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1、本文研究教師加強中學英語課本中的詞匯短語教學是否可以提高學生英語學習的意識和英語學習的能力。論文基于在英語語言和其他世界上的語言中的大量的詞匯總是以‘詞塊’(chunk)的方式存在和使用,并且這些詞匯短語比單個的單詞包含有更大的信息。心理語言學的研究表明這些詞匯短語便于整個的存儲和提取,可以加快學習者的語言加工速度。詞匯短語遍及學生的課本中和其他的閱讀材料中,如果教師在教學過程中加強對學生詞匯短語學習的指導,那么他們將會受益于詞匯短語的
2、學習。本研究的對象是高三年級的學生。實驗組為47人;控制組為45人。在各種條件相同的情況下,本人對實驗組進行了八周的詞匯短語教學。教學實驗分為三個階段。第一階段:前測和采訪調查。第二階段:詞匯短語教學實施。第三階段:數(shù)字收集分析和結論。教學實驗后測結果分析表明學生成績有了較大的提高。接受詞匯教學的英語學習者從課堂聽課,閱讀理解以及實際應用考試中在某種程度上對詞匯短語學習的意識大大增強。他們能夠更加自由地、熟練地運用所學詞匯短語于聽、說,
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