本文選題：移動(dòng)學(xué)習(xí) + 詞匯辨認(rèn)　； 參考：《浙江工商大學(xué)》2017年碩士論文

【摘要】：移動(dòng)手機(jī)不僅在交流中扮演的角色越來(lái)越重要,同時(shí),它也為外語(yǔ)學(xué)習(xí)提供了很多潛在的方法。移動(dòng)輔助教學(xué)是一種強(qiáng)調(diào)以學(xué)習(xí)者為中心,激發(fā)學(xué)習(xí)者自主性的教學(xué)方法。同時(shí),隨著微信在國(guó)內(nèi)的普及,國(guó)內(nèi)越來(lái)越多學(xué)習(xí)者開(kāi)始關(guān)注微信在外語(yǔ)教學(xué)中的應(yīng)用,特別是在詞匯習(xí)得中的應(yīng)用。所以,本研究基于移動(dòng)學(xué)習(xí)理論和間隔效應(yīng)理論,主要探討微信推送式詞匯課程對(duì)于詞匯習(xí)得的效果。本文選取了浙江省某專(zhuān)科院校的80名非英語(yǔ)專(zhuān)業(yè)大二學(xué)生為研究對(duì)象,將其隨機(jī)分為實(shí)驗(yàn)組和控制組,進(jìn)行了為期兩周的微信詞匯課程推送,每次推送的詞匯課程包括兩段含有當(dāng)日核心詞匯的新聞講解和一段對(duì)該核心詞匯解釋的音頻。研究過(guò)程中,研究對(duì)象分別在不同學(xué)習(xí)時(shí)間段接受測(cè)試,分別為前測(cè),即時(shí)后測(cè)和延遲后測(cè)。數(shù)據(jù)收集后通過(guò)SPSS16.0軟件中的配對(duì)樣本T檢驗(yàn)(Paired-Samples T-test),獨(dú)立樣本 T 檢驗(yàn)(Independent-Samples T-test)和單因素方差分析(One-Way ANOVA)方法對(duì)數(shù)據(jù)進(jìn)行處理。同時(shí),為了進(jìn)一步了解學(xué)習(xí)者對(duì)于微信推送式詞匯學(xué)習(xí)模式的看法,一份李克特量表類(lèi)型的問(wèn)卷調(diào)查也被應(yīng)用于數(shù)據(jù)收集實(shí)驗(yàn)結(jié)果顯示:在即時(shí)后測(cè)中微信實(shí)驗(yàn)組的分?jǐn)?shù)(M=69.13,SD=13.53)明顯高于傳統(tǒng)紙質(zhì)控制組(M=65.00,SD=13.87),所以微信推送式詞匯學(xué)習(xí)模式對(duì)于提高學(xué)習(xí)者在詞匯辨認(rèn)方面有顯著效果(P0.05)。單因素方差分析結(jié)果顯示[(F(2,78)= 173.68,P0.05)],相比于實(shí)驗(yàn)前,受試者的分?jǐn)?shù)在接受微信推送詞匯結(jié)束后是有所增加的,但是由于詞匯磨蝕等因素的影響,受試者在三周后的延遲后測(cè)中,測(cè)試表現(xiàn)并沒(méi)有比實(shí)驗(yàn)立即結(jié)束后的測(cè)試表現(xiàn)好。此外,問(wèn)卷調(diào)查收集的結(jié)果表明,受試者對(duì)于微信推送式詞匯學(xué)習(xí)持有積極態(tài)度(M=4.11,SD=0.29);但是,一些受試者也反映微信推送的詞匯課程雖然有效但并不有趣(Mean=3.32,SD=0.56)。
[Abstract]:Mobile phone not only plays an increasingly important role in communication, but also provides many potential methods for foreign language learning. Mobile assisted instruction is a teaching method which emphasizes learner-centered and stimulates learner autonomy. At the same time, with the popularity of WeChat in China, more and more domestic learners begin to pay attention to the application of WeChat in foreign language teaching, especially in vocabulary acquisition. Therefore, based on the theory of mobile learning and the theory of interval effect, this study mainly discusses the effect of push vocabulary course on vocabulary acquisition. In this paper, 80 non-English major sophomores from a college in Zhejiang Province were randomly divided into two groups: experimental group and control group. Each push includes two news sessions containing the core vocabulary of the day and an audio explanation of the core vocabulary. In the course of the study, the subjects were tested in different learning periods, namely pre-test, real-time post-test and delayed post-test. After data collection, the data were processed by paired samples T-test (Paired-Samples T-test), independent sample T-test (Independent-Samples T-test) and One-Way ANOVA (single factor ANOVA) method in SPSS16.0 software. At the same time, in order to further understand the learners' views on the push vocabulary learning model of WeChat, A questionnaire of Lekert scale type was also used in the data collection experiment. The results showed that the scores of WeChat test group in instant post test were significantly higher than those in the traditional paper control group (M65.00 SDX 13.87), so the push vocabulary learning model of WeChat was significantly higher than that of the traditional paper control group. It has a significant effect on improving learners' vocabulary recognition (P0.05). The results of univariate ANOVA showed that compared with before the experiment, the scores of the subjects increased after receiving the words pushed by WeChat. However, due to the influence of factors such as vocabulary erosion, the subjects had delayed posttest three weeks later. The performance of the test was not better than that of the test immediately after the end of the experiment. In addition, the results of the questionnaire survey showed that the subjects had a positive attitude towards pushing vocabulary learning on WeChat (4.11 / SD0.29), but some of the subjects also showed that the vocabulary curriculum provided by WeChat was effective but not interesting.
【學(xué)位授予單位】：浙江工商大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3;G434

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