眾所周知,詞匯是語(yǔ)言的基礎(chǔ)組成成分,對(duì)學(xué)習(xí)者極其重要。詞匯教學(xué)在初中英語(yǔ)教學(xué)中也扮演著很重要的角色。詞匯呈現(xiàn)模式對(duì)詞匯記憶有重要的影響。然而,傳統(tǒng)的詞匯呈現(xiàn)模式使學(xué)生感到無(wú)趣和厭倦,并且使他們逐漸失去對(duì)英語(yǔ)詞匯學(xué)習(xí)的興趣和信心。因此,探索一種有效的詞匯呈現(xiàn)模式具有現(xiàn)實(shí)意義。本論文以認(rèn)知加工層次理論、“輸入假設(shè)”理論和情感過(guò)濾假設(shè)為基礎(chǔ),測(cè)試了游戲呈現(xiàn)方式（模式1）與描述呈現(xiàn)詞匯方式（模式2）對(duì)初中生的詞匯記憶效果的影響,找出哪種呈現(xiàn)模式對(duì)初中生詞匯記憶效果更加有效,且能提高學(xué)生學(xué)習(xí)的興趣。本論文的研究問(wèn)題是:（1）初中生的詞匯記憶效果是否會(huì)因?yàn)椴捎貌煌脑~匯呈現(xiàn)模式而產(chǎn)生不同的影響?（2）哪種呈現(xiàn)模式能激發(fā)初中生學(xué)習(xí)詞匯的興趣?本研究的對(duì)象是一所城鄉(xiāng)結(jié)合的普通初中8年級(jí)兩個(gè)班的學(xué)生,每個(gè)班都有42名學(xué)生。兩個(gè)班采用不同的詞匯呈現(xiàn)方式進(jìn)行教學(xué),其中一個(gè)班采用模式2,另一個(gè)班采用模式1。在進(jìn)行詞匯呈現(xiàn)實(shí)驗(yàn)前,對(duì)學(xué)生進(jìn)行一個(gè)關(guān)于初中英語(yǔ)詞匯在詞匯興趣調(diào)查問(wèn)卷。實(shí)驗(yàn)后,分別對(duì)兩個(gè)班進(jìn)行一次短時(shí)記憶測(cè)試,一天后和一周后進(jìn)行一次長(zhǎng)時(shí)記憶測(cè)試。并且三次測(cè)試的內(nèi)容和形式相同,只是考察詞匯的順序不同。測(cè)... 

【文章來(lái)源】：廣州大學(xué)廣東省

【文章頁(yè)數(shù)】：116 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
LIST OF ABBREVIATIONS
Chapter One Introduction
    1.1 Research Background
    1.2 Research objective
    1.3 Research significance
    1.4 Layout of the thesis
Chapter Two Literature Review
    2.1 Some related key concepts
        2.1.1 Vocabulary Presentation
        2.1.2 Categories of vocabulary presentation mode
    2.2 Related studies of vocabulary presentation at home and abroad
        2.2.1 Previous researches on vocabulary presentation abroad
        2.2.2 Previous researches on Vocabulary Presentation in China
    2.3 Summary
Chapter Three Theoretical Framework
    3.1 Input Hypothesis
    3.2 Affective Filter Hypothesis
    3.3 The Depth of Processing Theory
Chapter Four Research Methodology
    4.1 General description of the experiment
    4.2 Research Questions
    4.3 Participants
    4.4 Experimental materials and instruments
        4.4.1 Experimental materials
        4.4.2 Instruments
    4.5 Research Variables
    4.6 Experiment Procedures
        4.6.1 Process of the experiment
        4.6.2 Target Words Procedure
    4.7 Data Collection and Analysis
    4.8 Summary
Chapter Five Results and Discussion
    5.1 Results and Analysis
        5.1.1 Results and Analysis of the Pre-test
        5.1.2 Results and Analysis of Two Different Presentation Modes
        5.1.3 Result and analysis of vocabulary retention with two vocabulary presentation modes
        5.1.4 Results and Analysis of the Questionnaire
        5.1.5 Results and Analysis of the Interview
    5.2 Discussion
        5.2.1 Discussion of the effect of the Presentation and Retention
        5.2.2 Discussion of the effect of the two Presentation Modes on interest in vocabulary learning
    5.3 Answers to the Research Questions
    5.4 Summary
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the research
    6.4 Suggestions for further research
References
Appendices



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