作為提高語(yǔ)言學(xué)習(xí)者語(yǔ)言能力的關(guān)鍵之一,詞匯一直以來(lái)都是語(yǔ)言習(xí)得的基石。而近年來(lái),詞匯的呈現(xiàn)方式作為詞匯教學(xué)的重要組成部分,引起了學(xué)者們?cè)絹?lái)越多的關(guān)注。筆者通過(guò)整理文獻(xiàn)發(fā)現(xiàn):高中階段是英語(yǔ)詞匯學(xué)習(xí)的重要階段,大量出現(xiàn)的英語(yǔ)詞匯給學(xué)生帶來(lái)很大壓力。但是,在實(shí)際教學(xué)過(guò)程中存在著教師的詞匯呈現(xiàn)方式單一、學(xué)生詞匯習(xí)得效果差等問(wèn)題。有效的詞匯呈現(xiàn)方式能夠幫助學(xué)習(xí)者在加深對(duì)詞匯的理解、掌握的同時(shí),增強(qiáng)對(duì)詞匯的記憶力。因此,探究有效的詞匯呈現(xiàn)方式,從而幫助學(xué)習(xí)者改善詞匯記憶效果,具有重要的現(xiàn)實(shí)意義。本研究利用課堂實(shí)驗(yàn)以及訪談法,研究英語(yǔ)課堂中的兩種詞匯呈現(xiàn)方式(例句呈現(xiàn)和聯(lián)想呈現(xiàn))對(duì)高中生英語(yǔ)詞匯記憶效果的影響,并試圖回答以下三個(gè)研究問(wèn)題:(1)短時(shí)記憶中,例句呈現(xiàn)方式和聯(lián)想呈現(xiàn)方式這兩種呈現(xiàn)方式,哪種詞匯呈現(xiàn)方式效果更佳?(2)長(zhǎng)時(shí)記憶中,例句呈現(xiàn)方式和聯(lián)想呈現(xiàn)方式這兩種呈現(xiàn)方式,哪種詞匯呈現(xiàn)方式效果更佳?(3)兩種詞匯呈現(xiàn)方式對(duì)高中生詞匯記憶遺忘趨勢(shì)的影響有何異同?本研究的60名實(shí)驗(yàn)對(duì)象來(lái)自濟(jì)南大學(xué)城實(shí)驗(yàn)高中高二年級(jí)的兩個(gè)平行班級(jí)。在教學(xué)實(shí)驗(yàn)之前,進(jìn)行前測(cè)以確保兩組受試者的詞匯量無(wú)顯著差異并確定目...

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【學(xué)位級(jí)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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