作為提高語言學習者語言能力的關鍵之一,詞匯一直以來都是語言習得的基石。而近年來,詞匯的呈現方式作為詞匯教學的重要組成部分,引起了學者們越來越多的關注。筆者通過整理文獻發(fā)現:高中階段是英語詞匯學習的重要階段,大量出現的英語詞匯給學生帶來很大壓力。但是,在實際教學過程中存在著教師的詞匯呈現方式單一、學生詞匯習得效果差等問題。有效的詞匯呈現方式能夠幫助學習者在加深對詞匯的理解、掌握的同時,增強對詞匯的記憶力。因此,探究有效的詞匯呈現方式,從而幫助學習者改善詞匯記憶效果,具有重要的現實意義。本研究利用課堂實驗以及訪談法,研究英語課堂中的兩種詞匯呈現方式(例句呈現和聯想呈現)對高中生英語詞匯記憶效果的影響,并試圖回答以下三個研究問題:(1)短時記憶中,例句呈現方式和聯想呈現方式這兩種呈現方式,哪種詞匯呈現方式效果更佳?(2)長時記憶中,例句呈現方式和聯想呈現方式這兩種呈現方式,哪種詞匯呈現方式效果更佳?(3)兩種詞匯呈現方式對高中生詞匯記憶遺忘趨勢的影響有何異同?本研究的60名實驗對象來自濟南大學城實驗高中高二年級的兩個平行班級。在教學實驗之前,進行前測以確保兩組受試者的詞匯量無顯著差異并確定目...

【文章頁數】：87 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Vocabulary Presentation Modes
        2.1.1 Definition of Vocabulary Presentation Modes
        2.1.2 Related Researches of Vocabulary Presentation Modes
    2.2 Vocabulary Retention
        2.2.1 Definition of Vocabulary Retention
        2.2.2 Relevant Researches of Vocabulary Retention
    2.3 Foreign and Domestic Studies on the Effect of Different Vocabulary Presentation Modes on Vocabulary Retention
        2.3.1 Relevant Researches Abroad
        2.3.2 Relevant Researches at Home
    2.4 Research Gap
Chapter Three Theoretical Foundation
    3.1 Memory Theory
    3.2 Information Processing Theory
    3.3 Input Hypothesis
    3.4 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Target Words
        4.3.2 Test Papers Employed in the Immediate Test and the Delayed Test
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Pre-tests
        4.4.2 Implementation of the Experiment
        4.4.3 Post-tests
        4.4.4 Interview
        4.4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 The Effects of Illustrative Sentence Presentation and Associative Presentation on Student’s Short-term Memory of the Words
        5.1.1 Results of the Immediate Test
        5.1.2 Discussion
    5.2 The Effects of Illustrative Sentence Presentation and Associative Presentation on Student’s Long-term Memory of the Words
        5.2.1 Results of the Delayed Test
        5.2.2 Discussion
    5.3 The Comparison between the Two Ways of Presentation for Long-term and Short-term Memory of Vocabulary
        5.3.1 Description and Discussion of the Vocabulary Retention Effects in the Illustrative Sentence Presentation
        5.3.2 Description and Discussion of the Vocabulary Retention Effects in the Associative Presentation
        5.3.3 The Comparison of the Forgotten Trend of Two Kinds of Vocabulary Presentation Modes
    5.4 Interview
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Future Research
Bibliography
AppendixⅠ Vocabulary Size Test Paper
AppendixⅡ Pre-test Paper
AppendixⅢ Materials for the Illustrative Sentence Presentation Group
AppendixⅣ Materials for the Associative Presentation Group
AppendixⅤ Immediate Test Paper
AppendixⅥ Delayed Test Paper
AppendixⅦ Interview Outline
Acknowledgements



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