中国大学生英语词汇习得问题研究豆瓣PDF电子书bt网盘迅雷下载电子书下载-霍普软件下载网

Chapter 1 Introduction

Chapter 2 Literature Review

2.1 The definition of word

2.2 The dynamic features of word

2.3 The historical approach to vocabulary teaching and learning

2.4 The lexical approach

2.5 The lexical syllabus

2.6 The vocabulary instruction in EFL classroom

Chapter 3 Research Method

3.1 The aim of the research and its methods

3.2 The questionnaire design and evolution

3.3 The questionnaire structure

3.4 The subjects

3.5 Reliability of the questionnaire

3.6 Reliability of the factor analysis

Chapter 4 Results and Discussion

4.1 Results and discussion of Factorsl and 2

4.1.1 Where are the students' difficulties

4.1.2 What do the students wish

4.2 Results and discussion of Factors 3, 4 and 5

4.2.1 The application of contextual strategies (Factor 3)

4.2.2 Learners' habits in acquiring vocabulary (Factor 4)

4.2.3 Learners' approach to reviewing strategy (Factor 5)

4.3 Why should we give vocabulary a proper place in the classroom

4.3.1 Limited time and exposure to English

4.3.2 Nominalized language

4.3.3 "Differences and distances between the two languages"

4.3.4 The vocabulary knowledge calls for explicit instruction of vocabulary

Chapter 5 Implications and Conclusions

5.1 Suggestions for what to improve

5.1.1 Revise National English Teaching Curriculums

5.1.2 Improve course books

5.2 Suggestions for what to teach

5.2.1 High frequency words

5.2.2 Lexical chunks and content words

5.2.3 Vocabulary knowledge

5.2.4 Memory strategies and language learning strategies

5.3 The limitation of this research

5.4 Conclusions

Appendix 1: Script of a student's interview

Appendix 2: Questionnaire

Appendix 3: Five factors

Appendix 4: Figures

Appendix 5: A typical vocabulary list of an Iranian girl student

References

电子书	中国大学生英语词汇习得问题研究
分类	电子书下载
作者	田育英
出版社	石油工业出版社
下载		暂无下载资源
介绍	编辑推荐本书作者通过一项大型问卷调查对中国学生英语词汇学习现状和问题作了分析并提出建议。在文中研究者追述了国内外相关英语词汇教学理论研究成果，从词的定义、词的动态特征、词汇教学的历史沿革到The lexical approach和The lexical syllabus，并以此为基础对调查数据作了因子分析。作者将所获得的五个因子划分为两个部分，其一是学生词汇学习的问题和愿望，其二是学生习得词汇时所采取的积极和消极策略。作者最后讨论了词汇教学在EFL课堂中的位置，为什么课堂上要讲词汇，传统词汇教学的弊病和课堂词汇教学应讲授哪些内容等建议。目录 Chapter 1 Introduction Chapter 2 Literature Review 2.1 The definition of word 2.2 The dynamic features of word 2.3 The historical approach to vocabulary teaching and learning 2.4 The lexical approach 2.5 The lexical syllabus 2.6 The vocabulary instruction in EFL classroom Chapter 3 Research Method 3.1 The aim of the research and its methods 3.2 The questionnaire design and evolution 3.3 The questionnaire structure 3.4 The subjects 3.5 Reliability of the questionnaire 3.6 Reliability of the factor analysis Chapter 4 Results and Discussion 4.1 Results and discussion of Factorsl and 2 4.1.1 Where are the students' difficulties 4.1.2 What do the students wish 4.2 Results and discussion of Factors 3, 4 and 5 4.2.1 The application of contextual strategies (Factor 3) 4.2.2 Learners' habits in acquiring vocabulary (Factor 4) 4.2.3 Learners' approach to reviewing strategy (Factor 5) 4.3 Why should we give vocabulary a proper place in the classroom 4.3.1 Limited time and exposure to English 4.3.2 Nominalized language 4.3.3 "Differences and distances between the two languages" 4.3.4 The vocabulary knowledge calls for explicit instruction of vocabulary Chapter 5 Implications and Conclusions 5.1 Suggestions for what to improve 5.1.1 Revise National English Teaching Curriculums 5.1.2 Improve course books 5.2 Suggestions for what to teach 5.2.1 High frequency words 5.2.2 Lexical chunks and content words 5.2.3 Vocabulary knowledge 5.2.4 Memory strategies and language learning strategies 5.3 The limitation of this research 5.4 Conclusions Appendix 1: Script of a student's interview Appendix 2: Questionnaire Appendix 3: Five factors Appendix 4: Figures Appendix 5: A typical vocabulary list of an Iranian girl student References
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