使用笔记本词汇深加工模式对词汇长期识记效果的行动研究

发布时间：2018-01-22 11:51

本文关键词： 特殊教育中等职业学校词汇笔记本词汇深加工　出处：《云南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：本研究的情境是云南省的一所特殊教育中等职业学校,学生的情况有一定特殊性,与同龄的在其他学校的学生有很大不同。学生平时的学习表现表明词汇的长期识记对他们来说是学习英语的主要困难之一。受到一些词汇学习相关信息的启发,诸如词汇知识的主要维度、词汇学习策略、词汇的不同深加工模式、词汇笔记本等,笔者认为通过使用笔记本对生词进行深加工,或许是一种不错的学习策略选择,值得进行行动研究。笔者提出了如下的研究问题:(1)通过笔记本进行词汇深加工是否适合基础较差的特殊教育中等职业学校的学生?(2)“词汇笔记本”与“课堂词汇讲解”相比较,哪一种词汇深加工方式对英语生词的长期识记更为有效?(3)在词汇深加工的不同项目之中,哪些项目对长期识记更为有效?本文采用词汇笔记本、词汇小测验、以及访谈和问卷作为研究工具并且设计了一个包括三个阶段的行动研究。第一阶段侧重词汇接受性知识的深加工;第二阶段侧重词汇产出性知识的深加工;第三阶段旨在了解接受性深加工和产出性深加工相结合的效果。依据行动研究中获得的数据,笔者进行了分析和讨论。最后得出如下结论:对于改善词汇的长期识记而言,通过笔记本深加工是一种较为适合基础较差学生的学习方式;通过笔记本深加工的效果要好于通过课堂讲解的深加工,尤其是在把接受性知识的深加工和产出性知识的深加工结合在一起的情况下;在实验的九个深加工项目中,学生们认为其中5-6个项目对他们的长期识记最有效。这些项目分别是词性、音节划分、词缀、词源及演变、短语、造句。本研究由于受到研究条件限制以及研究情境较为特殊,结论仍需要进行更多地验证。但这仍然对笔者启发了很多研究方向,例如去了解学生课后自主的词汇学习行为等。
[Abstract]:The situation of this study is a secondary vocational school of special education in Yunnan Province, the situation of students has a certain particularity. It is very different from other students of the same age in other schools. The students' learning performance shows that the long-term memorization of vocabulary is one of the main difficulties in learning English. It is inspired by some information about vocabulary learning. Such as the main dimensions of lexical knowledge, vocabulary learning strategies, different deep processing patterns of vocabulary, vocabulary notebook, the author believes that the use of notebooks to further the processing of new words. Perhaps a good learning strategy choice. The author puts forward the following research question: 1) is it suitable for the students of the secondary vocational school of special education to carry on the vocabulary deep processing through the notebook? (2) which way of deep processing of vocabulary is more effective in long-term memorization of English new words than that of vocabulary explanation in class? Among the different items in the deep processing of vocabulary, which items are more effective for long-term memorization? This paper uses vocabulary notebook, vocabulary quiz, interviews and questionnaires as research tools and designs a three-stage action study. The first stage focuses on the deep processing of lexical receptive knowledge. The second stage focuses on the deep processing of lexical productive knowledge; The third stage aims to understand the effects of combination of receptive and productive deep processing, based on the data obtained from the action study. The author makes an analysis and discussion. Finally, the following conclusions are drawn: for improving the long-term memorization of vocabulary, deep processing through notebook is a more suitable learning method for students with poor foundation; The effect of deep processing through notebook is better than that through classroom explanation, especially when the deep processing of receptive knowledge and the deep processing of productive knowledge are combined together; Of the nine deep processing projects in the experiment, the students considered that five to six of them were most effective for their long-term memorization. These items were part of speech, syllable division, affix, etymology and evolution, and phrases. Because of the limitations of the research conditions and the special research situation, the conclusion still needs more verification, but it still enlightens many research directions. For example, to learn about students' self-regulated vocabulary learning behavior after class, and so on.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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