發(fā)布時(shí)間：2018-04-01 14:42

  本文選題：單詞表呈現(xiàn)　切入點(diǎn)：語(yǔ)境呈現(xiàn)　出處：《伊犁師范學(xué)院》2017年碩士論文

【摘要】：詞匯在英語(yǔ)學(xué)習(xí)中起著舉足輕重的作用。高中階段是英語(yǔ)學(xué)習(xí)打基礎(chǔ)的關(guān)鍵時(shí)期,并且這段時(shí)期所學(xué)詞匯大多是核心詞匯,但詞匯學(xué)習(xí)方法單一、遺忘率高等問題卻普遍存在于高中生英語(yǔ)學(xué)習(xí)中。根據(jù)認(rèn)知心理學(xué),人們對(duì)信息的理解度隨著信息呈現(xiàn)方式的不同而改變,而對(duì)于信息的理解程度將直接影響其記憶的保持長(zhǎng)短,也就是說(shuō)利用合理有效的呈現(xiàn)方式能夠在很大程度上提高高中階段學(xué)生的詞匯記憶效果。所以,尋求一種有效的呈現(xiàn)方式并據(jù)此研究通過(guò)該方式提高高中階段學(xué)生的詞匯記憶效果,具有實(shí)用價(jià)值。本文筆者將以認(rèn)知心理學(xué)記憶理論,信息加工深度,增添理論三方面作為理論基礎(chǔ),通過(guò)科學(xué)合理的實(shí)驗(yàn),有針對(duì)性的測(cè)試兩種不同的詞匯呈現(xiàn)方式(詞匯表呈現(xiàn)方式和語(yǔ)境呈現(xiàn)方式)對(duì)高中生英語(yǔ)詞匯長(zhǎng)時(shí)記憶和短時(shí)記憶所產(chǎn)生的效果。100名高中二年級(jí)學(xué)生參加了實(shí)驗(yàn),并被按照詞匯表和語(yǔ)境兩種不同呈現(xiàn)方式分為兩個(gè)實(shí)驗(yàn)小組,對(duì)選定的10個(gè)生詞,給予12分鐘,讓兩個(gè)實(shí)驗(yàn)小組,分別用詞匯表和語(yǔ)境兩種不同的呈現(xiàn)方式進(jìn)行記憶,12分鐘后,立即進(jìn)行短時(shí)記憶測(cè)試,并于一個(gè)星期后再進(jìn)行長(zhǎng)時(shí)記憶檢測(cè)。兩個(gè)實(shí)驗(yàn)小組兩次測(cè)試的形式,測(cè)試時(shí)間及測(cè)試內(nèi)容均完全相同,只是使用的呈現(xiàn)方式不同。實(shí)驗(yàn)結(jié)束后,對(duì)實(shí)驗(yàn)數(shù)據(jù)結(jié)果采用了SPSS19.0進(jìn)行分析。經(jīng)過(guò)對(duì)兩個(gè)實(shí)驗(yàn)小組的長(zhǎng)時(shí)記憶和短時(shí)記憶數(shù)據(jù)進(jìn)行分析比較,得出下列實(shí)驗(yàn)結(jié)果:第一,詞匯表呈現(xiàn)方式中,學(xué)生能在較短的時(shí)間里記住設(shè)定詞匯及其漢語(yǔ)意思,也即詞匯表呈現(xiàn)方式有利于高中階段學(xué)生的短時(shí)記憶,但這種呈現(xiàn)方式記憶的詞匯,如果不經(jīng)反復(fù)的復(fù)習(xí)記憶效果并不能長(zhǎng)期保持,一周后學(xué)生對(duì)記憶過(guò)的詞匯會(huì)很快忘記。第二,語(yǔ)境呈現(xiàn)方式中學(xué)生雖然需要一定時(shí)間進(jìn)行適應(yīng),但卻能對(duì)所給詞匯及其漢語(yǔ)意思保持長(zhǎng)期記憶,也即語(yǔ)境呈現(xiàn)方式更有利于高中階段學(xué)生詞匯記憶的保持。綜上所述,本研究從實(shí)驗(yàn)結(jié)論中得出以下啟示:在實(shí)際英語(yǔ)教學(xué)中,教師應(yīng)根據(jù)具體的教學(xué)對(duì)象和教學(xué)目的,選擇合適的詞匯呈現(xiàn)方式:短期突擊學(xué)習(xí)可使用詞匯表呈現(xiàn)方式,長(zhǎng)期記憶學(xué)習(xí)可采取語(yǔ)境方式呈現(xiàn)。同時(shí),不論使用哪種呈現(xiàn)方法,必須及時(shí)復(fù)習(xí)加以鞏固,在復(fù)習(xí)時(shí)可運(yùn)用造句以及語(yǔ)境聯(lián)想等策略幫助信息由短時(shí)記憶轉(zhuǎn)化為長(zhǎng)時(shí)記憶。
[Abstract]:Vocabulary plays an important role in English learning. Senior middle school is the key period of English learning, and most of the words learned during this period are core words, but the method of vocabulary learning is simple. According to cognitive psychology, the degree of understanding of information varies with the way in which information is presented. The degree of understanding of information will directly affect the length of their memory, that is to say, the use of reasonable and effective presentation can greatly improve the high school students' vocabulary memory effect. It is of practical value to seek an effective way of presentation and to study how to improve the effect of vocabulary memory in senior middle school students. The author will use the cognitive psychology memory theory and the depth of information processing. Adding three aspects of theory as the theoretical basis, through scientific and reasonable experiments, The effects of two different ways of lexical presentation (vocabulary presentation and contextual presentation) on English vocabulary long-term memory and short-term memory of senior high school students were tested. 100 sophomores in senior high school participated in the experiment. They were divided into two experimental groups according to the vocabulary and context. The 10 new words were given 12 minutes, and the two experimental groups were given 12 minutes to memorize the words in two different presentation ways, which were vocabulary and context. A short time memory test is performed immediately, and a long memory test is performed one week later. The two test groups have the same format, test time and content, but use different presentation methods. The results of the experiment are analyzed by SPSS19.0. After analyzing and comparing the data of long-term memory and short-term memory of the two experimental groups, the following results are obtained: first, in the presentation of vocabulary, Students can memorize the set vocabulary and its Chinese meaning in a short period of time, that is, the presentation of vocabulary list is beneficial to the short-term memory of high school students, but this way of presentation can memorize the vocabulary. If the memory effect can not be maintained for a long time without repeated review, the students will soon forget the memorized vocabulary a week later. Second, although it takes some time for the students to adapt to the presentation of the context, However, it can maintain long-term memory of the given vocabulary and its Chinese meaning, that is, contextual presentation is more conducive to the retention of lexical memory in senior high school students. In summary, the present study draws the following conclusions from the experimental conclusions: in practical English teaching, the present study draws the following conclusions:. According to the specific teaching object and teaching purpose, the teacher should choose the appropriate lexical presentation method: the short-term surprise learning may use the glossary presentation method, the long-term memory learning may adopt the contextual way to present, at the same time, no matter which kind of presentation method is used, We must review and consolidate it in time. We can use the strategies of sentence making and context association to help the information change from short term memory to long term memory.
【學(xué)位授予單位】：伊犁師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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