【摘要】：詞匯學習在外語學習中的重要地位是毋庸置疑的,詞匯學習的效果對學生綜合語言能力的發(fā)展有著重要意義。在國內外的外語學習評價中,一個重要內容就是考察學生的詞匯掌握和詞匯運用能力。然而在現(xiàn)實的詞匯教學中,我們發(fā)現(xiàn)小學生在學習態(tài)度和學習方式上都存在突出的問題。如何通過改進詞匯教學來提升詞匯學習的效果,成為我國英語教學的長期和重要需求之一。本文對與詞匯學習相關的記憶理論、圖式理論等進行了回顧和整理,并對詞匯學習策略、詞匯聯(lián)想策略等關鍵概念進行了界定。在搜集和參考了國內外詞匯學習,特別是通過聯(lián)想策略開展的詞匯教學的應用性研究的基礎上,開展了通過教授聯(lián)想策略改進小學生詞匯學習效果的實證研究,旨在解決以下研究問題:(1)小學生英語詞匯學習的現(xiàn)狀如何?(2)詞匯聯(lián)想策略能否提高小學生詞匯記憶的效果?(3)詞匯聯(lián)想策略能否增強小學生運用詞匯的能力?(4)策略訓練能否提升小學生對詞匯學習的態(tài)度和詞匯策略的使用意識?本研究采取混合研究法,主要包括文獻分析法、定性和定量研究法。作者運用文獻分析法探索了相關的重要理論和關鍵概念,并對國內外相關研究做了綜述。在研究的主體階段,主要運用實驗法。在杭州某小學選取實驗班與控制班,并在實驗班開展詞匯聯(lián)想策略的專項訓練。研究通過問卷、訪談、測試等定性、定量手段進行了數(shù)據(jù)收集,并主要運用獨立樣本T檢驗進行了數(shù)據(jù)分析�；谏鲜鲅芯窟^程,研究發(fā)現(xiàn):(1)小學生目前的詞匯學習情況不是很樂觀,通過問卷調查發(fā)現(xiàn)學生在詞匯記憶、詞匯運用以及詞匯策略使用意識上問題較為突出。(2)實驗后,根據(jù)延遲聽寫和詞匯測試的結果,筆者發(fā)現(xiàn)實驗班的成績明顯優(yōu)于對照班,證明詞匯聯(lián)想策略能促進詞匯的記憶。(3)在詞匯運用方面,根據(jù)獨立樣本T檢驗在詞匯測試(詞匯運用部分)中的結果,即P值小于0.05,說明詞匯聯(lián)想策略訓練能增強學生詞匯運用的能力。(4)通過對實驗班前后問卷數(shù)據(jù)進行相依樣本T檢驗,筆者發(fā)現(xiàn)學生對詞匯學習的態(tài)度有了明顯的轉變,從最初的消極轉為積極的態(tài)度。此外,在策略意識上,策略培訓有助于提升學生使用策略的意識。在得出研究發(fā)現(xiàn)的基礎之上,本文提出如下改進策略:教師和教育工作者應為學生提供更多的機會來提高詞匯的運用。教師和教育工作者應更頻繁的使用聯(lián)想策略來促進學生詞匯學習的效果。此外,教師應掌握更多關于詞匯教學的理論來指導詞匯教學。對于學生及學習者來說,積極的拓寬詞匯學習的渠道以及調整好自身的學習態(tài)度對促進詞匯學習效果很有必要。
[Abstract]:There is no doubt that vocabulary learning plays an important role in foreign language learning, and the effect of vocabulary learning is of great significance to the development of students' comprehensive language competence. In the evaluation of foreign language learning at home and abroad, an important part is to investigate students' vocabulary mastery and vocabulary application ability. However, in the practical vocabulary teaching, we find that there are outstanding problems in the learning attitude and learning style of primary school students. How to improve the effect of vocabulary learning by improving vocabulary teaching has become one of the long-term and important needs of English teaching in China. This paper reviews and arranges the memory theory and schema theory related to vocabulary learning, and defines the key concepts such as vocabulary learning strategy, vocabulary association strategy and so on. On the basis of collecting and referring to the applied research of vocabulary learning at home and abroad, especially through associative strategies, the empirical research on improving the vocabulary learning effect of primary school students by teaching associative strategies is carried out. The purpose of this study is to solve the following problems: (1) what is the present situation of primary school students' English vocabulary learning? (2) can vocabulary association strategies improve the effect of pupils' vocabulary memory? (3) can vocabulary association strategies enhance pupils' ability to use vocabulary? (4) Strategies. Can the training improve the students' attitude towards vocabulary learning and the awareness of the use of vocabulary strategies? This study adopts mixed research method, including literature analysis, qualitative and quantitative research. The author uses the literature analysis method to explore the relevant important theories and key concepts, and summarizes the related research at home and abroad. In the main stage of the study, the main use of experimental method. The experimental class and the control class were selected in a primary school in Hangzhou, and the special training on vocabulary association strategy was carried out in the experimental class. Through questionnaire, interview, test and other qualitative and quantitative means to collect data, and mainly use independent sample T-test for data analysis. Based on the above research process, it is found that: (1) the present situation of primary school students' vocabulary learning is not very optimistic. Through the questionnaire survey, it is found that the students' problems in vocabulary memory, vocabulary use and awareness of vocabulary strategy use are more prominent. (2) after the experiment, According to the results of delayed dictation and vocabulary test, the author finds that the experimental class is better than the control class, which proves that the vocabulary association strategy can promote the memory of vocabulary. (3) in the aspect of vocabulary use, According to the results of the independent sample T test in the vocabulary test (vocabulary usage section), That is, P value is less than 0.05, which shows that vocabulary association strategy training can enhance students' ability to use vocabulary. (4) through the T-test of questionnaire data before and after the experiment class, the author finds that the students' attitude towards vocabulary learning has changed obviously. From the initial negative to the positive attitude. In addition, strategy training helps to enhance students' awareness of using strategies. On the basis of the research findings, this paper proposes the following strategies: teachers and educators should provide students with more opportunities to improve the use of vocabulary. Teachers and educators should use associative strategies more frequently to promote students' vocabulary learning. In addition, teachers should master more theories about vocabulary teaching to guide vocabulary teaching. For students and learners, it is necessary to actively broaden the channels of vocabulary learning and adjust their own learning attitude.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.31

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