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摘要：将语料库运用于教学的现象已有很久的历史可以追溯。进入 20 世纪以后，语料库教学在国外渐渐流行起来，各国语言学家们纷纷开始研究语料库运用于语言教学是否真正有效，其中有很多学者也研究了如何提高语料库应用与语言教学结合的有效性等方面。这些研究为现在不断发展的教学法提供了参考和基础。语料库的概念引入中国以后，我国的语言学家和学者们也对语料库应用进行了许多研究，但其水平和规模与国际研究的水平仍存在一段很大的差距，研究范围存在一定缺口，其实这与我国的教学实际情况也不无关系。 对于国内的英语学习者而言，将语料库应用于语言学是否有效呢？语料库教学法是否能促进外语词汇习得呢？这是作者作为英语专业学生十分好奇的问题，也是关乎是否能产生一些英语词汇学习相关的新思路的问题。基于实际研究、数据分析和问卷调查，作者将在论文中就这一问题重点讨论。作者将以 102名典型中国高中学生为对象，对基于语料库的英语教学和基于传授定义的英语教学法进行对比，重点讨论两种教学法对英语词汇教授的影响与作用。本研究运用科学的数据分析方法从不同方面的表现力进行分析，最终得出结论：从总体效果上看，在高中教学阶段，相比传统老师传授词汇定义，语料库教学法对英语词汇教学和学习更有效。 37282
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毕业论文关键词：英语词汇教学，基于定义的英语词汇教学法，基于语料库的英语词汇教学法，英语词汇知识习得效果
Comparative Study of Definition-based VS. Corpus-based Approach of English Vocabulary Learning
Abstract: Foreign linguists have been studying whether applying corpora to language teaching is effective in improving teaching method and how to apply corpora to language teaching since 20th century, which actually has contributed a lot to the study of the modern teaching methods. In this new field, Chinese researchers and linguists have also done many researches over the past decade. However, their researches indicate a lack of coverage in many aspects, when compared with those done by foreign linguists, which calls for more efforts at present. The present study is empirical, based on previous studies done by linguists both home and abroad, as well as data analysis from designed tests and the results of a questionnaire. After studying 102 typical Chinese EFL high school students, the author investigated the effectiveness of definition-based approach and corpus-based approach on learning English vocabulary. Collected data and analysis shows that corpus-based approach is more effective on vocabulary teaching in general.
Key Words: English vocabulary teaching, definition-based approach, corpus-based approach, effectiveness of acquiring vocabulary knowledge
CONTENTS
摘要1
关键词1
ABSTRACT1
KEY WORDS.1
1. INTRODUCTION2
1.1 Significance of the Present Study.2
1.2 Research Orientation.2
1.3 Contents of This Thesis.2
2. LITERATURE REVIEW4
2.1 Definition-based Approach.4
2.1.1 Theoretical Foundation of Definition-based Approach.4
2.1.2 Features of Definition-based Approach.4
2.1.3 Limitations of the Definition-based Approach4
2.2 Student-centered Corpus-based Approach5
2.2.1 Theoretical Foundation of Student-centered Corpus-based Approach5
2.2.2 Features of the Student-centered Approach.5
2.2.3 Limitations of the Study and Application of Student-centered Corpus-based