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思维导图在小学英语词汇教学中应用的行动探讨

日期:2022年01月24日 编辑:ad201107111759308692 作者:无忧论文网 点击次数:1347
论文价格:300元/篇 论文编号:lw202201061912244521 论文字数:52555 所属栏目:小学英语教学论文
论文地区:中国 论文语种:English 论文用途:硕士毕业论文 Master Thesis
相关标签:小学英语教学论文
cators  gave  different  definitions  of  vocabulary.  Hatch  (2001) defined vocabulary as “a list or set of words in a definite language or a list or a set of words that hold by individual speakers of a certain language” (p.1). Lewis (2001) held the opinion that vocabulary was not a single word item presented in the dictionary. It involved  individual  words,  phrases  and  chunks.  Hence,  vocabulary  is  made  up  of individual words, phrases and idioms. Zhang Yunfei (2004) supported the view that, a word consists of a fundamental unit of speech and a minimum free form with a unity of  sound  and  meaning.  The  meaning  concludes  lexical  meaning  and  grammatical meaning. Vocabulary means all the words in a language. 

According to the definitions above, vocabulary should include words, phrases, idioms  and  collocations.  In  this  study,  the  author  tries  to  explore  the  association between words, such as “ mammal”, “whale”, “ reptile”, “turtle” etc. 

2.2.2  English Vocabulary Teaching

Vocabulary  has  a  significant  role  in  mastering  a  language.  Mastering vocabulary  is  the  first  step  to  master  English  well.  Since  different  stages  have different requirements, the standards and goals of vocabulary teaching change as well.  Wang  Duqin  (2010)  stated  that  the  English  vocabulary  teaching  goal  was  to understand  and  apply  vocabulary.  He  emphasized  that  the  content  of  vocabulary teaching  usually  included  namely,  word  meaning  and  usage.  That  meant  it  included collocation  of  words,  phrases,  idioms  and  syntactic  requirements.  Vocabulary information consisted of parts of speech, prefixes and suffixes of words, spelling and pronunciation of words, etc. 

小学英语教学论文参考


Chapter 3   Methodology ........................... 20

3.1   Research Questions ...................................... 20

3.2   Subjects ......................................... 20

3.3   Instruments ................................. 22

Chapter 4   The First-round Action Research ........................... 25

4.1   Identifying Problems ................................. 25

4.2   Making the Action Plan .......................................... 27

4.3   Implementing the Action Plan .................................... 28

Chapter 5   The Second-round Action Research ............................ 50

5.1   Identifying Problems ........................... 50

5.2   Adjustment of the Action Plan ......................... 51

5.3   Implementing the Action Plan ...................................... 52


Chapter 5  The Second-round Action Research


5.1  Identifying Problems

Based  on  the  results  of  the  first  round  action  research,  the  author  found  some problems existing in the application of mind mapping. 

First  of  all,  it  is  happy  to  see  students’  interest  in  vocabulary  learning  is generally  improved,  while  students  do  not  have  a  clear  concept  of  mind  mapping. Students spend more time on drawing beautiful pictures and less on memorization and the usage of words. Some students are able to use mind mapping under the guidance of  the  teacher  in  class,&nb