词汇表与语境两种呈现方式对高中生英语词汇记忆影响的实验研究

发布时间：2018-04-01 14:42

本文选题：单词表呈现　切入点：语境呈现　出处：《伊犁师范学院》2017年硕士论文

【摘要】：词汇在英语学习中起着举足轻重的作用。高中阶段是英语学习打基础的关键时期,并且这段时期所学词汇大多是核心词汇,但词汇学习方法单一、遗忘率高等问题却普遍存在于高中生英语学习中。根据认知心理学,人们对信息的理解度随着信息呈现方式的不同而改变,而对于信息的理解程度将直接影响其记忆的保持长短,也就是说利用合理有效的呈现方式能够在很大程度上提高高中阶段学生的词汇记忆效果。所以,寻求一种有效的呈现方式并据此研究通过该方式提高高中阶段学生的词汇记忆效果,具有实用价值。本文笔者将以认知心理学记忆理论,信息加工深度,增添理论三方面作为理论基础,通过科学合理的实验,有针对性的测试两种不同的词汇呈现方式(词汇表呈现方式和语境呈现方式)对高中生英语词汇长时记忆和短时记忆所产生的效果。100名高中二年级学生参加了实验,并被按照词汇表和语境两种不同呈现方式分为两个实验小组,对选定的10个生词,给予12分钟,让两个实验小组,分别用词汇表和语境两种不同的呈现方式进行记忆,12分钟后,立即进行短时记忆测试,并于一个星期后再进行长时记忆检测。两个实验小组两次测试的形式,测试时间及测试内容均完全相同,只是使用的呈现方式不同。实验结束后,对实验数据结果采用了SPSS19.0进行分析。经过对两个实验小组的长时记忆和短时记忆数据进行分析比较,得出下列实验结果:第一,词汇表呈现方式中,学生能在较短的时间里记住设定词汇及其汉语意思,也即词汇表呈现方式有利于高中阶段学生的短时记忆,但这种呈现方式记忆的词汇,如果不经反复的复习记忆效果并不能长期保持,一周后学生对记忆过的词汇会很快忘记。第二,语境呈现方式中学生虽然需要一定时间进行适应,但却能对所给词汇及其汉语意思保持长期记忆,也即语境呈现方式更有利于高中阶段学生词汇记忆的保持。综上所述,本研究从实验结论中得出以下启示:在实际英语教学中,教师应根据具体的教学对象和教学目的,选择合适的词汇呈现方式:短期突击学习可使用词汇表呈现方式,长期记忆学习可采取语境方式呈现。同时,不论使用哪种呈现方法,必须及时复习加以巩固,在复习时可运用造句以及语境联想等策略帮助信息由短时记忆转化为长时记忆。
[Abstract]:Vocabulary plays an important role in English learning. Senior middle school is the key period of English learning, and most of the words learned during this period are core words, but the method of vocabulary learning is simple. According to cognitive psychology, the degree of understanding of information varies with the way in which information is presented. The degree of understanding of information will directly affect the length of their memory, that is to say, the use of reasonable and effective presentation can greatly improve the high school students' vocabulary memory effect. It is of practical value to seek an effective way of presentation and to study how to improve the effect of vocabulary memory in senior middle school students. The author will use the cognitive psychology memory theory and the depth of information processing. Adding three aspects of theory as the theoretical basis, through scientific and reasonable experiments, The effects of two different ways of lexical presentation (vocabulary presentation and contextual presentation) on English vocabulary long-term memory and short-term memory of senior high school students were tested. 100 sophomores in senior high school participated in the experiment. They were divided into two experimental groups according to the vocabulary and context. The 10 new words were given 12 minutes, and the two experimental groups were given 12 minutes to memorize the words in two different presentation ways, which were vocabulary and context. A short time memory test is performed immediately, and a long memory test is performed one week later. The two test groups have the same format, test time and content, but use different presentation methods. The results of the experiment are analyzed by SPSS19.0. After analyzing and comparing the data of long-term memory and short-term memory of the two experimental groups, the following results are obtained: first, in the presentation of vocabulary, Students can memorize the set vocabulary and its Chinese meaning in a short period of time, that is, the presentation of vocabulary list is beneficial to the short-term memory of high school students, but this way of presentation can memorize the vocabulary. If the memory effect can not be maintained for a long time without repeated review, the students will soon forget the memorized vocabulary a week later. Second, although it takes some time for the students to adapt to the presentation of the context, However, it can maintain long-term memory of the given vocabulary and its Chinese meaning, that is, contextual presentation is more conducive to the retention of lexical memory in senior high school students. In summary, the present study draws the following conclusions from the experimental conclusions: in practical English teaching, the present study draws the following conclusions:. According to the specific teaching object and teaching purpose, the teacher should choose the appropriate lexical presentation method: the short-term surprise learning may use the glossary presentation method, the long-term memory learning may adopt the contextual way to present, at the same time, no matter which kind of presentation method is used, We must review and consolidate it in time. We can use the strategies of sentence making and context association to help the information change from short term memory to long term memory.
【学位授予单位】：伊犁师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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