詞匯呈現(xiàn)方式對中學(xué)生詞匯記憶的影響
發(fā)布時間：2018-10-31 11:37
【摘要】：詞匯是語言的重要組成部分,詞匯教學(xué)也是英語教學(xué)的重要組成部分。眾所周知,初中是學(xué)好英語的關(guān)鍵時期。初中所學(xué)詞匯大部分都是核心詞匯。最常見的詞匯呈現(xiàn)方式是單詞表,而在詞匯教學(xué)中,呈現(xiàn)方式單一、枯燥、高遺忘率,非常普遍地存在。尋求有效的呈現(xiàn)方式和探索不同呈現(xiàn)方式對詞匯記憶是否存在不同影響有著重要的意義。本文主要以增添理論和信息加工深度理論為基礎(chǔ),測試了三種不同呈現(xiàn)方式(詞匯表呈現(xiàn),提供目標(biāo)詞意義的語境呈現(xiàn),推斷目標(biāo)詞意義的語境呈現(xiàn))對初中生英語詞匯記憶產(chǎn)生的不同效果。本研究選取了來自江西宜春某中學(xué)三個平行班的60名初中一年級學(xué)生為受試者,每班按照上一次月考成績的前20名分為一組,一共三個組,每組分別采用不同的呈現(xiàn)方式。10個英語單詞為目標(biāo)詞匯,從閱讀材料中選取。每種詞匯方式呈現(xiàn)之后,被試都要接受兩次測試:15分鐘之后的短時記憶測試和1周后的長時記憶測試。測試數(shù)據(jù)用SPSS19.0進(jìn)行處理分析。基于實(shí)驗(yàn)發(fā)現(xiàn)及相關(guān)分析,得出以下結(jié)論:(1)不同的詞匯呈現(xiàn)方式會產(chǎn)生不同的記憶效果。在短時記憶測試中,詞匯表呈現(xiàn)方式效果最好,提供目標(biāo)詞意義的語境呈現(xiàn)方式次之,推斷目標(biāo)詞意義的語境呈現(xiàn)方式最差。但這三種呈現(xiàn)方式在短時記憶效果未達(dá)到顯著性差異。(2)在長時記憶測試中,三種呈現(xiàn)方式的記憶效果是遞增的。詞匯表呈現(xiàn)方式效果最差,提供目標(biāo)詞意義的語境呈現(xiàn)稍好,推斷目標(biāo)詞意義的語境呈現(xiàn)效果最好。并且三種呈現(xiàn)方式在長時記憶效果中存在顯著差異。呈現(xiàn)方式一與方式三、呈現(xiàn)方式二與方式三之間的差異達(dá)到顯著性水平。(3)不同的詞匯呈現(xiàn)方式對不同詞性的記憶效果也產(chǎn)生了不同影響。在短時記憶測試中,詞匯表呈現(xiàn)方式對形容詞的短時記憶效果最好,提供目標(biāo)詞意義的語境呈現(xiàn)方式對動詞的短時記憶效果最好。在長時記憶測試中,有語境的呈現(xiàn)方式對形容詞和名詞的記憶效果明顯好于詞匯表呈現(xiàn)。提供目標(biāo)詞意義的語境呈現(xiàn)方式對形容詞的長時記憶效果最好,推斷目標(biāo)詞意義的語境呈現(xiàn)效果對動詞的長時記憶效果最好。(4)同一呈現(xiàn)方式的短時記憶和長時記憶效果存在差異性。呈現(xiàn)方式一和方式二對不同詞性的短時記憶和長時記憶效果也存在顯著差異。呈現(xiàn)方式一和方式二對動詞的短時記憶和長時記憶效果表現(xiàn)出差異性。呈現(xiàn)方式一對形容詞的短時記憶和長時記憶效果達(dá)到顯著性水平。且三種呈現(xiàn)方式的記憶遺忘趨勢不同,詞匯表呈現(xiàn)方式遺忘速度最快,提供目標(biāo)詞意義的語境呈現(xiàn)方式次之,推斷目標(biāo)詞意義的語境呈現(xiàn)方式遺忘速度最慢�；谝陨蠈�(shí)驗(yàn)結(jié)論及其解釋,可以總結(jié)出以下啟示:在語境中呈現(xiàn)新單詞,有利于學(xué)生的長時記憶。孤立地背單詞是不明智且低效的。教師應(yīng)將信息加工深度理論融入于詞匯教學(xué)中。根據(jù)具體的教學(xué)目標(biāo)和學(xué)生的不同程度,教師有針對性地選擇適當(dāng)?shù)脑~匯呈現(xiàn)方式來提高詞匯學(xué)習(xí)的效率。
[Abstract]:Vocabulary is an important part of language, and vocabulary teaching is also an important part of English teaching. It is well known that junior high school is the key period to learn English well. Most of the vocabulary learned in junior high school is the core vocabulary. The most common way of vocabulary presentation is the single word list, while in the vocabulary teaching, the presentation mode is single, boring and high-forget rate, which is very common. It is important to seek effective presentation ways and explore whether different presentation ways have different effects on lexical memory. Based on the theory of adding theory and information processing depth, this paper tests three different ways of presentation (vocabulary presentation, providing context presentation of target word meaning, and inference of context presentation of target word meaning) to different effects on English vocabulary memory of junior high school students. In this study, 60 junior high school students from three parallel classes in a middle school in Yichun, Jiangxi Province, were divided into three groups according to the first 20 names of the last month's examination. Select from the reading material. After each vocabulary is presented, it is tested for two tests: a short-time memory test after 15 minutes and a long-time memory test after 1 week. The test data were analyzed by SPSS19. 0. Based on the experimental findings and relevant analysis, the following conclusions are drawn: (1) Different vocabulary presentation modes can produce different memory effects. In the short time memory test, the effect of the vocabulary presentation mode is the best, the context presentation mode of providing the meaning of the target word is the second, and the context rendering mode of the target word meaning is deduced to be the worst. However, these three modes of presentation did not significantly differ in short-term memory. (2) In the long-time memory test, the memory effect of three modes of presentation is incremental. The effect of vocabulary presentation is the worst, the context of providing the meaning of the target word is better, and the contextual rendering effect of the meaning of the target word is the best. and there are significant differences in the three presentation ways in long memory effects. The difference between presentation mode 1 and mode 3, presentation mode 2 and mode 3 reaches a significant level. (3) Different vocabulary presentation ways have different effects on the memory effect of different parts of speech. In the short-time memory test, the vocabulary presentation mode has the best effect on the short-term memory effect of the adjective, and the contextual presentation mode of providing the meaning of the target word is the best for the short-term memory effect of the verb. In the long-time memory test, the memory effect of the adjective and noun is obviously better than that of the vocabulary. The contextual presentation of the meaning of the target word is the best when the adjective is long, and the contextual rendering effect of the meaning of the target word is the best when the verb is long. (4) There is difference between short time memory and long memory effect in the same presentation mode. There are significant differences between the short-term memory and the long-term memory effect of different parts of speech. The presentation modes 1 and 2 show the differences between the short-term memory and the long-term memory effect of the verb. The short-term memory and long-term memory effect of a pair of adjectives reached a significant level. There are three types of memory forgetting trends, the vocabulary presenting mode forgetting speed is the fastest, the context presenting mode of providing the meaning of the target word is the second, and the context rendering mode forgetting speed of the target word meaning is the slowest. Based on the above experimental conclusions and their explanations, it can be concluded that new words are presented in the context, which is beneficial to the long-term memory of students. It is unwise and inefficient to memorize words in isolation. In this paper, the information processing depth theory is integrated into the vocabulary teaching. According to the specific teaching goal and the different degree of the students, teachers have the pertinence to choose the appropriate vocabulary presentation way to improve the efficiency of vocabulary learning.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
本文編號：2302040
[Abstract]:Vocabulary is an important part of language, and vocabulary teaching is also an important part of English teaching. It is well known that junior high school is the key period to learn English well. Most of the vocabulary learned in junior high school is the core vocabulary. The most common way of vocabulary presentation is the single word list, while in the vocabulary teaching, the presentation mode is single, boring and high-forget rate, which is very common. It is important to seek effective presentation ways and explore whether different presentation ways have different effects on lexical memory. Based on the theory of adding theory and information processing depth, this paper tests three different ways of presentation (vocabulary presentation, providing context presentation of target word meaning, and inference of context presentation of target word meaning) to different effects on English vocabulary memory of junior high school students. In this study, 60 junior high school students from three parallel classes in a middle school in Yichun, Jiangxi Province, were divided into three groups according to the first 20 names of the last month's examination. Select from the reading material. After each vocabulary is presented, it is tested for two tests: a short-time memory test after 15 minutes and a long-time memory test after 1 week. The test data were analyzed by SPSS19. 0. Based on the experimental findings and relevant analysis, the following conclusions are drawn: (1) Different vocabulary presentation modes can produce different memory effects. In the short time memory test, the effect of the vocabulary presentation mode is the best, the context presentation mode of providing the meaning of the target word is the second, and the context rendering mode of the target word meaning is deduced to be the worst. However, these three modes of presentation did not significantly differ in short-term memory. (2) In the long-time memory test, the memory effect of three modes of presentation is incremental. The effect of vocabulary presentation is the worst, the context of providing the meaning of the target word is better, and the contextual rendering effect of the meaning of the target word is the best. and there are significant differences in the three presentation ways in long memory effects. The difference between presentation mode 1 and mode 3, presentation mode 2 and mode 3 reaches a significant level. (3) Different vocabulary presentation ways have different effects on the memory effect of different parts of speech. In the short-time memory test, the vocabulary presentation mode has the best effect on the short-term memory effect of the adjective, and the contextual presentation mode of providing the meaning of the target word is the best for the short-term memory effect of the verb. In the long-time memory test, the memory effect of the adjective and noun is obviously better than that of the vocabulary. The contextual presentation of the meaning of the target word is the best when the adjective is long, and the contextual rendering effect of the meaning of the target word is the best when the verb is long. (4) There is difference between short time memory and long memory effect in the same presentation mode. There are significant differences between the short-term memory and the long-term memory effect of different parts of speech. The presentation modes 1 and 2 show the differences between the short-term memory and the long-term memory effect of the verb. The short-term memory and long-term memory effect of a pair of adjectives reached a significant level. There are three types of memory forgetting trends, the vocabulary presenting mode forgetting speed is the fastest, the context presenting mode of providing the meaning of the target word is the second, and the context rendering mode forgetting speed of the target word meaning is the slowest. Based on the above experimental conclusions and their explanations, it can be concluded that new words are presented in the context, which is beneficial to the long-term memory of students. It is unwise and inefficient to memorize words in isolation. In this paper, the information processing depth theory is integrated into the vocabulary teaching. According to the specific teaching goal and the different degree of the students, teachers have the pertinence to choose the appropriate vocabulary presentation way to improve the efficiency of vocabulary learning.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
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