| Over the past decades,Chinese scholars and researchers have paid great efforts to English vocabulary teaching,yet the teaching results are generally unsatisfactory.Vocabulary has always been considered by teachers and students as one of the biggest obstacles in English learning.This is no exception for college students.This thesis aims to apply the theory of frame semantics to college English vocabulary teaching,and provides a new perspective for vocabulary teaching in college.The concept of frame has been introduced into vocabulary teaching process.A frame is any system of concepts related in such a way that to understand any one concept it is necessary to understand the entire system.Students will be able to understand the meanings of English vocabulary well and make connection among them.It will be easy for students to memorize vocabulary under the instruction of Frame Semantics.An experiment was conducted in this thesis to explore the effectiveness of framework semantics on English vocabulary learning of college students.Two parallel classes of non-English majors are selected as study subjects,with one class as the control class and the other one as the experimental class.The three-step teaching model,including prior-framing stage,the framing stage and the post-framing stage,has been applied in the experiment.Questionnaires and interviews have been adopted as the research instruments as well.Trying to know whether this model is applicable,three research questions have been put forward as follows:1.What is the effect of the three-stage model of Frame Semantics for collegestudents on their vocabulary learning?2.What is the effect of Frame Semantics-based vocabulary teaching model for college students on their vocabulary width and depth?3.What are the changes of the students’ perception about the vocabulary teaching and learning after the application of Frame Semantics ?With the analysis of tests results,the performance of the experimental class in post-test turned out to be better than that of the control class.It can be concluded that the three-stage model is applicable and it has a positive effect of the Frame Semantics-based vocabulary teaching method for college students on their vocabulary width and depth.The results from questionnaires and interviews also show that students’ perception about the vocabulary teaching and learning have changed.Students became interested in vocabulary learning and had confidence in learning vocabulary and some suggestions on Frame Semantics-based approach have been proposed at the end of the thesis. |
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