导语

  

内容提要

  

    词汇能力无疑是构成外语交际能力的首要维度。戴家琪著的《基于英语词汇教学中策略训练的行动研究》以行动研究为理论框架，深入探讨策略训练之于词汇教学的重要意义。具体来看，全书旨在通过假设验证实现“先诊后治”的写作目的。在第一阶段，词汇广度测试结果证实了第一个假设，即：参与学生的整体被动词汇量比较有限。接下来，通过质性的研究手段，另外两个假设得以成立：首先，参与学生对词汇习得策略认识模糊、难以运用；其次，从策略训练的标准出发，效率不高的词汇讲授至少要对同样效率不高的词汇习得负部分责任。第二阶段在两个班级之间开展实验并得出如下结论：两个班级差异显著，其中基于策略训练的创新教法在数据上优于传统教法。第四个假设即检验为真：策略训练确能有效提升词汇教学的整体成效，因为它有助于加深学生所习得的词汇知识。

    戴家琪，上海外国语大学英语语言文学博士，上海对外经贸大学副教授、大学英语教研室主任，主要研究兴趣为英语词汇习得，迄今已发表一系列该领域的论文，并出版了相应的教材与专著。曾获2013年“外教社杯”全国大学英语教学比赛冠军，次年获评“上海市十大外语杰出人物”。

Chapter One  Introduction
  1.1  Background of the study
  1.2  Rationale for the study
  1.3  Viewpoint of the study
  1.4  Significance of the study
  1.5  Organization of the dissertation
Chapter Two  Literature Review
  2.1  Introduction
  2.2  Action research
    2.2.1  Definition
    2.2.2  Significance
    2.2.3  Process
  2.3  EFL lexical acquisition of undergraduates in China
  2.4  Lexicai acquisition strategies
  2.5  Strategy training of lexical acquisition
  2.6  Lexical testing instruments
    2.6.1  Vocabulary breadth testing
    2.6.2  Vocabulary depth testing
  2.7  Chapter summary
Chapter Three  Methodology
  3.1  Introduction
  3.2  An overview of research design
    3.2.1  Research cycle
    3.2.2  Participants & ethical considerations
    3.2.3  Textbook & pedagogy
    3.2.4  Procedures for data collection
    3.2.5  Methods of data analysis
  3.3  Chapter summary
Chapter Four  Preparation as Stage One
  4.1  Introduction
  4.2  Confirming a problem & proposing hypotheses
  4.3  Making investigations & reconfirming the problem
  4.4  Developing an action plan
  4.5  Chapter summary
Chapter Five  Execution as Stage Two
  5.1  Introduction
  5.2  Pre-testing & post-testing
  5.3  Differentiated teaching
  5.4  Chapter summary
Chapter Six  Reflection as Stage Three
  6.1  Introduction
  6.2  Analyzing data & evaluating effects
  6.3  Chapter summary
Chapter Seven  Suggestions for EFL Teaching Material Development
  7.1  Introduction
  7.2  An overview
  7.3  Lexical input
  7.4  Lexical intake
  7.5  Lexical output
  7.6  Chapter summary
Chapter Eight  Conclusion
  8.1  Summary of the study
  8.2  Pedagogical implications
  8.3  Limitations of the study
  8.4  Suggestions for further studies
  8.5  Concluding remarks
Bibliography
Appendices
  Appendix One Vocabulary Size Test: Version A
  Appendix Two Vocabulary Size Test: Version B
  Appendix Three Vocabulary Size Test: Version C
  Appendix Four Results of VST (Version A)
  Appendix Five Results of VST (Version B)
  Appendix Six Results of VST (Version C)
  Appendix Seven One student sample of reflective journal
  Appendix Eight One student sample of VKS testing
  Appendix Nine Results ofVKS pre-testing (first round)
  Appendix Ten Results of VKS post-testing (first round)
  Appendix Eleven Results ofVKS pre-testing (second round)
  Appendix Twelve Results of VKS post-testing (second round)