微信推送式词汇附带习得对外语学习者词汇接受能力的效果研究

发布时间：2018-06-03 04:32

本文选题：移动学习 + 词汇辨认　；参考：《浙江工商大学》2017年硕士论文

【摘要】：移动手机不仅在交流中扮演的角色越来越重要,同时,它也为外语学习提供了很多潜在的方法。移动辅助教学是一种强调以学习者为中心,激发学习者自主性的教学方法。同时,随着微信在国内的普及,国内越来越多学习者开始关注微信在外语教学中的应用,特别是在词汇习得中的应用。所以,本研究基于移动学习理论和间隔效应理论,主要探讨微信推送式词汇课程对于词汇习得的效果。本文选取了浙江省某专科院校的80名非英语专业大二学生为研究对象,将其随机分为实验组和控制组,进行了为期两周的微信词汇课程推送,每次推送的词汇课程包括两段含有当日核心词汇的新闻讲解和一段对该核心词汇解释的音频。研究过程中,研究对象分别在不同学习时间段接受测试,分别为前测,即时后测和延迟后测。数据收集后通过SPSS16.0软件中的配对样本T检验(Paired-Samples T-test),独立样本 T 检验(Independent-Samples T-test)和单因素方差分析(One-Way ANOVA)方法对数据进行处理。同时,为了进一步了解学习者对于微信推送式词汇学习模式的看法,一份李克特量表类型的问卷调查也被应用于数据收集实验结果显示:在即时后测中微信实验组的分数(M=69.13,SD=13.53)明显高于传统纸质控制组(M=65.00,SD=13.87),所以微信推送式词汇学习模式对于提高学习者在词汇辨认方面有显著效果(P0.05)。单因素方差分析结果显示[(F(2,78)= 173.68,P0.05)],相比于实验前,受试者的分数在接受微信推送词汇结束后是有所增加的,但是由于词汇磨蚀等因素的影响,受试者在三周后的延迟后测中,测试表现并没有比实验立即结束后的测试表现好。此外,问卷调查收集的结果表明,受试者对于微信推送式词汇学习持有积极态度(M=4.11,SD=0.29);但是,一些受试者也反映微信推送的词汇课程虽然有效但并不有趣(Mean=3.32,SD=0.56)。
[Abstract]:Mobile phone not only plays an increasingly important role in communication, but also provides many potential methods for foreign language learning. Mobile assisted instruction is a teaching method which emphasizes learner-centered and stimulates learner autonomy. At the same time, with the popularity of WeChat in China, more and more domestic learners begin to pay attention to the application of WeChat in foreign language teaching, especially in vocabulary acquisition. Therefore, based on the theory of mobile learning and the theory of interval effect, this study mainly discusses the effect of push vocabulary course on vocabulary acquisition. In this paper, 80 non-English major sophomores from a college in Zhejiang Province were randomly divided into two groups: experimental group and control group. Each push includes two news sessions containing the core vocabulary of the day and an audio explanation of the core vocabulary. In the course of the study, the subjects were tested in different learning periods, namely pre-test, real-time post-test and delayed post-test. After data collection, the data were processed by paired samples T-test (Paired-Samples T-test), independent sample T-test (Independent-Samples T-test) and One-Way ANOVA (single factor ANOVA) method in SPSS16.0 software. At the same time, in order to further understand the learners' views on the push vocabulary learning model of WeChat, A questionnaire of Lekert scale type was also used in the data collection experiment. The results showed that the scores of WeChat test group in instant post test were significantly higher than those in the traditional paper control group (M65.00 SDX 13.87), so the push vocabulary learning model of WeChat was significantly higher than that of the traditional paper control group. It has a significant effect on improving learners' vocabulary recognition (P0.05). The results of univariate ANOVA showed that compared with before the experiment, the scores of the subjects increased after receiving the words pushed by WeChat. However, due to the influence of factors such as vocabulary erosion, the subjects had delayed posttest three weeks later. The performance of the test was not better than that of the test immediately after the end of the experiment. In addition, the results of the questionnaire survey showed that the subjects had a positive attitude towards pushing vocabulary learning on WeChat (4.11 / SD0.29), but some of the subjects also showed that the vocabulary curriculum provided by WeChat was effective but not interesting.
【学位授予单位】：浙江工商大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G434

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