本文選題：詞匯記憶策略 + 詞匯教學(xué)　； 參考：《杭州師范大學(xué)》2017年碩士論文

【摘要】：詞匯作為語(yǔ)言的載體,與語(yǔ)言是緊密相關(guān)的�？梢哉f(shuō)沒(méi)有詞匯,也就沒(méi)有語(yǔ)言。因此,詞匯是培養(yǎng)語(yǔ)言交際和語(yǔ)言綜合運(yùn)用能力不可或缺的部分。自二十世紀(jì)七十年代以來(lái),雖然越來(lái)越多的學(xué)者開始意識(shí)到詞匯教學(xué)在外語(yǔ)教學(xué)過(guò)程中的重要性,但對(duì)于初中生來(lái)說(shuō),傳統(tǒng)的詞匯教學(xué)模式以及大量的詞匯輸入導(dǎo)致大多數(shù)學(xué)生陷入了詞匯學(xué)習(xí)的困境。所以,積極探索、總結(jié)出有效的詞匯記憶來(lái)代替像死記硬背的傳統(tǒng)詞匯記憶策略是詞匯教學(xué)的關(guān)鍵。但是,從之前的文獻(xiàn)研究來(lái)看,大部分的研究是關(guān)于高年級(jí)學(xué)生詞匯記憶策略使用的一般性、概況性分析描述,而相對(duì)初中生進(jìn)行詞匯記憶策略的實(shí)證研究較少。基于以上情況考慮,本研究采用量化和質(zhì)化研究相結(jié)合的研究方法,以杭州文海實(shí)驗(yàn)中學(xué)的兩個(gè)初三平行班的76名學(xué)生作為研究對(duì)象,探討分析他們的詞匯記憶策略使用情況以及詞匯學(xué)習(xí)中所遇到的問(wèn)題。依據(jù)Schmitt(1997)的詞匯記憶策略分類,筆者采用了其中12種詞匯記憶策略制作了詞匯記憶策略的使用情況的問(wèn)卷調(diào)查�？疾爝@兩個(gè)平行班的使用詞匯記憶策略的問(wèn)卷調(diào)查結(jié)果,筆者從中選取了四種使用頻率較低但更有效的詞匯記憶策略來(lái)對(duì)實(shí)驗(yàn)班進(jìn)行為期三個(gè)月的策略教學(xué)。本研究將回答以下三個(gè)問(wèn)題:1.當(dāng)前初中的詞匯記憶策略的使用現(xiàn)狀是怎么樣的?2.詞匯記憶策略是否能提高實(shí)驗(yàn)班學(xué)生的詞匯記憶能力?3.本實(shí)驗(yàn)如何影響學(xué)生詞匯策略的運(yùn)用?在本次研究中,主要有兩種實(shí)驗(yàn)工具:一是關(guān)于詞匯記憶策略問(wèn)卷,另一種是關(guān)于詞匯能力水平測(cè)試卷。所以從問(wèn)卷以及詞匯測(cè)試卷得到的數(shù)據(jù)都會(huì)采用SPSS 16.0進(jìn)行概括性描述分析,獨(dú)立樣本T檢驗(yàn)以及相依樣本T檢驗(yàn),結(jié)果發(fā)現(xiàn):首先,學(xué)生有一定的采用不同詞匯記憶策略來(lái)鞏固詞匯記憶的意識(shí)。然而,大部分學(xué)生仍然考死記硬背來(lái)說(shuō)記憶單詞,詞匯記憶策略使用狀況不盡人意。其次,在經(jīng)過(guò)詞匯記憶策略教學(xué)展示后,實(shí)驗(yàn)班的學(xué)生詞匯測(cè)試成績(jī)有了很大提高,與對(duì)照班成績(jī)存在顯著性差異。最后,實(shí)驗(yàn)班學(xué)生開始頻繁使用更有效的記憶策略來(lái)代替?zhèn)鹘y(tǒng)記憶方式,如死記硬背,重復(fù)策略,取而代之的是更有效的詞匯記憶策略。由此可見(jiàn),教師教會(huì)學(xué)生如何去記憶單詞,學(xué)生從中掌握并靈活運(yùn)用詞匯記憶策略來(lái)掌握更多的單詞從而減輕英語(yǔ)學(xué)習(xí)壓力是十分必要的。
[Abstract]:As the carrier of language, vocabulary is closely related to language. You can say that without words, there would be no language. Therefore, vocabulary is an indispensable part of developing language communication and comprehensive language use ability. Since the 1970s, although more and more scholars have begun to realize the importance of vocabulary teaching in the process of foreign language teaching, for junior high school students, The traditional vocabulary teaching mode and a large number of vocabulary input lead most students into the dilemma of vocabulary learning. Therefore, the key to vocabulary teaching is to actively explore and summarize effective vocabulary memory instead of traditional memorizing strategies such as rote memorization. However, from the previous literature studies, most of the research is on the use of vocabulary memory strategies of senior students, general analysis and description, but compared with junior high school students, there are few empirical studies on vocabulary memory strategies. Based on the above considerations, this study adopts the method of combining quantitative and qualitative research, and takes 76 students in two parallel classes in Hangzhou Wenhai Experimental Middle School as the research objects. This paper analyzes the use of vocabulary memory strategies and the problems encountered in vocabulary learning. According to the classification of vocabulary memory strategies proposed by Schmitt / 1997, the author used 12 of them to make a questionnaire survey on the use of vocabulary memory strategies. Based on the results of a questionnaire survey on the use of vocabulary memory strategies in the two parallel classes, the author selects four less frequently used and more effective vocabulary memory strategies to teach the experimental class for three months. This study will answer the following three questions: 1. What is the current situation of the use of vocabulary memory strategies in junior high school? Whether the vocabulary memory strategy can improve the students' vocabulary memory ability in the experimental class? How does this experiment affect the use of students' vocabulary strategies? In this study, there are two main experimental tools: one is about the vocabulary memory strategy questionnaire, the other is about the vocabulary proficiency test. So the data obtained from the questionnaire and vocabulary test will be analyzed by SPSS 16.0, independent sample T test and dependent sample T test. The results are as follows: first of all, Students have adopted different vocabulary memory strategies to consolidate their awareness of vocabulary memory. However, most students still memorize words by rote, and the use of vocabulary memory strategies is unsatisfactory. Secondly, after the teaching of vocabulary memory strategies, the test scores of the students in the experimental class have been greatly improved, and there is a significant difference between the results of the experimental class and that of the control class. Finally, the experimental class students frequently use more effective memory strategies instead of traditional memory methods, such as rote memorization, repetition strategies, and more effective vocabulary memory strategies. It can be seen that teachers teach students how to memorize words, and it is necessary for students to master and flexibly use vocabulary memory strategies to master more words so as to reduce the pressure on English learning.
【學(xué)位授予單位】：杭州師范大學(xué)
【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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