游戏呈现方式与描述呈现方式对小学生英语词汇记忆影响的比较研究

发布时间：2018-05-16 18:32

本文选题：游戏呈现方式 + 描述呈现方式　；参考：《扬州大学》2015年硕士论文

【摘要】：词汇教学在语言课堂中得到了极大关注,许多研究集中于如何更有效率地教授词汇。词汇呈现方式的研究成为一个热点问题,与此同时,关于何种呈现方式更好的问题仍没有达成一致意见。针对这个问题,本研究比较了游戏呈现方式与描述呈现方式对小学生即时和延时记忆的影响。主要研究问题如下：(1)游戏呈现方式与描述呈现方式对小学生的英语词汇记忆是否有不同的影响?(2)小学生对这两种词汇呈现方式的态度如何?本研究采用定量和定性结合的研究方法。定量研究采用词汇测试作为研究工具,研究对象是一普通农村小学四年级两个班的小学生,每个班45名学生。一个班采用描述呈现方式进行词汇教学,另一个班采用游戏呈现方式进行词汇教学。在词汇呈现方式实验后,分别对两个班进行一次即时测试,一周后进行一次延时测试。定性研究以半结构化访谈作为研究工具,通过分层随机抽样从每个班抽取高、中、低水平学生各1人,一共六人作为访谈对象。研究者预先拟定好访谈问题,以自由讨论的形式进行一对一讨论。通过对实验数据的定量和定性分析有如下发现：首先,总体来说,游戏呈现方式与描述呈现方式对小学生的词汇记忆有不同的影响。就词汇的短时记忆而言,描述呈现方式下的学生比游戏呈现方式下的学生表现的稍好一点,尽管两种呈现方式之间没有显著性差异。然而,就长时记忆而言,情况正好相反。游戏呈现方式下的学生比描述呈现方式下的学生表现的好很多,并且两种呈现方式之间有显著性差异。其次,小学生对游戏呈现方式与描述呈现方式的态度不同。从访谈结果可以得出,游戏呈现方式比描述呈现方式更受学生欢迎,不管学生处于什么英语水平。从某种程度上来看,描述呈现方式很难吸引学生注意力,不易于激发学生词汇学习的热情。尽管学生在课堂上记住了一些单词,但不到一个星期,他们很快会忘掉大部分单词。因此,他们很不喜欢这种呈现方式。相比之下,学生很喜欢游戏呈现方式,这可以归因于游戏本身的趣味性。并且这种呈现方式可以加深学生对英语词汇的理解。本研究对词汇教学有如下教学启示：首先,小学英语教师要根据小学生的身心发展特点及教学目标和教学内容来设计和选择恰当的游戏。其次,在游戏词汇呈现过程中,小学英语教师要加强对课堂的掌控,促进学生词汇习得效果。第三,因为描述呈现方式和游戏呈现方式是互补的,所以小学英语教师要权衡使用这两种呈现方式。
[Abstract]:Vocabulary teaching has received great attention in language classes, and many studies have focused on how to teach vocabulary more efficiently. The study of lexical presentation has become a hot issue, but there is still no agreement on which is better. To solve this problem, this study compares the effects of game presentation and descriptive presentation on the immediate and delayed memory of primary school students. The main research questions are as follows: (1) does the game presentation and descriptive presentation have different effects on the English vocabulary memory of primary school students? (2) what is the attitude of primary school students to these two ways of presentation? In this study, quantitative and qualitative methods were used. The quantitative study used vocabulary test as a research tool. The subjects of the study were 45 pupils from two classes of grade four in an ordinary rural primary school. One class uses descriptive presentation to teach vocabulary and the other uses game presentation to teach vocabulary. After the lexical presentation experiment, the two classes were tested once in real time and once a week later. The qualitative study uses semi-structured interviews as a research tool and draws one high, middle and low level students from each class by stratified random sampling, six of whom are interviewed. The researchers prepared interview questions for one-on-one discussions in the form of free discussions. Based on the quantitative and qualitative analysis of the experimental data, the following findings are made: first, in general, the ways of game presentation and descriptive presentation have different effects on the vocabulary memory of primary school students. In terms of the short-term memory of vocabulary, the students in descriptive presentation were slightly better than those in game presentation, although there was no significant difference between the two presentation methods. For long-term memory, however, the opposite is true. The students in the game presentation mode performed much better than those in the descriptive presentation mode, and there was a significant difference between the two presentation methods. Secondly, pupils have different attitudes towards game presentation and descriptive presentation. From the results of the interview, it can be concluded that the game presentation is more popular than the descriptive presentation, regardless of the students' English level. To some extent, descriptive presentation is difficult to attract students' attention and stimulate students' enthusiasm for vocabulary learning. Although students memorize some words in class, they quickly forget most of them in less than a week. Therefore, they do not like this way of presentation. Students, by contrast, like the way games are presented, which can be attributed to the fun of the game itself. And this way of presentation can deepen students' understanding of English vocabulary. The present study has the following implications for vocabulary teaching: first, primary school English teachers should design and choose appropriate games according to the characteristics of pupils' physical and mental development, teaching objectives and teaching contents. Secondly, in the process of game vocabulary presentation, primary English teachers should strengthen their control of the classroom and promote the students' vocabulary acquisition. Third, because descriptive presentation and game presentation are complementary, primary English teachers have to balance them.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

【相似文献】