摘要
多模态形式下的英语词汇词源教学创造性地将多模态教学手段和词源学知识输入进行合理整合,多模态教学形式能刺激学习者多种感官,形象准确地解释词义,词源学知识的输入能让学习者深入把握词义,了解其来龙去脉和其中的历史文化内涵,两者的结合相得益彰。实验研究结果表明,在该教学模式下,词汇记忆效果提高的幅度高于单独的词源学知识输入词汇教学形式或多模态词汇教学形式,且在记忆保持效果上也优于这两种形式。
The construction of etymology and multimodality model for teaching English vocabulary is innovative, which integrates these two teaching models reasonably. Etymological knowledge helps students grasp word meanings thoroughly, get familiar with word origins and culture contents in history;mulfimodal way of teaching stimulates learners＇ different sense organs and explains word meanings vividly and accurately. These two models complement each other for the integration. The results of the experiments indicate that vocabulary memorization effect of the integration model is much better than that of etymological model and that of multimodal model, so does the effect of vocabulary memorization retenfion.
作者
曾杰
叶家春
ZENG Jie YE Jiachun(Chengdu College of University of Electronic Science and Technology of China, Chengdu, Sichuan, 611731, China Foreign Languages School, Jinjiang College, Sichuan University, Pengshan, Sichuan, 620860, China)
出处
《教育与教学研究》
2016年第10期95-100,共6页
Education and Teaching Research
基金
四川省教育厅2015年度项目"多模态与词源学结合的大学英语词汇习得创新模式研究"(编号:15SB0341)
2014年四川大学锦江学院青年教师科研基金项目(编号:QJ140318)
关键词
多模态
词源学
英语词汇教学模式
mulfimodality
etymology
English vocabulary teaching model
