隨著互聯(lián)網(wǎng)技術(shù)日益發(fā)展,移動輔助詞匯學(xué)習(xí)因其便攜性、低成本和趣味性受到廣大學(xué)習(xí)者的認(rèn)可與喜愛。移動輔助詞匯學(xué)習(xí)的有效性也得到了廣泛的證實(shí)。然而通過回顧相關(guān)文獻(xiàn),發(fā)現(xiàn)以往的研究在移動輔助詞匯學(xué)習(xí)中詞匯呈現(xiàn)模式的有效性上存在爭議。較多研究注重圖片與文本相結(jié)合,而忽視了語音輸入的作用。此外,移動輔助學(xué)習(xí)是一種近十年來才興起的學(xué)習(xí)模式,而在此之前傳統(tǒng)的學(xué)習(xí)方式多為利用書本和紙筆進(jìn)行背誦或拼寫練習(xí)。移動詞匯學(xué)習(xí)的效果是否會受到傳統(tǒng)學(xué)習(xí)方式的影響?關(guān)于這一問題的相關(guān)研究還很少。為了進(jìn)一步驗證之前的研究結(jié)果并彌補(bǔ)相關(guān)研究的空白,移動學(xué)習(xí)中詞匯呈現(xiàn)模式的影響和傳統(tǒng)學(xué)習(xí)方式對移動詞匯學(xué)習(xí)的影響需要進(jìn)一步進(jìn)行探討。本研究基于記憶理論、多媒體學(xué)習(xí)認(rèn)知理論、認(rèn)知負(fù)荷理論,采用定量與定性研究相結(jié)合的方式開展了實(shí)證研究。研究問題如下:（1）在移動輔助詞匯學(xué)習(xí)中,不同的詞匯呈現(xiàn)模式是否會對詞匯信息的獲取和保留產(chǎn)生影響?（2）與傳統(tǒng)詞匯學(xué)習(xí)相比,學(xué)習(xí)者對移動輔助詞匯學(xué)習(xí)的感知是怎樣的?為了回答以上問題,本研究招募了37名中國大學(xué)生來參加一場為期6周的詞匯學(xué)習(xí)活動。在接受詞匯調(diào)查問卷之后,全部參與者需要采用五種不同的模... 

【文章來源】：哈爾濱工業(yè)大學(xué)黑龍江省 211工程院校 985工程院校

【文章頁數(shù)】：84 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter1 Introduction
    1.1 Background
    1.2 The Purpose and Significance of the Research
    1.3 Structure of the Thesis
Chapter2 Literature Review
    2.1 Researches About Mobile-assisted Learning
        2.1.1 About the Definitions of Mobile-assisted Learning
        2.1.2 About the Characteristics of Mobile-assisted Learning
    2.2 Previous Studies on Mobile-assisted Vocabulary Learning at Home and Abroad
        2.2.1 Previous Studies on Mobile-assisted Vocabulary Learning at Home
        2.2.2 Previous Studies on Mobile-assisted Vocabulary Learning at Abroad
        2.2.3 The Effect of Presentation Mode on Vocabulary Learning
    2.3 Theory Foundations of Mobile Assisted Language Learning
        2.3.1 Memory Theories
        2.3.2 The Cognitive Theory of Multimedia Learning（CTML）
        2.3.3 Cognitive Load
        2.3.4 The Modality Effect and Redundancy Effect in Multimedia Learning
    2.4 About Vocabulary Learning
        2.4.1 The Breadth and Depth of Vocabulary Learning
        2.4.2 Intentional and Incidental Vocabulary Learning
        2.4.3 Vocabulary Learning Strategies
Chapter3 Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Materials
    3.4 The Design of The Experiment
        3.4.1 Experimental Procedure
        3.4.2 Data Collection and Analysis
Chapter4 Results
    4.1 The Results of Vocabulary Learning,Gains and Retention
    4.2 The Results of Open-ended Perceptions Questionnaire
        4.2.1 The Perceptions and Its Analysis of Learner in Mobile-assisted VocabularyLearning
        4.2.2 The Perceptions of Learners About the Effect of Traditional Paper-pen LearningStyle on the Vocabulary Learning
    4.3 Discussion
Chapter5 Conclusion
    5.1 Research Limitations
    5.2 Future Research Directions
Reference
Appendix
Acknowledgement



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