本文選題：雙重代碼理論 + 詞匯教學　； 參考：《山西師范大學》2017年碩士論文

【摘要】：作為語言的三大基本因素之一,人類交際的基礎,信息的主要載體,詞匯在語言學習過程中的作用是舉足輕重的。根據(jù)《英語課程標準》的要求,初中學生應具備1500-1600左右的詞匯,因此詞匯教學成為關鍵部分。但是詞匯量大且記憶困難,導致很多學習者感到力不從心或枯燥乏味,學習效率低下。詞匯學習需要長期的積累,只有在有效的詞匯學習方法的指引下,才能夠達到理想的效果。二十世紀七十年代,心理學家佩維奧提出雙重編碼理論。他認為人類的認知過程包括兩個編碼處理系統(tǒng),一是言語系統(tǒng),負責語言信息的表征與加工;二是非言語系統(tǒng),負責非言語信息的表征與加工。這兩套系統(tǒng)既相互獨立運行,又可以并行運作,也可以交叉激活。雙重編碼理論的一個重要觀點是:以非語言形式和語言形式向學習者呈現(xiàn)信息能夠增強學習者的記憶和識別。本文是基于DCT的初中英語詞匯教學的實踐與探討,旨在運用此理論為理論基礎開展教學,試圖對英語詞匯學習提供更多的幫助。在本篇論文中,力圖解決的問題是:1.DCT在初中英語詞匯教學中的應用能否有效的改善學生的英語學習,提高英語成績?2.DCT能否有助于學生詞匯的短時與長時記憶?3.DCT能否有助于提高學生詞匯學習的興趣,對詞匯學習策略有所改善?本文以運城市古交鎮(zhèn)古交中學初二年級兩個平行班82名學生為研究對象展開研究,并通過實驗前后的兩次問卷和兩次測驗,以及詞匯及時測驗和延后測驗,收集數(shù)據(jù)并運用SPSS17.0對所得數(shù)據(jù)進行分析,從而得出以下結論:1.在教學實踐中,DCT有效的改善了學生的英語學習且英語成績有所提高;2.DCT在初中英語詞匯教學中的應用能提高學生的詞匯短時記憶和詞匯長時記憶;3.通過DCT詞匯教學,學生對于詞匯學習興趣有所加強,詞匯學習策略也得到了進一步改善。本研究證實了將雙重代碼理論與初中詞匯教學有機結合,對于學生的英語學習有很大的幫助。但本研究仍然存在很多局限性,筆者希望今后更多研究者對此領域進行相關研究,有利于初中英語詞匯教學的發(fā)展。
[Abstract]:As one of the three basic factors of language, the basis of human communication, the main carrier of information, the role of vocabulary in the process of language learning is very important. According to the requirements of English Curriculum Standard, junior middle school students should have about 1500-1600 vocabulary, so vocabulary teaching becomes a key part. However, the large vocabulary and memory difficulties lead to many learners feel unfit or boring, learning efficiency is low. Vocabulary learning requires long-term accumulation, only under the guidance of effective vocabulary learning methods, can achieve ideal results. In the 1970 s, the psychologist Pevio put forward the theory of double coding. He holds that human cognitive process consists of two coding processing systems, one is the speech system, which is responsible for the representation and processing of linguistic information, and the other is the non-verbal system, which is responsible for the representation and processing of non-verbal information. The two systems can run independently, simultaneously, or interactively. An important point of double coding theory is that presenting information to learners in non-linguistic and linguistic forms can enhance learners' memory and recognition. This paper is a practice and discussion of junior high school English vocabulary teaching based on DCT. It aims to use this theory as the theoretical basis to carry out teaching in an attempt to provide more help for English vocabulary learning. In this thesis, the problem to be solved is whether the application of DCT in junior high school English vocabulary teaching can effectively improve students' English learning. Can DCT contribute to students' short and long term memory of vocabulary? 3. Can DCT help enhance students' interest in vocabulary learning and improve vocabulary learning strategies? In this paper, 82 students in two parallel classes of Gujiao Middle School in Gujiao Middle School in Yuncheng were studied, and two questionnaires and two tests before and after the experiment, as well as the vocabulary timely test and the delayed test, were adopted. Collect data and use SPSS17.0 to analyze the data and draw the following conclusion: 1. 1. The application of DCT in junior high school English vocabulary teaching can improve students' short term memory and long term memory. Through DCT vocabulary teaching, students' interest in vocabulary learning has been strengthened, and vocabulary learning strategies have been further improved. This study confirms that the combination of dual code theory and vocabulary teaching in junior high school is of great help to students' English learning. However, there are still many limitations in this study. The author hopes that more researchers will study in this field in the future, which is beneficial to the development of English vocabulary teaching in junior high school.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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