根據(jù)Sousa（2006）的觀點(diǎn),學(xué)習(xí)者保持信息的能力在很大程度上取決于教學(xué)所采用的方法,用某些方法就比用另外一些方法對(duì)保持信息更為有效。因此,教授詞匯的方法對(duì)學(xué)習(xí)者詞匯意義的保持有很大的影響。近些年出現(xiàn)了許多關(guān)于如何有效地教授二語詞匯的研究,如視覺輔助法、關(guān)鍵詞法和使用例句等。研究證明使用例句教授詞匯是一種有效并可以廣泛使用的方法。但是,很少研究是探討例句的類型對(duì)二語詞匯意義保持的影響,以及這種影響是否會(huì)隨著詞匯呈現(xiàn)方式的不同而變化。鑒于此,本研究試圖探究例句的類型（教師編寫的例句和基于詞典的例句）對(duì)二語詞匯意義保持的影響,以及這種影響是否會(huì)因詞匯呈現(xiàn)方式的不同（意義推測(cè)法和意義提供法）而不同。本實(shí)證研究主要采用的研究工具有問卷調(diào)查、測(cè)試和面對(duì)面訪談。蘇州市某學(xué)院的60名非英語專業(yè)的大二學(xué)生是本研究的受試對(duì)象,研究問題如下:1.用意義推測(cè)法時(shí),基于詞典的例句和教師編寫的例句對(duì)二語詞匯意義保持的影響有何不同?2.用意義提供法時(shí),基于詞典的例句和教師編寫的例句對(duì)二語詞匯意義保持的影響有何不同?主要的研究發(fā)現(xiàn)概括如下:首先,當(dāng)使用意義推測(cè)法時(shí),教師編寫的例句在即時(shí)測(cè)試中起著非顯著的積極影響... 

【文章來源】：蘇州大學(xué)江蘇省

【文章頁數(shù)】：78 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
中文摘要
Chapter One INTRODUCTION
    1.1 Significance and Purpose of the Present Study
    1.2 Structure of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Information Processing Model
        2.1.1 Main ideas of the model
        2.1.2 Stages of memory
    2.2 Retention
        2.2.1 Learning and retention
        2.2.2 Factors affecting retention
    2.3 Related Studies
        2.3.1 Visual aids on vocabulary retention
        2.3.2 Keyword technique on vocabulary retention
        2.3.3 Use of example sentences on vocabulary retention
        2.3.4 Other techniques on vocabulary retention
    2.4 Limitations of the Previous Studies
    2.5 Position of the Present Study
Chapter Three METHODOLOGY
    3.1 Research Questions
    3.2 Participants
    3.3 Material
    3.4 Instruments
        3.4.1 Pilot study for meaning-inferred method
        3.4.2 Two groups
        3.4.3 Immediate post test
        3.4.4 Delayed post test
        3.4.5 Face-to-face interviews
        3.4.6 Scoring
    3.5 Data Collection
    3.6 Data Analysis
Chapter Four RESULTS AND DISCUSSION
    4.1 Effects of Example Sentence Types on Retention with Meaning-Inferred
        4.1.1 Effects of example sentence types on learners’short-term retention
        4.1.2 Effects of example sentence types on learners’long-term retention
    4.2 Effects of Example Sentence Types on Retention with Meaning-Given Method
        4.2.1 Effects of example sentence types on retention in the immediate post test
        4.2.2 Effects of example sentence types on retention in the delayed post test
    4.3 A Comparison of the Results in the Immediate and Delayed Post Tests
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Present Study and Suggestions for Future Studies
REFERENCES
APPENDICES



本文編號(hào)：3084610