大学英语课堂词汇讲解时段对教学效果的影响研究

Research on Different Teaching Effects Brought by Teaching Vocabulary before and While Reading

基于大学英语的教学现状,探讨从长期看教师在学生阅读前或阅读中哪个时段进行课堂词汇讲解会产生更好的教学效果,在保证词汇讲解方式、学生英语水平等控制变量基本相同的情况下,通过学生课堂参与度、学生对教师的教学评价、学生的词汇水平及阅读水平做因变量来衡量教学效果的差异。研究结果显示,学生仅在辨认性词汇量方面有显著差异,词汇在阅读前讲解好于在阅读中讲解,其他均无显著性差异。由此可见,教师在阅读前或阅读中进行课堂词汇讲解不会产生明显不同的教学效果。影响词汇教学效果的关键因素在于教师能否根据词汇的特点,选取或探索合适的教学方法。

The experiment research is on the different teaching effects brought by teaching vocabulary before and while reading based on current teaching situation of college English. This research has ensured the teacher＇s teaching of vocabulary is in the same way, and students of the two experimental classes are at the same English level Different teaching effects were measured through students＇ class performance, students＇ evaluation on the teacher＇s teaching, students＇ vocabulary level and students＇ reading level. The results show that teaching vocabulary before and while reading br^g no obvious different teaching efficiency, except in the aspect of students＇ recognizable vocabulary. The former did better than the latter. Therefore, this research draws a conclusion that whether teaching vocabulary before reading or while reading does not bring obvious different teaching effects. It is a teach- er＇s choosing and exploring appropriate teaching methods that count according to words features.