作為一種二語(yǔ)習(xí)得的傳統(tǒng)教學(xué)方式,背誦,即將記憶中的語(yǔ)料（詩(shī)篇或文章）當(dāng)眾大聲重復(fù)或宣講的活動(dòng),被視作是一種有效的,可為學(xué)生輸入大量二語(yǔ)語(yǔ)料,并提升語(yǔ)言表現(xiàn)的學(xué)習(xí)方法。但與此同時(shí),在二語(yǔ)習(xí)得課堂中,背誦法的主導(dǎo)地位正在受到挑戰(zhàn)并逐漸被削弱。而更多的時(shí)間與精力卻被轉(zhuǎn)移到其他的學(xué)習(xí)及輔助手段上。很明顯,學(xué)生和教師也更樂意在二語(yǔ)課堂上探討更多樣化的學(xué)習(xí)和教學(xué)方法。那么,我們是否還應(yīng)該堅(jiān)持背誦在學(xué)習(xí)活動(dòng)中的基礎(chǔ)地位呢?如果在面對(duì)多種教學(xué)方式的選擇時(shí)出現(xiàn)沖突,我們又應(yīng)該如何調(diào)和或者平衡這些沖突?這篇論文旨在提供足夠的證據(jù)來(lái)論證在當(dāng)下背誦的價(jià)值具體體現(xiàn)在哪些地方,同時(shí),也嘗試找到合理的方式,正確地將現(xiàn)在正在被大力推崇和探索的,并且得到了大量二語(yǔ)習(xí)得理論支撐的其他學(xué)習(xí)方式,包括聽、說(shuō)、譯以及思維導(dǎo)圖等,融合到傳統(tǒng)的背誦任務(wù)中,并形成有效的策略背誦訓(xùn)練方式,以期得到更好的背誦結(jié)果,并在此基礎(chǔ)上對(duì)背誦活動(dòng)的價(jià)值進(jìn)行測(cè)試和分析。本研究共選取30名學(xué)生作為被試,所有的受試者都是來(lái)自同一學(xué)校八年級(jí)的學(xué)生,以英語(yǔ)作為目標(biāo)二語(yǔ)。在研究中,我們對(duì)研究對(duì)象進(jìn)行了有針對(duì)性的背誦策略訓(xùn)練并定期布置一定量的背誦內(nèi)容。實(shí)驗(yàn)?zāi)康?.. 

【文章來(lái)源】：西南大學(xué)重慶市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：78 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
List of Abbreviations
Abstract
摘要
Chapter One Introduction
    1.1 Background and Purpose of the Study
        1.1.1 Background of the Study
        1.1.2 Purpose of the Study
    1.2 Significance of the Study
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definition of Recitation
    2.2 Previous Studies of Recitation in Language Learning
        2.2.1 Domestic Studies of Recitation and as a Means of Language Input
        2.2.2 Overseas Studies of Recitation as a Means of Language Input
        2.2.3 Summary
    2.3 The Literature Review of Complexity
        2.3.1 Definition of Language Complexity as a Language Descriptor
        2.3.2 Lexical Complexity and the Variables to Be Evaluated
        2.3.3 Syntactic Complexity and the Variables to Be Evaluated
        2.3.4 Summary
Chapter Three Theoretical Foundation
    3.1 The View from SLA Theories of Krashen
        3.1.1 Input Hypothesis of Krashen’s SLA Theories
        3.1.2 Affective Filter Hypothesis of Krashen’s SLA Theories
    3.2 The View from Behaviorism and Cognitive Psychology
        3.2.2 Theory of Linguistic Schema
    3.3 Summary
Chapter Four Methodology
    4.1 Participants and Participants Division
        4.1.1 Participant Background
        4.1.2 Participant Division
    4.2 Framework and Researching Questions the Research
        4.2.1 Framework of the Research
        4.2.2 Researching Questions
    4.3 Researching Methods
    4.4 Delivery of Recitation Task and Strategic Training under Surveillance
        4.4.1 Delivery of Recitation Material
        4.4.2 Delivery of Recitation Tasks
        4.4.3 Strategic Training Surveillance
        4.4.4 Recitation Accomplishment Evaluation
    4.5 Variable Selection
        4.5.1 Variable Selection of Lexical Complexity
        4.5.2 Variable Measurement of Lexical Complexity
        4.5.3 Variables Selection of Syntactic Complexity
        4.5.4 Variables Measurement of Syntactic Complexity
        4.5.5 Summary
Chapter Five Data Collection and Statistics Analysis
    5.1 Collection of Data from Language Output
        5.1.1 Transcription of Language Output in Written Form
        5.1.2 Data Collected from Written Texts
    5.2 Data Process and Analysis
        5.2.1 Effects Description between Groups with and without Recitation
        5.2.2 Effects Description of Different Strategic Recitation Training
    5.3 Discussion on Statistics Analysis
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Merits of the Present Study
    6.4 Limitations and Prospect
References
Appendix One Compositions Collected in the Writing Test
Appendix Two Advance Vocabulary



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