . 6 1.2 The current research situations of Lexics at home 7 Chapter Two Theoretical Framework . 10 2.1 Brief Introduction of Semantic Field Theory 10 2.2 Origin of Semantic Field Theory 11 2.3 Definitions of Semantic Field Theory . 11 2.4 Functions of Semantic

5、 Field Theory . 12 2.5 Classifications of Semantic Field 12 2.6. Semantic Field Theory and English Vocabulary Teaching 15 2.6.1 Current English Vocabulary Teaching Approaches in Senior High School 15 2.6.2 Semantic Field Theory and English Vocabulary Teaching . 19 Chapter Three Methodology 20 3.1 Pu

6、rposes of the experiment . 20 3.2 Subjects of the experiment 20 3.3 Design of the experiment 21 3.3.1 The confirmation of the test materials 21 3.3.2 The adoption of the teaching methods 22 3.4 The roles of students, teachers and materials in the experiment . 22 3.5 Procedures of the experiment 22 3

7、.6 Data collection and analysis 26 3.6.1 Collection and analysis of the statistics of pre-experiment examination paper . 26 3.6.2 Collection and analysis of the statistics of post-experiment examination 山东师范大学硕士学位论文 ii paper . 27 Chapter Four Implications . 29 Chapter Five Conclusion . 30 4.1 Findin

8、gs . 30 4.2 Limitations 30 4.3 Recommendations for Future Research 31 Bibliography . 33 Appendices 35 Appendix I. The interview record of six interviewees (students) . 35 Appendix II. The interview record of six interviewees (teachers) 37 Appendix III Teaching plan for word formation . 39 Appendix I

9、V The interview record of ten interviewees (students and their parents) . 42 Appendix V. Examination paper in the pre-experiment stage. 44 Appendix VI. Examination results of the pre-experiment stage . 46 Appendix VII. Teaching plans in the conducting procedure of the experiment . 50 Appendix VIII.

10、Examination paper of the post-experiment stage 55 Appendix IX. Examination results of post-experiment stage . 57 Acknowledgements 61 山东师范大学硕士学位论文 I Abstract In todays world, with the deepening of the globalization, the importance of English used as the international language has been more and more p

11、rominent. Meanwhile, English vocabulary teaching, as an important part among many English learning areas has been constantly strengthening. Many question types based on the examining vocabulary make many English learners feel confused and at a loss what to do, and its difficulty coefficient is also

12、increasing. And unfortunately, as the relevant research facts show, the English vocabulary teaching condition is not satisfying yet. Many high school students, despite of the fact that they have learned English for 8 or 9 years, still find their mastery of English vocabulary generally fail to meet t

13、he requirements, and their practical English skills, including listening, speaking, reading, writing and translating, are getting poorer and poorer. Obviously, there is still such a phenomenon in the middle school English vocabulary teaching that its time- consuming, the efficiency of vocabulary tea

14、ching is low and the effect is not obvious. Investigating its main reasons, I think that the reasons leading to such a phenomenon are as follows: First, generally speaking, many teachers and students do not realize the importance of English vocabulary; Second, the approaches to English vocabulary te

15、aching are relatively single, and the test of the students mastery of vocabulary is insufficient; Third, in the present teaching materials, there is a lack of introduction to the knowledge of roots, affixes and so on, or if any, far from enough. Therefore, the students are not sure about the relatio

16、nship between relative words; besides, there is no clear classification on the sea of words. Instead, we can only find long lists of words or even irregular repetition of words. Last but not least, most students rarely have the opportunity to practise using the large vocabulary for the purpose of communication. Owing to the above reasons, our students will find it “difficult to identify long words and hard to spell the simple words correctly