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摘要 iii
1. Introduction 1
2. Literature Review 2
2.1 Related Researches on Vocabulary Teaching Abroad 2
2.2 Related Researches on Vocabulary Teaching at Home 4
2.3 Theoretical Bases of the Research 7
2.3.1 Lexical Chunks Theory 7
2.3.2 Theory of Constructivism 9
3. Methodology 9
3.1 Research Target Issues 10
3.2 Research Methods 10
3.2.1 Questionnaire 10
3.2.2 Case Study 11
4. Results and Discussion 13
4.1 Analysis of the research 13
4.2 Results of the research 15
5. Conclusion 17
5.1 Major Findings 17
5.2 Implications 19
5.2.1 Implications for students 19
5.2.2 Implications for teachers 19
5.3 Limitations of the Study 20
References 21
Appendix 23
Investigation into the Word Power Section Teaching of Advance with English for Senior High School Students
1. Introduction
“If we compare language structure as the sketch of language, vocabulary is the thing that provides important organs as well as blood and flesh.”(Harmer, 1990) There is no doubt that vocabulary plays an important role in language.
In 2003, the English Curriculum Standard for Chinese Average Senior High Schools (hereinafter called “the New Standard”) was issued by the Ministry of Education of China. According to the New Standard, students should be able to 1) understand and convey different functions, intentions and attitudes; 2) use vocabulary to name things, to describe behaviors and their characteristics, and to explain notions in comparatively sophisticated situation; 3) learn how to utilize about 3300 words and 400-500 idioms or collocations when they graduate from senior high schools. However, influenced by the exam-oriented education system, the vocabulary teaching comes to be simple and mechanical vocabulary memorizing. Once mentioned vocabularies, students will automatically turn to the word-list at the back of the book and memorize again and again. The traditional method not only limits the expansion of vocabulary quantity, but also ignores students’ ability of using vocabularies in practice.
In 2005, Advance with English (Oxford English for senior high school students) published by Yilin Press has been widely used in Jiangsu. Compared with the textbooks of junior schools, a major change of Advance with English is the addition of a new section—Word power. This change indicates the high vocabulary requirement for students and the transformation of vocabulary teaching. Word power section is designed from the view of students, but whether the principle part of students can be promised in the process of teaching and whether the aim of The New Standard is reached are unknown.
Through investigation and analysis of the Word power section, this thesis manages to reflect the current teaching situation of the Word power section and reveal the universal problems of teaching and learning. The findings of the research are helpful for teachers, students and editors of Advance with English. For all the reasons above, this thesis is of great realistic significance.
This thesis consists of four parts. Part one is the introduction of the thesis, including the background, the purpose and the significance of this study as well as the structure of the thesis. Part two is the literature review of vocabulary teaching abroad and at home. Part three is concerned with the research target issues and research methods, including text analysis, questionnaire of students and case study. Part four is the conclusion of the study. It contains the major findings, the implications and the limitations of the study.